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Mr. Alexander talks about why he went to college in 1964. [5 min.]

The aim of this study was to increase knowledge about how the process of building a professional identity can be incorporated into social work education at a Swedish university. In the subject called Personal and Professional Development (PPD), taught during the first five semesters, students are trained in specific generic skills and approaches required in social work. Different pedagogical tools, such as keeping a logbook in which students can reflect on different course elements, are used to support the learning- and development process. The data consists of 95 log texts and critical reflections from 41 students who finished the PPD course. Thematic content analysis with both quantitative and qualitative elements was used. The results indicate that this course gives students the opportunity to begin the process of developing their professional identity by linking knowledge and skills training to ideas about their future profession. The results point to the field placement as a central part in this process where theoretical knowledge can be contextualised and focus can be broadened from the individual to the societal level. One conclusion is that reflective writing seems to be a valuable and important part of students' development of metacognition by making their own learning visible.

This is an introductory chapter to an edited volume on the internationalization of higher education and research. It points out differences between scientific fields regarding the conditions for international publishing. The chapter also elaborates on different modes of internationalization in education, its drivers and possible issues. Finally, the chapter presents the chapters of the volume.

This is the final concluding chapter in an edited volume on internationalization of higher education and research. The chapter brings together the conclusions from the three earlier sections of the book. As for Perspectives, the chapter elaborates on definitions of internationalisation, role models and the role of rankings. In terms of Obstacles, it points to the significance of language, challenges of mobility and environmental concerns. Regarding Alternative Modes, the chapter discusses internationalisation at home, distance education and bransch campuses. Looking ahead, the chapter points out that internationalization of higher education and research is in flux not least as a result of political changes in the world towards more authoritarian and nationalistic leadership challenging openness and academic freedom.

As with any educational modality, no guarantees can be made about efficacy and consistency acrossstudent populations. Therefore, when we discuss didactics and RPGs, we refer to their potential. Because RPGs are a form of experiential learning, within which players interact with each other inshared co-creativity, our experience and research indicates that their didactic potential is heightened, particularly along specific cognitive, affective, and behavioral dimensions (Bowman 2014). Additionally, because RPGs are multimodal, meaning they have multiple methods of engagementoperating at the same time, students have the possibility to train several skills and practice workingwith multiple bases of knowledge at once. Notably, this strength of RPGs can also be considered a weakness depending on the context. RPGs are often far more chaotic than typical classroom activities, as each student is granted moreagency to make meaningful choices than is usually permitted in educational settings. Sometimes,teachers may feel out of control or ill-equipped to handle this comparatively chaotic energy (Larsson2004, p. 247; Harder 2007, p. 234; Hyltoft 2010, p. 51). Additionally, RPGs’ multimodal nature oftenmeans that students are engaging in multiple activities at the same time, with their associated thought processes and emotional reactions. Thus, a challenge for educational RPG designers and facilitators isin finding ways to make sure the activity centers upon the specific learning objective and/or curriculargoals. Additionally, educators should be aware of some of the central concepts in both role-playing theory and in didactics in order to make informed choices in the classroom. This chapter will explain some of the key concepts in these areas, applying them to learning situations involving RPGs., Advance online publication. Article will be published in German as:Westborg, Josefin/ Bowman, Sarah Lynne. Das didaktische Potential von Rollenspielen. In Robertz, FJ/ Fischer, K (eds.) 2024: #eduRPG. Rollenspiel als Methode der Bildung. Gelsenkirchen: System Matters Publ.

To further our discussion of the didactic potential of RPGs, this chapter will discuss the basics of live action role-playing games (larp), as well as adjacent phenomena. We will consider three main larp formats: boffer, chamber, and freeform. We will discuss similarities and differences between these formats and tabletop role-playing games, particularly with regard to their educational potential, their connection to social-emotional learning, and their potency as a result of their somatic, embodied nature. We will emphasize how many larp formats offer players the opportunity to experience a significant amount of agency to make meaningful choices and create play emergently. Tabletop role-playing games can range in scope, intensity, and level of performative enactment. A dungeon crawl featuring only dice rolling, out-of-character strategizing, and combatactions is technically considered a role-playing game, as are games with no dice, no game masters, no combat, and intense immersion into character. In general, the more that players experience embodiment of their character and their performance of the fiction, the closer a game becomes to a larp, although some larps can feature off-game strategizing as well. Embodiment refers to the player physically behaving as they imagine their character would, considering their character in the first-person, i.e. instead of “My character goes to talk to the bartender,” saying “I go talk to the bartender” and/or physically walking up to someone portraying the bartender and speaking to them. Note that for our purposes, embodiment in this case can take place when sitting around a table playing a TTRPG, as some people choose to wear costumes and enact their characters deeply, but the more physical these actions become, the more the game becomes a larp. For example, a group may be playing a game of Fiasco around the table, then choose to physically improvise their characters actions instead of describing them, which is more akin to a l, Advance online publication. Article will be published in German as:Bowman, Sarah Lynne/ Westborg, Josefin. Was wir von eduLARPs und anderen(Nicht-Tisch-)Rollenspielen lernen können. In Robertz, FJ/ Fischer, K (eds.) 2024: #eduRPG.Rollenspiel als Methode der Bildung. Gelsenkirchen: System Matters Publ.

