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The context of this study is an interdisciplinary project-based course at a large public university in Scandinavia. The course is taught annually to 3,300 graduate students from all fields of study, and learning to collaborate is a specified learning objective. Similar courses are widespread in higher education institutions worldwide, and empirical evidence of their impacts on students' skill development is needed. This study examined students' collaboration skill outcomes; whether outcomes vary by gender, academic achievement, field of study, course format (accelerated and semester based); and variations in outcomes across student groups and course classes. We used a pretest-posttest design in which 89% of students answered a self-report questionnaire about collaboration skills. The results indicate that the participating students' interdisciplinary, interpersonal, and conflict management skills improved significantly from the beginning to the end of the course (p < 0.001, d > 0.4). We also found that the accelerated course format positively influenced the students' conflict management skill outcomes and that the variability in the students' overall collaboration outcomes was related to their student group (not their course classes). Another important takeaway from our study is that the students' gender, academic achievement, and field of study showed little impact on their collaboration skills. The non-significance of the measured individual characteristics and the significance of the student group for students' collaboration outcomes are important reminders for teachers in higher education to guide and support both their students' learning and group processes in project-based courses.

This article is the first of four articles exploring democratic schools co-founded by teenage students in Norway and Sweden. Our larger project explores the relationship between democracy in education and educational dialogism. Both democracy in education and educational dialogism are partially rooted in the idea that education should be a personal meaning-making practice where the participants can create and organize their lives in ways that make sense to them and explore their interests, values, and desires. We describe the processes of founding two schools--one in Oslo, Norway, and the other in Gothenburg, Sweden--in which students practiced the right to democratic governance. We describe the process of the founding of these schools against the background of the students' movements in the late 1960s and the 1970s and the social and political conditions in Norway and Sweden at that time. We explore the students' perspectives on the possibility, desirability, and legitimacy of the students' voices in ethical-ontological dialogues in which the participants jointly examine their relationships with the world, with others, and with themselves. Further, we explore the forms of democratic school governance that Norwegian and Swedish students created and identified tensions that appeared between the legitimacy of individual students' rights to ownership of their learning, teachers' ownership of teaching, and the conventional normative educational policies in Norway and Sweden.

Context: In this scoping review, we examine the knowledge base concerning positive mental health studies for students in vocational education and training (VET). The VET student population embraces approximately 30-52% of secondary school students in the Nordic countries, and 40% of the global student population. The risk of early school leaving (ESL) is substantially higher in VET than in general education and mental health may be a relevant factor in this matter. Yet, an overview of mental health studies in VET is lacking and therefore, this article aims to map empirical research studies that have explored positive mental health in VET students. The positive mental health framework, with its origin in Antonovsky's (2002) salutogenesis and positive psychology, focuses on factors that promote mental health and wellbeing rather than taking on a pathological perspective. Methods: For our scoping review, we searched four databases, and 19 articles were found eligible for inclusion. These articles were systematically screened by means of a coding scheme to identify the following information: Country of origin of the study, its aim, research design, measures, conceptualization of mental health, and main findings. Results: The evidence suggests that positive mental health is understood as a multifaceted concept, and wellbeing is the dimension that is explored most often, followed by resilience and quality of life. The majority of the included studies used a validated questionnaire to assess various aspects of positive mental health, and most of them sought to explore correlations between different dimensions of positive mental health. Main findings of the studies suggest that a supportive school environment, physical activity, and a strong vocational identity may contribute to positive mental health for students in VET. Furthermore, correlations have also been identified between environmental factors and positive mental health. Finally, findings from the review illustrate how even small-scale interventions may have farreaching effects, due to the interrelatedness of the different dimensions within the positive mental health construct. Conclusion: Findings from this review illustrate that numerous factors may affect the wellbeing of students in VET. In particular, a strong vocational identity, a supportive school environment, and physical activity may contribute to positive mental health. These findings suggest that VET teachers may promote the wellbeing of their students by providing a supportive psychosocial learning environment at school.

The developments of joint study programmes and their quality practice in the European Higher Education Area are studied. Such programmes are subject to the environment of institutional complexity. Guided by a multi-level approach and the institutional work framework of analysis, the research demonstrates how a particular quality practice is co-created and maintained by the means of policy work, inter-organisational cooperation and everyday work. The relational nature of quality practice is driven by a recursive interaction of processes, events and activities at macro-meso-micro levels. The joint programme quality practice is tied to the concept of fitness-for-purpose with focus on value-added and innovation. The situated nature of quality work is explicated through the empirical account of day-to-day activities and the practical-evaluative agency of joint programme staff. The idealised value of 'jointness' in curriculum integration and joint degree award, and quality evaluation culture are addressed with organisational adaptations in a cross-border context.

