Search

Although the field of Artificial Intelligence in Education (AIEd) has a substantial history as a research domain, never before has the rapid evolution of AI applications in education sparked such prominent public discourse. Given the growing AIEd literature base in higher education, it is important to ensure that the field has a solid research and conceptual grounding as AI adoption increases. This review of reviews is the first comprehensive meta review to explore the scope and nature of AIEd in higher education (AIHEd) research, by synthesising secondary research (e.g., systematic reviews), indexed in the Web of Science, Scopus, ERIC, EBSCOHost, IEEE Xplore, ScienceDirect and ACM Digital Library, or captured through snowballing in OpenAlex, ResearchGate and Google Scholar. Reviews were included if they synthesised applications of AI solely in formal higher or continuing education, were published in English between 2018 and July 2023, were journal articles or full conference papers, and if they had a method section. 66 publications were included for data extraction and synthesis in EPPI Reviewer, which were predominantly systematic reviews (66.7%), published by authors from North America (27.3%), conducted in teams (89.4%) in mostly domestic-only collaborations (71.2%). Findings show that these reviews mostly focused on AIHEd generally (47.0%) or Profiling and Prediction (28.8%) as thematic foci, however key findings indicated a predominance of the use of Adaptive Systems and Personalisation in higher education. Research gaps identified suggest a need for greater ethical, methodological, and contextual considerations within future research, alongside interdisciplinary approaches to AIHEd application. Suggestions are provided to guide future primary and secondary research.

In early 20th century Sweden, people categorised as “feeble-minded” were regarded as a threat to society. Social control and eugenic ideas were manifested in the form of, e.g., sterilisation and long-term internment. Contemporary tendencies of psychiatrisation led to differentiating people with disability according to their age, gender, and social characteristics. Based on a social constructivist perspective, this paper aims to demonstrate how the subcategorisation “degenerated asocial feeble-minded (asocial imbeciles)” emerged in the 1920s, and what approaches existed to deal with this group. To address this issue, contemporary green papers, professional literature, and archive documents were used as historical sources. The results reveal efforts to found state-run island institutions on the Swedish coast and in the inland Lake Vättern. Due to adverse geographical conditions such as, e.g., freezing of the surrounding water, these plans could not be realised, and eventually out-of-use military barracks were converted into homes for this undesirable group of people. However, the planning process for the island institutions emphasises the dominant motivation to protect society by means of exclusion, supported by the argument that isolation would be in the best interest of the affected persons. The findings underline tendencies of ambivalent modernisation in the nascent Swedish welfare state.

The aim of this study was to analyse how young people living in geographical areas with a tradition of high neo-Nazi activism talk about racism and sexism, in particular, and the “school climate”, in general. Two schools situated in traditional rural mill towns were selected, and students (of ages 14–16) were interviewed. Influenced by Essed's theory on everyday racism, the study addresses how micro and macro dimensions of racism intersect through the voices of the students, when they talk about their community, their school, and the visible traces or signs of the neo-Nazi movement. The results show a recurrence of everyday racism in the schools, and indicate that the expression of racism was largely taken for granted. Initially in the narratives the students talked about their school and community in terms of inclusion and social connectedness. As the discussions proceeded, quite a few examples of racist practices and verbal racist and sexist harassment were mentioned. Such expressions were often downplayed, such that everyday racism and sexism appeared to have been normalised. This apologetic stance also seemingly contributed to a “return of the repressed”, in the form of overt expressions of neo-Nazi symbols and acts in the school environment.