This is the protocol for a Campbell systematic review. The objectives are as follows. This review aims to investigate the effectiveness of all types of teacher-delivered classroom-based strategy instruction aimed at students in the general population (all students) including struggling students (with or at-risk of academic difficulties) in ages 12–19 for increasing writing performance. The majority of previous reviews scoped all outcomes presented in the primary studies. This review will solely focus on covering three most common outcomes: story quality, story elements and word count/length.

Purpose: The purpose of this paper is to explore existing and desired methodologies for systematic quality work to promote quality in preschools from the principal’s perspective. Design/methodology/approach: A collaborative approach was used in this research project, and principals were asked to complete portfolio assignments. Their answers to those portfolio assignments were analysed by the research team and subsequently compared to total quality management values. Findings: Existing and desired methodologies for systematic quality work are presented and sorted into 13 and 17 groups, respectively. The principals desire four times more methodologies than they are presently using to promote systematic quality work, and the results show that they must extend their methodologies to support TQM values. Research limitations/implications: This research is based on answers collected from 18 principals in one municipality in Sweden. Practical implications: The use of the cornerstone model provides a framework to illustrate the application of TQM in preschools. Originality/value: Principals struggle to find time for systemic quality work. The presented results can be used to work systematically with quality in preschools and other organizations.

Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of ‘good’ pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural one.

Introduction: Paper folding and punched hole tests are used to measure spatial abilities in humans. These abilities are relevant since they are associated with success in STEM (Science, Technology, Engineering, and Mathematics). This study addresses the challenge of teaching spatial reasoning skills using an educational videogame, the Paper Folding Reasoning Game. Methods: The Paper Folding Reasoning Game is an interactive game which presents activities intended to help users train and understand how to fold a paper to get a specific shape (Part I) and the consequence of punching a hole on a folded paper (Part II). This educational videogame can automatically generate paper-folding-and-punched-hole questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training due to its embedded reasoning mechanisms (Part III). Results: This manuscript presents the results of analyzing the gameplay data gathered by the Paper Folding Reasoning Game in its three parts. For Parts I and II, the data provided by 225 anonymous unique players are analyzed. For Part III (Mastermode), the data obtained from 894 gameplays by 311 anonymous unique players are analyzed. In our analysis, we found out a significant difference in performance regarding the players who trained (i.e., played Parts I and II) before playing the Mastermode (Part III) vs. the group of players who did not train. We also found a significant difference in players' performance who used the visual help (i.e., re-watch the animated sequence of paper folds) vs. the group of players who did not use it, confirming the effectiveness of the Paper Folding Reasoning Game to train paper-folding-and-punched-hole reasoning skills. Statistically significant gender differences in performance were also found.

Public health and criminology share similar current and future challenges, mostly related to crime and health causation, prevention, and sustainable development. Interdisciplinary and transdisciplinary approaches to education at the intersection of public health and criminology can be an integral part of future training in areas of mutual interest. Based on reflections on teaching criminology students, this viewpoint discusses the main interconnections between public health and criminology teaching through the public health lens. The paper discusses potential challenges associated with interdisciplinarity and transdisciplinarity. Among these challenges is communication across the different fields and their perspectives to be able to achieve the desired complementarity at the intersection of the two disciplines., CC BY 4.0 DEEDCopyright: © 2024 The Author(s)CORRESPONDING AUTHOR: Gloria Macassa, MDDepartment of Public Health and Sports Science, Faculty of Occupational and Health Sciences, University of Gävle, Kungsbacksvägen 47, 80176 Gävle, Sweden; Department of Public Health, School of Health Sciences, University of Skövde, 541 28 Skövde, Sweden; EPIUnit–Instituto de Saude Publica, Universidade do Porto, Rua das Taipas 135, 4050–600 Porto, Portugal gloria.macassa@hig.se

