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Det övergripande syftet med denna studie var att undersöka skillnader mellan den traditionella och hybrida arbetsmodellen med avseende på deras påverkan på arbetslivsbalans och psykiskt välbefinnande hos kommunala kontorsarbetare. Studien hade en kvantitativ karaktär, där en webbaserad enkät genomfördes och genererade totalt (N=132) deltagare, varav (N=22) arbetadeenligt den traditionella arbetsmodellen och (N=110) enligt den hybrida arbetsmodellen. Deltagarna i studien rekryterades genom ett bekvämlighetsurval. Vid analys av insamlad data användes Mann-Whitney U-test. Resultatet visade att det inte finns någon statistiskt signifikant skillnad mellan arbetsmodellerna gällande arbetslivsbalans och psykiskt välbefinnande. Resultatet diskuteras i diskussionen.

Digitization in society is increasing and has meant that school curricula now include paragraphs ondigital competence. How this is implemented in the classrooms varies, which has consequences forlearning. The purpose of this essay is to, through a research overview, investigate the effects of ITsolutions in school. Based on the socio-cultural perspective and the concepts of habitus and capital,these effects are analyzed. The result shows that a well-thought-out pedagogy is required for thepositive effects of the digital aids to become apparent. Furthermore, low-achieving students tend tobe more susceptible to the negative effects that IT solutions bring. Whether digital aids in schoolconstitute an obstacle or an asset for learning depends on how they are implemented.

When it comes to learning and teaching, the students' understanding of what they are expected tolearn is vital. Therefore, the students should be aware of what the goal of the education is. However,many teachers find the phrasings in the knowledge requirements to be ambiguous, and studies showthat the students' understanding of the knowledge requirements is questionable. This study aims toexamine students' understanding of the knowledge requirements for the social studies subject andwhat affects it. The study is conducted through a survey in which the results showed that thestudent's were able to give concrete form to the knowledge requirements and therefore also interpretwhat is expected of them. However, the students' interpretation of the knowledge requirements hasto coincide with the teacher's interpretation to be "correct". The study has not been able to establishwhat affects the understanding of the knowledge requirements.