Although the field of Artificial Intelligence in Education (AIEd) has a substantial history as a research domain, never before has the rapid evolution of AI applications in education sparked such prominent public discourse. Given the growing AIEd literature base in higher education, it is important to ensure that the field has a solid research and conceptual grounding as AI adoption increases. This review of reviews is the first comprehensive meta review to explore the scope and nature of AIEd in higher education (AIHEd) research, by synthesising secondary research (e.g., systematic reviews), indexed in the Web of Science, Scopus, ERIC, EBSCOHost, IEEE Xplore, ScienceDirect and ACM Digital Library, or captured through snowballing in OpenAlex, ResearchGate and Google Scholar. Reviews were included if they synthesised applications of AI solely in formal higher or continuing education, were published in English between 2018 and July 2023, were journal articles or full conference papers, and if they had a method section. 66 publications were included for data extraction and synthesis in EPPI Reviewer, which were predominantly systematic reviews (66.7%), published by authors from North America (27.3%), conducted in teams (89.4%) in mostly domestic-only collaborations (71.2%). Findings show that these reviews mostly focused on AIHEd generally (47.0%) or Profiling and Prediction (28.8%) as thematic foci, however key findings indicated a predominance of the use of Adaptive Systems and Personalisation in higher education. Research gaps identified suggest a need for greater ethical, methodological, and contextual considerations within future research, alongside interdisciplinary approaches to AIHEd application. Suggestions are provided to guide future primary and secondary research.

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.

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.

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.

The aim of this study was to analyse how young people living in geographical areas with a tradition of high neo-Nazi activism talk about racism and sexism, in particular, and the “school climate”, in general. Two schools situated in traditional rural mill towns were selected, and students (of ages 14–16) were interviewed. Influenced by Essed's theory on everyday racism, the study addresses how micro and macro dimensions of racism intersect through the voices of the students, when they talk about their community, their school, and the visible traces or signs of the neo-Nazi movement. The results show a recurrence of everyday racism in the schools, and indicate that the expression of racism was largely taken for granted. Initially in the narratives the students talked about their school and community in terms of inclusion and social connectedness. As the discussions proceeded, quite a few examples of racist practices and verbal racist and sexist harassment were mentioned. Such expressions were often downplayed, such that everyday racism and sexism appeared to have been normalised. This apologetic stance also seemingly contributed to a “return of the repressed”, in the form of overt expressions of neo-Nazi symbols and acts in the school environment.

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.

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.

Competence-based approaches (CBAs) in education have becomean internationally important educational policy concept in recentdecades. However, a substantial body of research has suggestedthat in order to understand and explain the evolution of CBAs,there is a need to analyse curriculum-making as a complex andmulti-layered practice. To contribute to this research field, thispaper makes use of Vivien Schmidt’s concept of discursiveinstitutionalism(DI), which focuses on ideas and discourse. First,we compare ideas of competences as expressed in four influentialCBA frameworks, and second, we exemplify how these ideas, withspecial reference to the Organisation for Economic Co-operationand Development, have been translated when re-contextualisedwithin Swedish curriculum policy-making. The results show thatwhen re-contextualised within national borders, transnationalideas of competences are reconfigured. In the case of Sweden,this process has led to a national interpretation of CBAs,discussed in this paper as ‘hybrid competences.’

This volume centres the notion of "chance" in education as a key concept in contemporary education – relating to aspects like accountability, datafication, or international large-scale assessments – and discusses the impact that the historical desire to "tame" this notion has had on present-day educational policy and practice. Encouraging readers to widen their educational imagination, chapters combine secondary research from the fields of cybernetics, systems thinking, and comparative education with issues of control, prediction, and comparison as ways to tame chance in education. Using the theoretical lenses of reasoning, notions, and addendums for legitimacy to foster a critical awareness of rarely discussed educational matters, the book explores how these notions are central to the taming of chance within education. Ultimately, the authors determine the styles of reasoning that are foundational and frame how we think about, and act on, education, and thereby address one of the top priorities in educational policy, politics, and practice today. This timely book, with its unique perspective on the debates around education, will be of interest to students, researchers, and scholars in the fields of education policy and politics, international and comparative education, and theory of education. Those involved with the philosophy of education will also find the book valuable.

This article presents a study with the aim of interpreting and visualizing the pedagogical experiences through the use of meta-phors in a non-formal educational setting. The study employed case study methodology that generated data through observations,interviews, and informal discussions, following the activities of a non-profit Colombian organization that uses metaphors as apedagogical tool. The article examines with support in metaphor theory and narrative theory the use and function of metaphors inthe organization’s activities and the impact they have on peoples’ lives. The findings demonstrate that metaphors fill a strategicalfunction within the various activities of the organization, including educational resocialization processes, the use of stories for re-flection, and in cultivation activities. In conclusion, the article identifies three fundamental pedagogical aspects of the metaphors’function in the non-formal educational environment: consciousness-raising, subjectification, and transformation.