Background Older persons with age-related and complex health problems will increasingly depend on care provision from nurses in their own homes. However, a barrier to quality care is ageism and nursing students´ disinterest in geriatrics. In addition, nurse education often falls short in preparing students for the complexity of geriatric care. Welfare technology (WT) is progressively implemented in home care to help older persons live at home despite their health problems. However, this process is intricate and requires acceptance and digital literacy among caregivers and older persons. Despite these challenges, nurse education can address and change negative attitudes through innovative teaching methods such as age suit simulation. Therefore, the study aims to describe nursing students´ experiences of age suit simulation in a home-like environment with WT and technical aids, and will reveal their perspective on ageing and providing care to older adults. Methods A qualitative explorative design using semi-structured group interviews (n=39) among nursing students. Data was analysed through reflexive thematic analysis. Results The analysis generated three main themes; “It’s like walking in a bubble”, “An eye opener” and “Concerns about ageing and the current structure of geriatric care”. The main themes included eight subthemes. Adapting to the sensory and physical limitations of the age suit was an immersive experience and caused feelings of frustration, loneliness and disconnection. A prominent result was a raised awareness of cognitive loss, especially impaired vision, and students felt the simulations had made them aware of the everyday challenges older persons faced. Students highlighted the importance of patience and giving enough time in care situations by being present and having a critical perspective of WT. The students were mostly negative towards their own ageing and could better relate to older persons´ vulnerability. Conclusions Age suit simulation was d, CC BY 4.0 DEEDCorrespondence: Björn Bouwmeester Stjernetun Bjorn.stjernetun@his.se© 2024 BioMed Central Ltd unless otherwise stated. Part of Springer Nature.Open access funding provided by University of Skövde. This study was funded by the Kamprad Family Foundation for Entrepreneurship, Research & Charity in Sweden [grant number 20210227] and the University of Skövde.

This study aimed to contribute to knowledge about research on educational superintendents as decision-maker through a systematic review of research on this topic undertaken between 2000 and 2022. A literature search followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. Of the 313 articles identified, 36 met the inclusion and quality criteria of the mixed-methods appraisal tool (MMAT) 2018. Six main areas emerged in research on superintendents' decision-making tasks: policy implementation (n = 9), contextual issues (n = 7), general decision-making processes (n = 7), decision-making competence (n = 5), gender (n = 4), and values/ethics (n = 4). Results showed that most articles (28) were about research in the US. The review identified a lack of research about superintendents' tasks as decision-makers, such as 1. knowledge about the significant differences between superintendents' roles as decision-makers in urban and rural areas, 2. professional development programs for superintendents' as decision-makers, and 3. studies about gender issues as the majority of teachers were women, while the majority of superintendents as decision-makers are men.

The aim of this study was to increase knowledge about how the process of building a professional identity can be incorporated into social work education at a Swedish university. In the subject called Personal and Professional Development (PPD), taught during the first five semesters, students are trained in specific generic skills and approaches required in social work. Different pedagogical tools, such as keeping a logbook in which students can reflect on different course elements, are used to support the learning- and development process. The data consists of 95 log texts and critical reflections from 41 students who finished the PPD course. Thematic content analysis with both quantitative and qualitative elements was used. The results indicate that this course gives students the opportunity to begin the process of developing their professional identity by linking knowledge and skills training to ideas about their future profession. The results point to the field placement as a central part in this process where theoretical knowledge can be contextualised and focus can be broadened from the individual to the societal level. One conclusion is that reflective writing seems to be a valuable and important part of students' development of metacognition by making their own learning visible.

Essay I: This paper examines the impact of parenthood on labor market outcomes for both men and women using population-wide annual income data from 1960 to 2021 in Sweden. First, I document the contemporary child penalties across several labor market outcomes. Second, I show that while the motherhood penalty in earnings declined significantly during the 1960s, 1970s, and early 1980s, the rate of decline slowed from the late 1980s onwards. Third, I identify a fatherhood penalty emerging since the 1980s, particularly pronounced among men in more gender-egalitarian households (proxied by the father's share of parental leave) and among fathers who have sons relative to daughters. Essay II (with Olof Åslund and Arizo Karimi): We explore the effect of gender equality norms and shared institutional and economic contexts on the size of the motherhood penalty, studying child migrants and children of immigrants in Sweden. While there are results pointing to a moderate but statistically robust negative association between source country gender equality and the labor market impact of motherhood, the overall picture is more one of similarity across highly diverse groups. All groups of mothers exhibit qualitatively comparable labor market trajectories following first childbirth, but penalties are somewhat greater among those descending from the most gender-unequal societies. Essay III (with Demid Getik and Anna Sjögren): We examine how exposure to recent migrants and asylum seekers affects the academic performance of incumbent students in Sweden between 2008 and 2022, a period characterized by large migration inflows. To identify the effect, we exploit variation in contemporaneous and cumulative exposure to recent migrants between siblings and across cohorts within schools. We find a small but statistically significant positive impact on native students' test scores from cumulative exposure to recent migrants. However, students with immigrant backgrounds do not experience

The aim of this study was to increase knowledge about how the process of building a professional identity can be incorporated into social work education at a Swedish university. In the subject called Personal and Professional Development (PPD), taught during the first five semesters, students are trained in specific generic skills and approaches required in social work. Different pedagogical tools, such as keeping a logbook in which students can reflect on different course elements, are used to support the learning- and development process. The data consists of 95 log texts and critical reflections from 41 students who finished the PPD course. Thematic content analysis with both quantitative and qualitative elements was used. The results indicate that this course gives students the opportunity to begin the process of developing their professional identity by linking knowledge and skills training to ideas about their future profession. The results point to the field placement as a central part in this process where theoretical knowledge can be contextualised and focus can be broadened from the individual to the societal level. One conclusion is that reflective writing seems to be a valuable and important part of students' development of metacognition by making their own learning visible.