This study targets hitherto largely understudied empirical processes and activities through which certain ideas and imaginaries are being commercialised and used by corporate actors in the global Early Childhood Education and Care (ECEC) industry. The aim is to analyse and critically discuss representations of the Scandinavian ECEC regime in the context of ECEC export. This is achieved empirically through a case study of a Swedish education company and its expansion in Germany, as well as by devoting analytical attention to the social, political and fantasmatic logics in the processes that constitute and characterise the "Scandinavian ECEC offer" as it is being exported. The analysis draws on corporate documents, websites and interviews with top-level company representatives. The analysis highlights how the Scandinavian ECEC regime is made up of four interlinked elements; equality, the autonomous child, integration of care and learning and outdoor pedagogy, aligned and sustained by "gripping" and "sticking" forces in fantasmatic logics that hide contingencies. In summary, the powerful imaginary of the Scandinavian ECEC regime, bringing accessibility, social justice, gender equality, nature, democracy, children's rights and autonomy, serves to conceal the political and ideological dimension of the economic logic of capitalism.

The digitalisation of education has been emphasised over the last two decades, affecting and developing both the theories and practices of teaching and learning. Considering these developments, the need for addressing teachers' and students' digital competence has gained ground. In the last few years, the concept of digital agency has been noted in empirical and theoretical research - broadly focusing on the integration of information and communication technologies (ICT) in education. Nonetheless, how digital agency is understood and how it relates to the more established concept of digital competence remains unclear. To address this gap, we conducted a conceptual systematic review and examined the current state of the knowledge on digital agency. Specifically, we review the conceptualisations of digital agency, its underlying theoretical frameworks, and how it relates to digital competence and similar concepts. Database searches resulted in 32 publications, with the majority published in education and design journals and stemming from Scandinavian countries. Our findings show that out of 32 studies, only one aimed at defining digital agency explicitly. Nevertheless, for the last three years, digital agency has been more frequently used in the body of literature, emphasising the design and transformation of teaching and learning with technology towards a 'new normal' considering the post-pandemic era and lessons learned. Reviewing the extant body of knowledge on digital agency, we review the strengths and weaknesses of the concept and compare it to the more established notion of digital competence. Finally, we discuss implications for policy, research, and practice in education.

Higher education students in Finland and all over the world are often engaged in a paid job alongside their studies. The purpose of the present study is to explore how humanities students' work experience is related to their career engagement and metacognitive awareness. More precisely, the aim is to investigate how the nature and amount of work are associated with career engagement and metacognitive awareness. A total of 302 master's students filled out the questionnaire. The data were analysed by exploratory and confirmatory factor analyses, Pearson correlations, independent samples t-test and One-Way ANOVA. The results showed that working students had higher scores on networking than non-working students. In addition, the study revealed that the amount of work and work related to the study field were positively related to career engagement (career planning and networking). Regarding metacognitive awareness, the amount of work matters. Full-time working students had higher scores on both dimensions of metacognitive awareness, namely knowledge of cognition and regulation of cognition. In addition, work related to one's own study field was connected with the perceived relevance of work. The present study indicates that students' working can enhance students' career engagement and their metacognitive awareness.

In the Scandinavian tradition, "how" children learn is of much greater importance than "what" children. However, this study seeks primarily to investigate "what to learn" as opposed to "how to learn." The matter of what topics are most valued is under-researched, particularly in regard to kindergarten teachers and what they think children should learn during their time in kindergarten. In this study, the above-stated fact was investigated through focus group interviews (Halkier, 2015) in six kindergartens during January of 2020. In each kindergarten, 3-5 kindergarten teachers--23 in total--participated in these interviews. A qualitative approach was used to obtain participants and capture their perspectives (Kvale & Brinkman, 2015). All of the responses emphasized a common theme, that focus should be placed on learning and developing social competence and early literacy learning (ELL). National Early Literacy Panel (NELP) defines ELL as learning vocabulary and developing oral language, along with becoming familiarized with the alphabet, writing letters, and obtaining phonological awareness (2008). In contrast, when asked what the most important aspect was in following the governmental curriculum, kindergarten teachers specified ELL. The findings discussed regarded ELL as a critical topic in early childhood education and care (ECEC), both internationally and in the Scandinavian countries of Norway, Sweden, and Denmark (Børne-og Undervisningsministeriet, 2007; Kunnskapsdepartementet, 2017; Skolverket, 2019). The findings were also discussed regarding social competence as an expression of the "Bildung" concept (Klafki, 1997) and in regard to Froebelian pedagogy, which has greatly influenced Scandinavian kindergartens. Although this heritage may have been used, shaped and interpreted in a child-oriented direction (Brostrøm, 2004; Håberg, 2017), it has the potential to provide various input and directions.