As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden and exploring whether and how PETE matters, this article uses narrative inquiry to ‘represent’ a PE teacher’s professional journey from PETE to the induction phase of PE teaching. The study focuses on his use of, and reflections on, ‘assessment for learning’ (AfL) at different stages of his teaching experience. The purpose of the study is to contribute knowledge about how positive experiences of AfL during PETE can enable the use of AfL in school PE for a newly qualified teacher. This is done by analysing one male PETE student’s reflections on AfL in the context of a campus-based course on PE assessment, his use of and reflections on AfL during his practicum, and in school PE as a newly qualified teacher. The data generation consisted of recordings of a PETE seminar, a stimulated recall interview with the participant during his final school placement, and two interviews with him in his role as a newly qualified PE teacher at two different schools. Through the PE teacher’s tale, we show how the campus-based course on PE assessment in PETE and the student teacher’s positive experience of using AfL during his practicum seem to have inspired him in his later positions. The results are discussed in relation to the perspective of occupational socialisation theory. This narrative inquiry suggests that PETE can make a difference for student teachers who are prepared to face the challenges of the induction phase of PE teaching and are able to navigate between the barriers that get in their way. We conclude the paper with some considerations regarding the study’s potential strength (trustworthiness), sharing (transferability) and service (usefulness).

The article analyses the issue of family resources in a family with a single father with mental retardation raising two adolescents in conditions of extreme poverty. The research methodology is based on the model of case study qualitative research within the phenomenological “life world” approaches. The study has an entire description of the father’s “life world” and structural, constituent and essential elements of his day-to-day parenting experience. It is shown that the family experience is struggling with extreme poverty within the conditions of severe social exclusion and governed by the father's family history with a class nature. Current family resources (health, education, social and economic) are characterised as being affected by different types of deficiency and dependence on external “donors”. The discussion is raising awareness of a role of special education in the process of structuring essential elements of the “life world” experience in such families,- in general, and conditions of extreme poverty,- in particular., The research was implemented within the framework of the research project: “Human resources in poverty and disability: a family perspective” conducted by the scientific centre of Russian and Eurasian Research (UCRS) of Uppsala University with the financial support of the Vetenskaprådet/Sweden: VR 2011-41249-90774-43. First version of this article was published in Russian in Kyiv, Ukraine, 2014, in The Scientific Journal of the National Pedagogical Dragomanov University. Series 19: Special Education and Psychology, ISSN 2310-0893, no 26, p. 433-441. The current publication is revised and translated into English.

Universitetspedagogiska konferensen vänder sig till all undervisande personal, pedagogiskt ansvariga samt lednings- och utbildningsadministrativa funktioner vid Umeå universitet. Under 8-10 november 2023 firade konferensen 30 år med temat Högskolepedagogiska pärlor - 30 år av utveckling.

The prerequisites for formal training in Swedish educational Crafts have changed over time under the influence of two long-lasting societal processes: academisation and digitalisation. In different, yet interconnected ways, these processes of change are challenging the materiality, the making and the action-based knowledge that characterise educational Crafts. The paper presents how primary school teachers’ view the influence of academisation and digitalisation in their work and explores the consequences that change processes hold for the teaching practice in Crafts. The study is based on qualitative interviews with Craft teachers whose graduation year was between 1983 and 2021. Theoret-ically, Craft is considered to be a living ecology in an educational system. In the analysis, academic drift on various levels is combined with media-ecology concepts to clarify the diffusion of academisation and digitalisation in both time and space. The findings show academic drift leading to increased text-based knowledge production on several levels, yet also an unexpected weakening of action-based knowledge in Crafts. Balancing student and staff drift is further shown to result in the avoidance of written text in favour of digital visual, oral and bodily mediations in the production of knowledge. The study’s overall results question an ongoing ‘reverse’ academic drift and what is at stake in the Crafts ecology’s efforts to achieve balance.