Bakgrund: Diabetes mellitus typ 2 är den mest ökande och livshotande metaboliska sjukdomen i världen. I Sverige var 468 402 patienter diagnostiserade med sjukdomen år 2022. Patienten har ett stort ansvar för att utföra egenvård och genomföra nödvändiga livsstilsförändringar för att förebygga sjukdomsrelaterade komplikationer. Exempel är att förändra kost- och motionsvanor. Syftet: Att beskriva sjuksköterskors erfarenheter av egenvård hos patienter med diabetes mellitus typ 2. Metod: Litteraturöversikten som genomfördes hade en kvalitativ ansats. I studien inkluderades 12 kvalitativa vetenskapliga studier. Analysen av studierna genomfördes i enlighet med de fem steg som Friberg (2022a) rekommenderar. Resultat: Vid analys av studierna som ingick i materialet identifierades tre teman och sex subteman. Tema Utmaningar i att stödja till egenvård med subtema Hinder för egenvård och Kulturella värderingar och religiösa övertygelsers påverkan. Tema Betydelsen av kommunikation med subtema Att övertyga betydelsen av egenvård och Att skapa relation med patienterna. Tema Kunskapens betydelse med subtema Kunskapsbrist hos patienterna och Patientens behov av utbildning. Slutsats: I ett mångkulturellt samhälle är det viktigt att öka kulturella kompetenser bland sjuksköterskor för att kunna stödja personer med diabetes typ 2 till genomförandet av egenvård. Kommunikationen mellan sjuksköterskor och patienter bör anpassas efter de behov och förutsättningar individen har, där en god relation är central. Dessutom behövs strategier utvecklas för att öka patienternas kunskap om sjukdomen., Background: Diabetes mellitus type 2 is the most increasing and life-threatening metabolic disease in the world. In Sweden, 468,402 patients were diagnosed with the disease in 2022.The patient has a great responsibility for performing self-care and implementing the necessary lifestyle changes to prevent disease-related complications. Examples are changing diet and exercise habits. Purpose: To describe nurses' experiences of self-care in patients with diabetes mellitus type 2. Method: The literature review conducted had a qualitative approach. The study included 12 qualitative scientific studies. The analysis of the studies was done according to the five steps Friberg (2022a) recommends. Results: When analyzing the studies included three themes and six subthemes were identified. The theme, Challenges in supporting self-care with subtheme, Obstacles to self-care and Influence of cultural values and religious beliefs. The theme, Importance of communication, with subtheme Convincing the importance of self-care and Creating a relationship with the patients. The theme, Importance of knowledge with subtheme Lack of knowledge in patientsand Patient's need for education. Conclusion: In a multicultural society, it is important to increase cultural competence among nurses to support people with type 2 diabetes to implement self-care. Communication between nurses and patients should be adapted to the needs and conditions of the individual, where a good relationship is central. In addition, strategies need to be developed to increase patients' knowledge of the disease.

This paper compiles research regarding comics utilised in the visual arts classroom. Our findings are based on numerous research projects demonstrating the positive impact of incorporating comics into the classroom while acknowledging some potential challenges. Some of the history and background of comics will be explored, and we will take you along on our journey through databases full of research and case studies. Furthermore, the studies are sorted in an ascending fashion according to their relevance to this paper. Our goal is to offer insight into the educational potential of comics, drawing from the work of various researchers in the field. The findings show that while some challenges in instruction may occur, comics are a vastly underestimated and overlooked teaching tool in both visual arts and various subjects. The results tell us that comics in the visual arts classroom are filled with opportunities to broaden the bank of knowledge and resources further.

Young people in Sweden today spend a significant amount of time in front of computers playing games, and gaming has gained a negative reputation both in the public domain as well as within the field of education. The aim of this overview is to see whether gamification, the use of video games or parts of video games, can be a valuable tool for educators to increase student motivation, engagement and knowledge of history. Two main areas are in focus in this overview. The first area focuses on whether gamification can be used to increase student motivation, engagement and understanding of history. The second area focuses on how the previously mentioned goals can be achieved through gamification, and what teachers wanting to use gamification have to take into consideration to make the use of it successful. To conduct this research, the databases Libsearch and SwePub have been used alongside books from Malmö Universities library. This overview led me to the conclusion that gamification can be a valuable asset, and there are instances where it has been proven to contribute to student motivation, engagement and knowledge of history. However, the technology used when implementing gamification can be considered difficult to use by some. Regarding the use of gamification, this overview shows that multiple factors matter when using gamification. These are factors that teachers must take into consideration for the gamification to be a useful and successful tool.