Recently, social scientists have begun to study the implications of increasing pressures in the early academic career. Studies focusing mostly on the life sciences have shown junior scholars making research decisions based on a productivity logic to increase their chances of career success. In this paper, we extend this literature to the very different context of economics, characterized by a dominant mainstream, a clear hierarchy, and an independent/small-team approach to scholarship. Adopting a culture-in-action framework, we analyze how cultural repertoires help early career economists deal with the sometimes competing career pressures associated with working in high-status departments. Drawing from in-depth interviews with tenure-track economists in three Scandinavian countries, we find that skillful use of "discovery-talk" and "delivery-talk" helps respondents respond to the challenges they face as junior academics. Implications for research include the avoidance of, e.g., interdisciplinary work and questions of only regional importance. Furthermore, the data indicate that discovery and delivery notions partly overlap and so contribute to preserving economics as a relatively coherent and homogenous field.

This article reports on a study investigating how computational essays can be used to help students in higher education STEM take up disciplinary epistemic agency--cognitive control and responsibility over one's own learning within the scientific disciplines. Computational essays are a genre of scientific writing that combine live, executable computer code with narrative text to present a computational model or analysis. The study took place across two contrasting university contexts: an interdisciplinary data science and modeling course at a large research university in the Midwestern United States, and a third-semester physics course at a large research university in Scandinavia. Over the course of a semester, computational essays were simultaneously and independently used in both courses, and comparable datasets of student artifacts and retrospective interviews were collected from both student populations. These data were analyzed using a framework that operationalized the construct of disciplinary epistemic agency across the dimensions of programming, inquiry, data analysis and modeling, and communication. Based on this analysis, we argue that computational essays can be a useful tool for fostering disciplinary epistemic agency within higher education science due to their combination of adaptability and disciplinary authenticity. However, we also argue that educational contexts, scaffolding, expectations, and student backgrounds can constrain and influence the ways in which students choose to take up epistemic agency.

The concept of pedagogy is the key to understanding pedagogy in early childhood education (ECE) in the Nordic countries, which are known for their high quality of life and education. However, in ECE, there are several different approaches toward pedagogy and it can be said that pedagogy is a multidimensional and dynamic concept. In this paper, the different approaches to pedagogy are defined and reconceptualized through an integrative literature analysis focusing on scientific papers and research reports of the concept. Five approaches to pedagogy were constructed: pedagogy through interaction, pedagogy through scaffolding, pedagogy through didactics, pedagogy through expertise, and pedagogy through future orientation. The identified tensions and elements within the five approaches are presented. Finally, the shared elements among these pedagogical approaches are presented in a dynamic model.

This article investigates how introducing new activities to the practice of academic development can influence and challenge both the academic developers and the Centres for Teaching and Learning (CTL). By applying Wenger's (1998) Communities of Practice, (part of) the practice of the academic developers is conceptualised as exercising collegial relationships. An empirical investigation in the context of a CTL at a Scandinavian university illustrates possibilities for learning and growth of the CTL, as well as how exercising collegial relationships is being challenged when the work of the academic developers branches out. The article concludes that trade-offs are not only an inherent part of practice, but also an aspect of practice that calls for continuous attention.

Respect and listening are two issues that are complicated to research. This paper presents how respectful listening may constitute one aspect of a teacher's role in child-centered learning. The analysis focus on a teacher's reflections about events that took place after she and a colleague carried out a mathematics teaching unit on culturally diverse children's understanding of 'pattern'. The teacher observed situations that she found interesting and relevant for the children's learning. She communicated with the researcher about this for some months. A closer look at the teacher's reflections caused the research focus to change from what the teacher observed, to how she carried out the observations. So, the research focus is the teacher's application of respectful listening skills when these observations were made. Our analysis reveals the outcomes of two situations. Situation 1 is about communication between the teacher and a child's mother, while situation 2 is about communication between the teacher and a child.

More than forty years ago, Dan Lortie famously lamented the lack of a common language with which to describe teaching and noted this scarcity as a key problem within studies of teaching and teacher professionalism. I argue that recent developments in video technology and supporting methodological designs have paved the way for a new generation of classroom studies. Today, large-scale classroom studies and targeted subject-specific studies have contributed to a renewed interest in classroom designs as lenses to shed light on how and why teaching and teaching matter. In this article, I summarize recent developments in classroom studies in terms of technologies, research design and analytical frameworks and discuss how these developments allow for integrative efforts and more programmatic research within studies of classroom teaching and learning, thus providing a platform for building a shared vocabulary for describing teaching. A key argument will be how video recordings nurture a new generation of generic and subject-specific classroom studies that enable us to systematically investigate key features of classroom teaching across subjects, grades, and learning environments.

The qualitative literature review includes 34 articles published in English-language, peer-reviewed journals to obtain a Nordic perspective on the status of the research on how the idea of inclusion implemented into practice is reflected in the literature from 2009 through 2019. Qualitative content analysis was conducted. In the analysis, we identified the characteristics of the studies, how inclusion and inclusive education were defined, and which themes concerning the idea of inclusion into practice that emerged from the review. Articles from five Nordic countries were found, Sweden with most of the publications. Almost twice as many of the sampled articles used qualitative methods as quantitative. Inclusion and inclusive education were seldom defined explicit, and the different way of understanding inclusion that emerges was human rights and democratic principles, placement of SEN-students, participation and belongingness, and high-quality learning for all students. Three themes was highlighted in the transformation of the idea into practice: Placement and the organisation of schooling, Teachers' beliefs and attitudes, and Students' and parents' experiences. This literature review shows that few research studies have focused specific on how to transform the idea of inclusion into practice.

Integrative transformative learning in a feminist perspective asks students to engage in potentially troublesome and unsettling debates, to confront their own privilege and situated knowledges, and to experiment with conventional boundaries for knowledge production. We introduce the idea of the "tentacular classroom" grounded in the work of Haraway on tentacular thinking to show the ways in which the learning encounter, figured as a tentacular organism, allows for co-production and multiplicity in knowledge production. Through two illustrative examples from gender studies classrooms, we show what is at stake when unruly tentacles become involved in disrupting the boundedness imposed on teaching and learning in the neo-liberal university context. We conclude that a tentacular classroom entails confrontations with troublesome knowledges but also with troublesome unlearning as well, leading teachers and learners to an alternative point of departure for the learning encounter.

Given the ongoing development of computer-based tasks, there has been increasing interest in modelling students' behaviour indicators from log file data with contextual variables collected via questionnaires. In this work, we apply a latent regression model to analyse the relationship between latent constructs (i.e., performance, speed, and exploration behaviour) and contextual variables among Scandinavian students (i.e., Norway, Sweden, and Denmark) during their completion of three interactive mathematics tasks in the 2012 Program for International Student Assessment (PISA). The purpose of this study is threefold: (1) to investigate whether a factor model is adequate for explaining the relationship between extracted process indicators from log files and students' performance on the three items; (2) to evaluate whether measurement invariance holds for the three analysed countries; and (3) to determine how well contextual variables [i.e., a student's background, availability, use of information and communication technology (ICT) resources, and learning conditions for mathematical literacy] correlate with the model's latent constructs. Our findings reveal that a three-factor CFA model is well-suited to the analysed data and that a weak measurement invariance model performs best. By including contextual variables in the modelling, we also highlight the differences in Scandinavian students' profiles. Specifically, higher economic social cultural status (ESCS) consistently led to higher math proficiency across all three countries. Norway did not show any gender differences in math proficiency, response time, or exploration behaviours. Experience with math tasks at school led to more exploration behaviours across all three countries. Swedish and Norwegian students who had more experience with pure math tasks at school were likely to obtain higher mathematics achievement scores and tended to interact more frequently with the testing platform when answering the three math items. When Danish students had higher ICT scores (i.e., more ICT resources available at school and home), they had lower response accuracy. There was, however, no effect of ICT on the three factors among Swedish and Norwegian students. Finally, we also discuss the implications and limitations of this study.

The history of education is, and can be, many things. In this article, I argue that the history of education in the Nordic countries is marked by three phases, based on its institutional setting. In the late nineteenth and early twentieth centuries, the history of education was written by schoolmen for schoolmen. In the post-war era, the discipline of education took increasing responsibility for the field. Since the 1980s, it has been a multidisciplinary research field based on the disciplines of education and history where history of education was combined with research in history education, sociology of education, child studies and educational policy. While the development of the history of education varied across the Nordics, this setting proved to be fertile. In terms of active researchers, output and coordination, the Nordic history of education clearly stands stronger now than it did 20 years ago.

The Scandinavian states have international reputations for promoting social democratic ideals, which have long been manifest in Nordic universities, e.g. legal protection for academic freedom and university studies free of charge. However, Nordic governments have made new h.e. laws, thereby changing university autonomy and management structures, leading to greater involvement by external personnel in university governance, and reduced academic freedom for academic staff. Utilizing legal data, and a survey of +5,000 academics from the EU states, this paper compares the protection for academic freedom in Denmark, Finland, Norway and Sweden. The "de jure" analysis shows that a single Nordic grouping is not apparent, but that there are two distinct Scandinavian cohorts. The "de facto" analysis reveals differences between the Nordic nations and other EU states but does neither confirm the Nordic model nor substantiate two regional cohorts identified in previous research and in the "de jure" analysis.

Purpose: This study aims to investigate which "a priori" factors documented in the literature and new factors that influence employees' self-regulated microlearning behavior and the utilization of internal microlearning platforms in organizations. Design/methodology/approach: The authors conducted a single-case study on a Swedish retail group that had developed an internally-built microlearning platform, collecting data through semistructured interviews with 13 informants. Findings: The authors have identified eight factors that affect employees' self-regulated microlearning processes. In addition to confirming the presence of five factors from previous research, the authors have discovered the influence of three new factors on self-regulated learning. These new factors are prioritization, other learning platforms and relevant content. Originality/value: The study conducted a unique investigation into the factors influencing employees' self-regulated learning strategies and their impact on the utilization of microlearning platforms. Previous research has given limited attention to this research topic and associated questions, making this study a valuable contribution.