The current study investigates the effectiveness of a multimodal interactive story, student use and perceptions of the interactive story, and one teacher’s beliefs regarding the use of multimodal resources in upper-secondary L2 literature education. The study aims to draw conclusions on the potential effectiveness of the tool, student interaction behaviour with interactive story, student perceptions on the tool, and teacher receptibility toward new multimodal tools. Findings revealed that no statistically significant differences were found within or between groups in regard to the effectiveness of the interactive story from pre-test to post-test scores in the control and treatment groups. Students chose to use the help functions significantly more often than not in the interactive story, and significantly selected multimodal help aids more than the unimodal help aid. In regard to student perceptions of the interactive story, a significantly greater number of students felt visual help enhanced their understanding of the story. Overall mean scores from student five-point Likert-scale survey questions indicate generally positive attitudes toward the interactive story. Finally, the findings revealed the teacher was receptive toward the utilisation of multimodal tools but expresses concern about the realistic implementation of such tools in her classroom due to lack of resources and time restraints. This research contributes that student engagement increases when presented with multimodal resources and the need for teachers to be provided allocated time to learn and implement new digital resources.

Through history it becomes possible to examine how societies in the past were structured and what has happened in the past. The school classroom is a common place to get knowledge and understanding of this subject through the history subject, which continually has to make changes to fit the standards of the multicultural society. The curriculum mentions an aim to develop the students’ historical consciousness, use of history and history culture which is stated to be an important part of the curriculum's purpose. The object of this overview is to examine and extend the understanding of the interaction between history culture and education by examining how teachers make their use of history culture to create meaningful teaching experiences for students and students' understanding of the subject through their history culture. By reviewing existing research about the problem area through different databases we have been led by the question “What does research say about the relationship between history culture and education?”. The research in this overview argues that both multiculturalism and interculturality are central themes in the interaction between history culture and education. The multicultural society affects both the school and the history subject and the need of developing the intercultural competence of students to meet the standards of the multicultural society is highlighted. The history subject is a meetingpoint for different history cultures which gives the students a chance to speak about their experiences and enrich the teaching. This on the other hand makes the risk of conflict higher since the students all have different history cultures and interpretations which affect their approach. This makes it important for teachers to be aware of the different perceptions of history and to create an inclusive teaching environment to reduce the possibilities for conflicts. Research made outside of Sweden emphasizes that by including students’ history culture in

In this interview, Juliane Jarke and Teresa Cerratto Pargman discuss the implications of AI for the postdigital future(s) of education with Dan McQuillan. They start off with an introduction to the main ideas of Dan’s recent book (McQuillan 2022) and ask why we need to resist AI in education. Dan argues that the answer to the question is partly based on our understanding of education, what it means to us and how we imagine its future. He points to the harmful effects of AI and the narratives that perpetuate and boost its use in education and beyond. In the last part of the interview, Dan considers ways of resisting AI in education and sketches alternative educational futures. The interview took place end of March 2023 through an online video conference system and was subsequently transcribed and edited.

In this paper we conduct a poststructural discourse analysis inspired by Carol Bacchi’s ‘What’s the problem represented to be?’ (WRP) approach. We explore what kinds of problems are formulated in preschool educational policy on multilingualism, and what underlying assumptions underlie the dominant discourse on language proficiency in Sweden. Serving as a case to discuss how racism, ableism and childism intersect with linguicism, we examine the importance of shifting from a ‘children’s (special) needs’ discourse to a ‘children’s (language) rights’ discourse through a social justice education framework. We draw upon Elisabeth Young-Bruehl’s understanding of childism, which refers to prejudice and discrimination against children based on beliefs about their inferiority to adults. The right to and rights in education are constituent upon linguistic rights, upon students learning to use their first language, whether that be minority, indigenous or sign language.

Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of ‘good’ pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural one.

In the previous decades, immigration has increased significantly from non-EU countries to Western countries including Sweden. Due to different backgrounds, immigrant´s economic integration is even more important for their financial support and the economic growth of the host country. Consequently, the rising unemployment rate poses a threat requiring multiple efforts to integrate immigrants into the labor market. One way immigrants tackle unemployment is by opting for entrepreneurship. However, most prior studies within the field of immigrant entrepreneurship focus mainly on disadvantaged immigrants who face high entry barriers and limit themselves to labor-intensive and low-productive traditional sectors that are not fast-growing nor boost economic growth. This disadvantaged view on immigrants is challenged, and subjected to reassessment, especially in the urban context, due to which I shift the focus to highly educated and skilled first-generation immigrant entrepreneurs from non-EU backgrounds. To understand what facilitates this group of immigrants, I use a consolidated view of opportunity creation and discovery namely opportunity development which is at the core of the entrepreneurship process. Furthermore, opportunities are considered to originate from a business idea making it indisputable that recognition and evaluation of a business idea are vital in their development. Hence I use IPA to analyze data from 30 interviews, cross-checked with secondary data collected through online sources, and contribute with a model, that provides empirical evidence and theoretical perspective within immigrant entrepreneurship literature on how weak and strong social ties, prior work experience, and education of highly educated and skilled first-generation immigrant entrepreneurs influence them to recognize and evaluate business ideas during opportunity development in knowledge-intensive sectors. Results show there was not a specific stage of opportunity development when eit

Background: Many children treated for cancer experience a negative impact on their academic performance; however, most studies of children treated for sarcomas have not investigated academic performance. Our aim was to explore how Swedish children treated for sarcomas perform academically, as well as how they adjust to life afterwards. Procedure: We compared 167 pediatric sarcoma survivors with 776 matched, non-sibling controls without a history of cancer, in a retrospective cohort study using data from nation wide registries. Primary outcomes were grades at the end of compulsory education, high school eligibility, post-compulsory education (i.e., education after school Year 9), employment, and sickness or activity compensation. Results: Pediatric sarcoma survivors were more likely to be ineligible for high school (odds ratio [OR] 1.76; p = .045) and more likely to fail Swedish (OR 2.12; p = .046), mathematics (OR 2.27; p = .011), and/or physical education (OR 2.24; p = .004), compared with controls. Survivors were less likely to have been employed (OR 0.58; p = .027) and received sickness or activity compensation more often (OR 2.49; p = .008) compared with controls. Conclusions: Pediatric sarcoma survivors have poorer academic performance compared to peers without cancer in multiple school subjects. Survivors seem to catch up during post-compulsory education, but might struggle to find employment.

Designing technology for education is never only a problem-solving practice. It is always already about creating spaces for inherently political and affective sociotechnical future relations (Light and Akama 2014). These can point towards ‘big futures’, i.e. radical ruptures and epochal change, or ‘little futures’, emergent processes in mundane, everyday practices (Michael 2017; Pink et al. 2022). Beginning with these assumptions, this commentary identifies key issues for concern at the nexus of futures, education, and design in the postdigital condition, in which digital technologies are embedded throughout educational spaces, but no longer conceived as a panacea for socio-economic-ecological ills. Instead, power relations and tensions lie at the heart of assumptions about designing futures. In the midst of the inequitable ‘planetary ruins’ in which we now live, learn, and teach (Tsing et al. 2017), we need new narratives about the future (Facer 2019). Exploring these old and new narratives, this commentary suggests that practitioners, researchers, and others impacted by sociotechnical systems need to design futures and think about how to design futures that matter to them; otherwise, they (we) hand over design decisions to dominant actors. These design decisions impact not only technicalities, but also how education — and thus the future — will be configured. Yet there is no unanimous understanding of what ‘good design’ or a ‘desirable future’ looks like. As soon as ‘we’ begin to design, tensions and struggles unfold. This commentary fundamentally questions whether educational futures can be designed at all, given that education is inherently uncertain and beautifully risky (Biesta 2013). Tangled up in our own contradictions, we (the authors of this commentary) simultaneously question a sense of design optimism while also optimistically designing educational interventions and research. Against this background, this commentary highlights three issues: (1) What poss

This study estimates the effects of women's education on their offspring using quasi-experimental evidence from six educational reforms that increased the length of compulsory schooling in several European countries. The empirical analysis uses data from the Survey of Health, Ageing and Retirement in Europe and instrumental variable estimation to estimate the effects of female education on fertility and on children's education. This study provides the first analysis using quasi-experimental variation in education to estimate prospective models of intergenerational effects. These models start with a birth cohort and link information on their fertility and on their children's outcomes. These models account for the effect of female education on the probability that women have children when estimating the effect of female education. The direct effect of female education on children's educational attainment, i.e. the effect conditional on the birth of a child, is positive. In addition, higher female education increases fertility. Therefore, the probability that a woman has a child with a high educational attainment is increased when considering the effect of female education on fertility. Studies that estimate retrospective models of intergenerational effects using reforms in the length of compulsory schooling may underestimate the total effect of female on child education.