Variations in PBL [problem-based learning] implementation need to be seen as the norm rather than the exception, since local PBL practice will always diverge from the "original model". In order to understand this phenomenon, this conceptional paper first systematizes variations in PBL implementation at the inter-institutional, intra-institutional, and individual level. Then, variation in PBL implementation is discussed through the lens of translation theory as part of the research tradition of Scandinavian Institutionalism. Resulting insights are applied to develop guiding questions designed to help leaders and PBL researchers to reflect on PBL implementation processes. Uncharted territories in PBL implementation research are identified, and it is argued that researching PBL implementation can serve as a blueprint to understand educational change dynamics in institutions of higher education.

There has been a constant advance of the labour markets and permanent reorientation towards digital Industry 4.0. Yet, the environments for learning remain unchallenged when it comes to the provision of new professionals across the globe. Therefore, this has created a gap in transversal competences, which has compelled students of higher learning institutions to pursue them. The majority of higher learning institutions have emphasised transversal skills among learners and developed curriculums to accomplish these demands. The primary focus of the study was to attain integration and fusion of transversal skills into the development of specialised curriculum training for foreign language proficiency. The study applied mixed methodology techniques, which combined qualitative and quantitative methods in the study. To guarantee cohesion of the study, four research and monitoring techniques such as course dossiers, needs analysis, task-based activities and adapted competences scales were used. The outcome of the research shows findings provided by the piloting stage of the teaching experience and emphasises the need for student-based skill training.

Students wishing to pursue careers in international business, notably in the developing world, must be prepared for complex, unpredictable, uncomfortable, and messy realities, and to collaborate with others very different from themselves. Mainstream business school learning environments are generally highly structured, cognitively oriented, predictable and hence not particularly conducive to orchestrating the disruptive experiences that can develop such abilities. In this article, we show how a field-based course in an East African country can support such learning. Based on data gathered from students over several iterations of the field course, we draw on experiential learning theory (ELT) in showing how the top-down orchestration of the course constituted a learning space that produced three main types of disruption to students' taken-for-granted habits and assumptions, namely: intense sensory impressions and sensations, loss of predictability and control, and learning interdependency on others. Students had to "bottom-up" manage these disruptions while conducting a group assignment with local students, to a tight deadline, producing "dissonances"--feelings of discomfort--that triggered the ELT cycle. Our findings show that such disruptions can foster learning of the abovementioned abilities; and we suggest ways in which such learning spaces might be created closer to home than East Africa.

Citizenship education played a crucial role in the 19th century transition from royal sovereignty to democracy in the Nordic region, with folk high schools (FHS) playing an important role. While established to empower the people ("folk") for active participation in society, the contemporary folk high schools have reoriented from their initial national focus to emphasise global citizenship education. The paper traces this development and asks how the identity and practice of the FHS reflect the ideals of human rights education. The article outlines the ideology and history of the Nordic folk high schools and builds an analytical framework for two empirical studies of student texts. The final discussion applies the presented material to shed light on the research question and concludes by suggesting that the Nordic folk high schools can be seen as a regional adaption of human rights education.

Do curricular texts address children's existential questions and how are such questions to be met in school? This is the crucial question of this study. It consists of a comparative content analysis of Swedish, Norwegian, and Danish national curricula for religious education, in use in 2019. To provide a background to this content analysis the varying and shifting ways in which Swedish curricula from 1969 up to 2011 expressed 'livsfrågor' and educational responses to them have been studied. As a new theme 'livsfrågor', meaning existential questions, was introduced in 1969 in the Swedish curriculum for compulsory school. A comparison of the Scandinavian curricula of today shows that the Danish one most explicitly addresses the importance of children's existential questions; the Norwegian subtly emphasizes a dialogue with school children; while the Swedish syllabus links existential questions to worldviews, general systems of thought, and not to addressing students' own questions. In the characterization of the curricula, two curricular codes, a proclamatory and a dialogical, as suggested by Hartman , and the three purposes of education by Biesta (qualification, socialisation, and subjectification) have been used. Although it studies students' existential questions in religious education, this study contributes towards general didactical discussions on the role of children's questions and possible educational responses to them.

This article is based on results from research that addressed the ways young Black Metal musicians construct their musical learning and socialization. In this article we will focus on one of the strands in that study; a trace of a classic ideal from "Bildung" theory. Using Bildung theory, we explore similarities between the ideals and concepts in the expressed informal music education from Black Metal musicians and contemporary institutionalized music education. In this article the German and Nordic 18th century concept of Bildung will be interpreted as the component that binds and contextualizes knowledge by a dialectic process with already inherited or internalized knowledge. Exploring, identifying, and comparing links between the educative process found within Black Metal and Bildung might at first sight seem to be both a pointless task and potentially reifying of problematic elements found within Black Metal. However, as we discuss, common features of Bildung and Black Metal, such as enlightenment through criticism of the taken-for-granted, a sublime Gesamtkunstwerk and a nihilist striving to become an image of God, help to reveal those ways Black Metal learning processes can be understood in the light of Bildung theories. We do so in order to present tools for furthering the critical discussion of hegemonic music educational discourses.