The analysis of language errors has been a beneficial exercise in academia and research, particularly for individual learners who use English as a second or foreign language. This study aimed to identify and classify grammatical errors in verb forms use among engineering students' academic writing tasks. It pursued one specific objective of categorizing errors in verb forms. The study involved 133 students and 15 teachers, who contributed to data collection through essay tests and questionnaires. Analytical methods included document analysis, deductive thematic analysis, and descriptive statistics were used to gather useful linguistic facts on the issue. The grammatical errors discovered encompassed all five verb forms errors and were categorized as omission, addition, misformation, and misordering based on students' essays and teachers' evaluation of the essays. Thus, writing errors detract the reader from the piece's overall readability with poor quality of writing and blurs written communication. Therefore, it is necessary to pinpoint the students' verb-form errors in order to provide them with the required foundational knowledge to write flawlessly. Teachers should be on the alert of grammatical verb forms errors when assessing their students’ writings and ensure they correctly use the verb forms.

Purpose: The purpose of this paper is to explore existing and desired methodologies for systematic quality work to promote quality in preschools from the principal’s perspective. Design/methodology/approach: A collaborative approach was used in this research project, and principals were asked to complete portfolio assignments. Their answers to those portfolio assignments were analysed by the research team and subsequently compared to total quality management values. Findings: Existing and desired methodologies for systematic quality work are presented and sorted into 13 and 17 groups, respectively. The principals desire four times more methodologies than they are presently using to promote systematic quality work, and the results show that they must extend their methodologies to support TQM values. Research limitations/implications: This research is based on answers collected from 18 principals in one municipality in Sweden. Practical implications: The use of the cornerstone model provides a framework to illustrate the application of TQM in preschools. Originality/value: Principals struggle to find time for systemic quality work. The presented results can be used to work systematically with quality in preschools and other organizations.

This is the protocol for a Campbell systematic review. The objectives are as follows. This review aims to investigate the effectiveness of all types of teacher-delivered classroom-based strategy instruction aimed at students in the general population (all students) including struggling students (with or at-risk of academic difficulties) in ages 12–19 for increasing writing performance. The majority of previous reviews scoped all outcomes presented in the primary studies. This review will solely focus on covering three most common outcomes: story quality, story elements and word count/length.

Introduction: Paper folding and punched hole tests are used to measure spatial abilities in humans. These abilities are relevant since they are associated with success in STEM (Science, Technology, Engineering, and Mathematics). This study addresses the challenge of teaching spatial reasoning skills using an educational videogame, the Paper Folding Reasoning Game. Methods: The Paper Folding Reasoning Game is an interactive game which presents activities intended to help users train and understand how to fold a paper to get a specific shape (Part I) and the consequence of punching a hole on a folded paper (Part II). This educational videogame can automatically generate paper-folding-and-punched-hole questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training due to its embedded reasoning mechanisms (Part III). Results: This manuscript presents the results of analyzing the gameplay data gathered by the Paper Folding Reasoning Game in its three parts. For Parts I and II, the data provided by 225 anonymous unique players are analyzed. For Part III (Mastermode), the data obtained from 894 gameplays by 311 anonymous unique players are analyzed. In our analysis, we found out a significant difference in performance regarding the players who trained (i.e., played Parts I and II) before playing the Mastermode (Part III) vs. the group of players who did not train. We also found a significant difference in players' performance who used the visual help (i.e., re-watch the animated sequence of paper folds) vs. the group of players who did not use it, confirming the effectiveness of the Paper Folding Reasoning Game to train paper-folding-and-punched-hole reasoning skills. Statistically significant gender differences in performance were also found.

Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of ‘good’ pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural one.

Public health and criminology share similar current and future challenges, mostly related to crime and health causation, prevention, and sustainable development. Interdisciplinary and transdisciplinary approaches to education at the intersection of public health and criminology can be an integral part of future training in areas of mutual interest. Based on reflections on teaching criminology students, this viewpoint discusses the main interconnections between public health and criminology teaching through the public health lens. The paper discusses potential challenges associated with interdisciplinarity and transdisciplinarity. Among these challenges is communication across the different fields and their perspectives to be able to achieve the desired complementarity at the intersection of the two disciplines., CC BY 4.0 DEEDCopyright: © 2024 The Author(s)CORRESPONDING AUTHOR: Gloria Macassa, MDDepartment of Public Health and Sports Science, Faculty of Occupational and Health Sciences, University of Gävle, Kungsbacksvägen 47, 80176 Gävle, Sweden; Department of Public Health, School of Health Sciences, University of Skövde, 541 28 Skövde, Sweden; EPIUnit–Instituto de Saude Publica, Universidade do Porto, Rua das Taipas 135, 4050–600 Porto, Portugal gloria.macassa@hig.se