Listening comprehension involves the ability to understand and extract meaning from spoken sentences, stories, and instruction. This skill is vital for young children and has long-term effects on school achievement, employability, income, and participation in society. There is a lack of measures of young children's listening comprehension skills. We report on a new measure of listening comprehension (LURI) that we tested in a group of at-risk preschoolers. Using IRT (Item Response Theory) analysis, we examined the psychometric properties of the instrument. Moreover, in a series of regressions, we found that the LURI measure predicted a range of other language skills better than standardized measures. Thus, the LURI test is a reliable and valid measure of listening comprehension. Assessing listening comprehension is a time-effective way of measuring a skill critically important to language development and represents the product of a range of different oral language processes.

This paper examines disciplinary differences in the combinations of approaches to learning (i.e., learning profiles) among students, and how those combinations are related to academic achievement. In addition, the study focuses on how different learning profiles are related to students' self-efficacy beliefs in different disciplines. Data consist of HowULearn survey responses from 4,294 full-time students from six different disciplines. We used a person-oriented approach; that is, the latent profile analysis (LPA) with various functions. The results showed that it is possible to detect different learning profiles of students in different disciplines. The study highlights that students who struggle in almost every discipline have a dissonant learning profile or the deep unorganised profile. Therefore, special attention should be paid to identifying the students with dissonant learning profiles and to support them in recognising their own learning processes. Moreover, students' time and effort management skills should be fostered during university studies.

Scandinavian countries have a long tradition of widespread public schooling linked to civic education. In the most recent curriculum reforms, concepts from rhetoric appear in various forms in language arts subject curricula from primary to upper-secondary school. In this article, we examine how current Scandinavian curricula reflect rhetoric and rhetorical education through content analysis based on David Fleming's update of the classical triad in rhetorical education. We examine explicit and implicit references to rhetorical art, practice, and inquiry to gain insight into how rhetoric is reflected and conceptualized in national curricula, thereby providing a nuanced outlook for future research on the rhetorical turn of education. The analysis shows that the curricula for language arts subjects in all Scandinavian countries include several key components of contemporary rhetorical education, and in Swedish and Norwegian curricula, rhetoric is also explicitly linked to the development of democratic citizenship. However, references to rhetoric in curricula documents are sometimes implicit, and the explicit references that are present might give the impression that rhetoric should be taught only as a technical skill devoid of context or as critical text analysis.

This article is concerned with the issue of positionality in the context of transnational academic career. Focusing on the views and experiences of Nordic-based Sub-Saharan African academics, the paper adopts a transcolonial perspective to examine the role of coloniality in framing the academics' positions within Nordic and African higher education spaces. In doing so, this article contributes to the understanding of how some well-established inequalities are produced and reproduced within a seemingly innocuous policy sphere such as internationalization. By focusing on two different postcolonial contexts, it also serves as a valuable frame of reference for deepening the understanding of coloniality as a transcolonial phenomenon that globally unfolds across different postcolonial terrains. Theoretically, the article develops the idea of a body-knowledge-space configuration as a framework of analysis that simultaneously considers how structures and sentiments that emerged from colonialism frame contemporary realities within West and Non-West settings.

Educational researchers are showing a growing interest in Participatory Design (PD) and other collaborative co-design approaches. This paper considers the ways in which education researchers considering PD can benefit from drawing on the approach's heritage in the 1970s' Scandinavian 'cooperative inquiry' tradition. In particular, the paper highlights four core principles from the Scandinavian tradition, i.e.: the pursuit of socio-ethical outcomes, sustained consideration of what constitutes 'participation' and 'practice', and PD as a design process. While positioning these principles in school-based research is not easy, the paper considers how this has been achieved within the field of child-computer-interaction -- an area of research that is also often conducted with children in educational institutions. While remaining mindful of the institutional constraints of school-based research, we argue that these Scandinavian principles can be borrowed and built upon by educational researchers -- thereby extending the scope and ambitions of educational PD research.

The aim of this article is to analyse the "Third Mission" (TM) of universities within Nordic countries and universities approach to implementing the mission into their strategy. The main activities that Nordic universities relate to the Third Mission are examined and policy implications drawn. Furthermore, gaps in literature are outlined that imply possible future research. The systematic literature review outlines 35 articles in the period from 2000 to 2018. Qualitative case studies have been the main research method so far, and about half of the research at Nordic universities has been conducted in Sweden. Most research has focused on commercial aspects of the Third Mission, but neglected social components and indirect, less visible activities such as popular-science publications or participation in policymaking. Little research regarding TM has been conducted in humanities or social sciences. For future research, more cross-national studies are needed, as well as research with a mixed-method research design.

The aim of this study is to describe, in a historical and philosophical context, the foundations and developmental lines of a tradition defined as curriculum science or "didactic" in Continental Europe, particularly in Germany and Scandinavia. The principal aim here is introducing a theoretical approach based on a different philosophy, in addition to the techno-scientific Anglo-American theoretical approach. Didactic tradition has been of particular interest for curriculum researchers especially in the past two decades. With such an interactive focus, this paper is divided into four sections. Because this paper traces historical and philosophical pathways of inquiry, its research method is purely qualitative, based on document analysis. The findings of this analytical study are expected to contribute to the wider recognition of a philosophical-pedagogical tradition, which has not hitherto been paid much attention in Turkey.

This study directs attention to the ways in which pre-service teachers' knowledge base are constructed in and through the examination practice in the various subjects of the Primary teacher education programme in Sweden. The empirical material consists of policy material (course plans, study guides and examination tasks). The results show differences between the pedagogic discourses, in the various subjects, concerning examination forms, what is examined in terms of content, and which generic competencies are given importance in and through the examinations. Finally, the result shows that pedagogic discourse primarily shape the primary teacher students into a horizontal discourse, which can make it difficult for them to handle complex teaching situations in their future professional lives.

This article analyses a partnership approach to 'recognition of prior learning' (RPL), testing its ability to facilitate reflective discourse and identity transformation among disadvantaged workers with negative learner identities. Hitherto, the transformative dimension of RPL has mainly been analysed within the context of educational institutions. Combining the theory of transformative learning with insights from the new public governance literature, we suggest that a partnership including the public employment service, employers, and unions as well has several advantages due to additional resources and a stronger embeddedness in the labour market. The claim is tested by means of an embedded case study of a Scandinavian RPL project called 'Yggdrasil'. The Danish part of Yggdrasil applied three different partnership setups with varying compositions of staff from the collaborating organisations. The data consisted of observations of the RPL process within each setup, including a series of interviews with the Yggdrasil partners. We found that staff from unions, labour market authorities, and employers provided perspectives to the RPL process that can help workers identify themselves as having acquired competencies throughout their working lives. However, the presence of the latter two also creates an asymmetrical power relationship that can be counter-productive to the transformative dimension.

This essay explores the existential difficulties involved in being a non-indigenous scholar of philosophy and early childhood education in an indigenous context. It begins by recalling an encounter with young Sámi children that happened while doing research at an early childhood centre in northern Scandinavia. This is read alongside the poetry of the Sámi writer Nils Aslak Valkeapää, a personal documentary text by Sámi author Elin Anna Labba, and Wittgensteinian philosophy. These texts are read as a philosophical exercise of the imagination through which the scholar's words, thoughts, and assumptions are reworked in a decolonising process. This process involves the scholar in a lived philosophy of avoiding deflection of what Cora Diamond has called "difficulties of reality" and considerations of the role of imagination in ethics. In doing so the essay reimagines the notion of hybrid cultures and identities through Wittgenstein's invitation to imagine forms of life. The essay concludes by suggesting that by thinking of scholarship in this way hope and meaning can emerge out of the silences in the encounters between the non-indigenous scholars and the indigenous children.

Purpose: This paper compares the research traditions of organizational translation studies and adaptation studies. The purpose of this paper is to identify differences and similarities in how these traditions approach the study of change in adopted constructs, and by doing so, provide a better understanding of each and how they can inform research into the connection between collective learning and the continuous transformation of circulating constructs. Design/methodology/approach: The paper is conceptual in that it discusses, critiques and compares other authors' work and thinking. It also has similarities with a literature review in that it draws out the main tendencies of many scholarly contributions from translation and adaptation literatures, respectively. Findings: Although the paper identifies differences between translation and adaptation literatures concerning their basic assumptions, it also calls for better integration of the insights provided by them. It argues that both are needed to better understand the learning aspects involved in the transformation of circulating constructs. Originality/value: This paper is the first to compare translation studies with adaptation studies and to call for better integration of these literatures to better understand the change in circulating constructs.

The legal framing of national education systems has been subject to substantial change in the past decade, especially in Nordic countries. Earlier research has called for better understanding of the implications of these changes which, in turn, points to a need for conceptual development. With an emphasis on legal and education scholarly work, this article explores concepts for further research on juridification in relation to education. This is done through an abductive process of inquiry, in which interpretations of the concept of juridification developed in previous research are explored in relation to changes in Swedish education policy on the area of equal treatment. We distinguish conceptually between juridification of and in education and propose a conceptual framework based on six dimensions of juridification, contributing to a view of policy as both formally regulated and enacted by education actors at different levels. This conceptual framework opens up new directions for further research in different areas and contexts.