Background Older persons with age-related and complex health problems will increasingly depend on care provision from nurses in their own homes. However, a barrier to quality care is ageism and nursing students´ disinterest in geriatrics. In addition, nurse education often falls short in preparing students for the complexity of geriatric care. Welfare technology (WT) is progressively implemented in home care to help older persons live at home despite their health problems. However, this process is intricate and requires acceptance and digital literacy among caregivers and older persons. Despite these challenges, nurse education can address and change negative attitudes through innovative teaching methods such as age suit simulation. Therefore, the study aims to describe nursing students´ experiences of age suit simulation in a home-like environment with WT and technical aids, and will reveal their perspective on ageing and providing care to older adults. Methods A qualitative explorative design using semi-structured group interviews (n=39) among nursing students. Data was analysed through reflexive thematic analysis. Results The analysis generated three main themes; “It’s like walking in a bubble”, “An eye opener” and “Concerns about ageing and the current structure of geriatric care”. The main themes included eight subthemes. Adapting to the sensory and physical limitations of the age suit was an immersive experience and caused feelings of frustration, loneliness and disconnection. A prominent result was a raised awareness of cognitive loss, especially impaired vision, and students felt the simulations had made them aware of the everyday challenges older persons faced. Students highlighted the importance of patience and giving enough time in care situations by being present and having a critical perspective of WT. The students were mostly negative towards their own ageing and could better relate to older persons´ vulnerability. Conclusions Age suit simulation was d, CC BY 4.0 DEEDCorrespondence: Björn Bouwmeester Stjernetun Bjorn.stjernetun@his.se© 2024 BioMed Central Ltd unless otherwise stated. Part of Springer Nature.Open access funding provided by University of Skövde. This study was funded by the Kamprad Family Foundation for Entrepreneurship, Research & Charity in Sweden [grant number 20210227] and the University of Skövde.

The aim of this study was to increase knowledge about how the process of building a professional identity can be incorporated into social work education at a Swedish university. In the subject called Personal and Professional Development (PPD), taught during the first five semesters, students are trained in specific generic skills and approaches required in social work. Different pedagogical tools, such as keeping a logbook in which students can reflect on different course elements, are used to support the learning- and development process. The data consists of 95 log texts and critical reflections from 41 students who finished the PPD course. Thematic content analysis with both quantitative and qualitative elements was used. The results indicate that this course gives students the opportunity to begin the process of developing their professional identity by linking knowledge and skills training to ideas about their future profession. The results point to the field placement as a central part in this process where theoretical knowledge can be contextualised and focus can be broadened from the individual to the societal level. One conclusion is that reflective writing seems to be a valuable and important part of students' development of metacognition by making their own learning visible.

This is the protocol for a Campbell systematic review. The objectives are as follows. This review aims to investigate the effectiveness of all types of teacher-delivered classroom-based strategy instruction aimed at students in the general population (all students) including struggling students (with or at-risk of academic difficulties) in ages 12–19 for increasing writing performance. The majority of previous reviews scoped all outcomes presented in the primary studies. This review will solely focus on covering three most common outcomes: story quality, story elements and word count/length.

The Heidelberg-Heilbronn medical informatics program, whose foundation and development during its first 50 years are reported here, was initially established in 1972 as a diploma program, then converted into a consecutive bachelor's and master's program starting in 2007. With approximately 2,000 graduates, it is probably not only the world's oldest dedicated medical informatics program, but also the one with the most graduates. Important impulses have been set nationally and internationally by teachers as well as by graduates of the Heidelberg-Heilbronn medical informatics program. An important piece of history was written at Heidelberg University and Heilbronn University of Applied Sciences with this medical informatics program. In terms of its objectives, the field of medical informatics belongs to medicine. In terms of methods and tools, it can be largely assigned to computer science. To adequately map the synergies that can arise from this duality of medicine and informatics in a dedicated medical informatics curriculum was and remains an important as well as challenging task., Der Heidelberg-Heilbronner Studiengang Medizinische Informatik, über dessen Gründung und Entwicklung während seiner ersten 50 Jahre hier berichtet wird, wurde 1972 zunächst als Diplomstudiengang eingerichtet, dann ab 2007 in einen konsekutiven Bachelor- und Masterstudiengang überführt. Mit seinen zwischenzeitlich ca. 2.000 Absolventinnen und Absolventen dürfte er nicht nur der weltweit älteste dedizierte Medizininformatik-Studiengang sein, sondern auch der mit den meisten Absolventinnen und Absolventen. Durch Lehrende sowie durch Absolventinnen und Absolventen des Heidelberg-Heilbronner Medizininformatik-Studiengangs wurden national wie auch international wichtige Impulse gesetzt. An der Universität Heidelberg und an der Hochschule Heilbronn wurde mit diesem Medizininformatik-Studiengang ein wichtiges Stück Geschichte geschrieben. Im Hinblick auf seine Zielsetzung gehört das Fachgebiet Medizinische Informatik zur Medizin. Bei Methoden und Werkzeugen kann es zu großen Teilen der Informatik zugeordnet werden. Die Synergien, die durch diese Dualität von Medizin und Informatik entstehen können, adäquat in ein dezidiertes Medizininformatik-Curriculum abzubilden, war und bleibt eine gleichermaßen wichtige wie auch schwierige Aufgabe.