Purpose: The study is an elaboration on how a graduate student discursively navigates a research identity through lived experiences as an Indigenous Sámi and writings on Indigenous, as well as other suitable research paradigms informing research on digital technologies in education. The guiding question is how a strategy of inquiry to be used in a PhD study on remote 1-9 Sámi language education can be informed by an Indigenous research paradigm. What philosophical guidelines are needed in navigating a sensitive field of investigation shaped by historical atrocities, discrimination and racist assumptions towards the Sámi people and other Indigenous, marginalised groups? Design/methodology/approach: A dialogical approach has been used between readings of mainly Indigenous scholars' writings on the topic and anecdotes illustrating personal experiences from a lived life as Sámi. Findings: Through this process, a researcher identity has developed, informed by the views from an Indigenous research paradigm that humans are ontologically equal to other entities, and epistemologically knowledge constitutes of relationships between different entities. This makes relationality a central feature of an Indigenous epistemology -- not only between people but also including, for example, ideas, history, ancestors, future, artefacts and spirituality -- which links epistemology to ontology. The axiological issue of accountability works holistically as "glue". Originality/value: Elucidating underlying arguments and motives behind both an Indigenous research paradigm and the development of researcher identity when designing and planning research is rarely done, which provides the originality of the present contribution.

Asbury and Wai ("Journal of School Choice," 2019) perform a valuable service by summarizing much available behavior--genetic research on academic achievement. However they consider that no specific policies stem from the research body at this time. Here we do propose a policy based on some of our research using twins, namely that available funding for students struggling with learning to read be targeted to them individually rather than allocated to schools per se. We briefly canvass some practical issues, such as the variety of funding mechanisms, best-practice intervention techniques, and identification of struggling readers. We also outline a general research strategy for uncovering factors contributing to educational attainment that takes behavior-genetic research as its starting point and drills down from there, and advocate including genetically-sensitive methods in a growing list of quantitative research techniques in education. [For Asbury and Wai's "Viewing Education Policy through a Genetic Lens," see EJ1259282.]

This article provides a meta-analysis of what characterises existing ethnographic research on gender and class in the context of Nordic early childhood education. The encompasses research on education and gender or social class in the Nordic countries published in Nordic and non-Nordic scientific journals as well PhD theses published in the Nordic countries. The analysis suggests that even though Nordic countries have a reputation for being 'role model countries' in terms of equality and social justice, gender and especially social class have rarely been explicitly the focus of ethnographic research in the context of early childhood educational research. In terms of methodology, many of these studies make use of post-qualitative approaches to research, whereas fieldwork practices have been guided by the spirit of interactionism.

This article presents results from an extensive systematic and meta-analytical review of the effectiveness of school-based bullying prevention programs. Its main aim is to explore the results of this meta-analysis specifically in regard to variations in the effectiveness of school-bullying programs globally and the effectiveness of specific anti-bullying programs. Our meta-analysis included 100 independent evaluations, and found that, overall, programs were effective in reducing school-bullying perpetration and victimization. In the present paper, we focused on 12 countries (e.g., Italy, Norway, USA, UK), three regions (i.e., Europe, North America, and Scandinavia) and four anti-bullying programs (i.e., KiVa, NoTrap!, OBPP, and ViSC) with multiple evaluations. Our results showed that anti-bullying programs evaluated in Greece were the most effective in reducing bullying perpetration, followed by Spain and Norway. Anti-bullying programs evaluated in Italy were the most effective in reducing bullying victimization, followed by Spain and Norway. Evaluations conducted in North America were the most effective in reducing bullying perpetration, and evaluations conducted in Scandinavia were the most effective in reducing bullying victimization. Evaluations of the Olweus Bullying Prevention Program produced the largest effect sizes for bullying perpetration outcomes, but the NoTrap! Program was the most effective in reducing bullying victimization. We also systematically review the core components of the intervention programs and make recommendations for researchers, practitioners, and policy makers.

This article explores Nordic countries’ and companies’ sustainability practices. It explores how nations like Denmark, Finland, and Sweden and companies such as Novo Nordisk and Ørsted achieve top sustainability rankings through their distinctive approach to stakeholder cooperation. It discusses the historical and cultural context that has shaped the Nordic approach, emphasizing the importance of long-term vision, stakeholder engagement, and cooperative strategies. It provides insights into how these practices contribute to achieving sustainable development goals and offers valuable lessons for global businesses seeking to integrate sustainable practices into their operations. [ABSTRACT FROM AUTHOR]

Jensen, Pia Majbritt, Eva Novrup Redvall, and Christa Lykke Christensen (Eds.). (2023). Audiovisual Content for Children and Adolescents in Scandinavia: Production, Distribution, and Reception in a Multiplatform Era. Goteborg: Nordicom, [...]