Collaboration between universities and schools has been emphasised byboth governments and within educational development research in the Nordic countries. However, educational research has tended to focus onthe practitioners’ perspectives and experiences, i.e., researchers andteachers. Our intention is to contribute to the field with research from another perspective; that of organising for collaboration. This is done by focusing on the experiences of university representatives responsible for the organisation of collaboration within a Swedish nation-wide initiative,the ULF project. Our theoretical framework draws on the literature of partial organisation. The results indicate that the different approaches and solutions used by universities could not only potentially strengthen schools’ opportunities to participate in educational collaboration with universities but also lead to different opportunities, reinforcing previously existing differences between school organisers. The results are discussed in relation to governmental intentions and guidelines.

Background: The development of entrustable professional activities (EPAs) as a framework for work-based training and assessment in undergraduate medical education has become popular. EPAs are defined as units of a professional activity requiring adequate knowledge, skills, and attitudes, with a recognized output of professional labor, independently executable within a time frame, observable and measurable in its process and outcome, and reflecting one or more competencies. Before a new framework is implemented in a specific context, it is valuable to explore social validity, that is, the acceptability by relevant stakeholders. Aim: The aim of our work was to define Core EPAs for undergraduate medical education and further explore the social validity of the constructs. Method and material: In a nationwide collaboration, EPAs were developed using a modified Delphi procedure and validated according to EQual by a group consisting of teachers nominated from each of the seven Swedish medical schools, two student representatives, and an educational developer (n = 16). In the next step, social validity was explored in a nationwide survey. The survey introduced the suggested EPAs. For each EPA, the importance of the EPA was rated, as was the rater’s perception of the present graduates’ required level of supervision when performing the activity. Free-text comments were also included and analyzed. Results: Ten Core EPAs were defined and validated. The validation scores for EQual ranged from 4.1 to 4.9. The nationwide survey had 473 responders. All activities were rated as “important” by most responders, ranging from 54 to 96%. When asked how independent current graduates were in performing the ten activities, 6 to 35% reported “independent”. The three themes of the free text comments were: ‘relevant target areas and content’; ‘definition of the activities’; and ‘clinical practice and learning’. Conclusion: Ten Core EPAs were defined and assessed as relevant for Swedish undergr

In which ways do curricula recognize existential questions of compulsory school students, and what direction is given regarding how to address them? By asking these two questions,this study analyses syllabi for the school subject of religion education and its equivalentsin Sweden, Norway and Denmark, and in the two German regions of Bavaria andBerlin-Brandenburg. The study forms part of a research project based in Sweden where, in1969, the theme of ‘livsfrågor’—translated here as ‘existential questions’—was introducedinto the curriculum. A qualitative content analysis of the use of the word ‘question’ in therespective languages is the basis for the comparative study of the current syllabi. The Berlin-Brandenburg and Danish syllabi recognize and, in integrated ways, address students’questions, while the other syllabi do so considerably less. Significant variations in the relationshipbetween the child and the curriculum are exemplified. The results of the studyraise both religion educational and general didactic questions of how existential dimensionsand subjectification (cf. Biesta in World-centred education, Routledge, 2022) can findtheir expression in curricula. Additionally, the question is addressed of whether students’questions can be understood as crucial in their orientation in the world and responded toresponsibly, for example in a Bildung context.

Kulturskolan är den största offentliga satsningen på barnkultur som finns i Sverige (Kulturskolerådet, 2023). Visionen som beskrivs på Kulturskolerådets (u.å.) hemsida är likvärdiga möjligheter för utveckling genom kulturutövande för alla barn och unga. Med det i åtanke är det problematiskt att det är svårt att hitta forskning på hur tillgänglighet och inkludering av elever med kognitiva och/eller intellektuella funktionsvarianter ser ut i verksamheten. Genom detta arbete undersöks: • hur relationen mellan kulturskolan och elever i anpassade grundskolan ser ut • hur relationen mellan kulturskolan och barn och unga med kognitiva och/eller intellektuella funktionsvarianter ser ut. Detta görs genom kvalitativa intervjuer med fem lärare, varav tre arbetar inom kulturskolan, och två i anpassade grundskolan. Utifrån arbetets resultat kan slutsatsen om ett behov av vidare prioritering av tillgänglighet och inkludering i kulturskolans verksamhet dras. Resultatet påvisar att det finns en positiv inställning till ett breddat deltagande i kulturskolan, men visar på brister i prioritering av tillgänglighet. I studien framkom uppsökande verksamhet som ett effektivt arbetssätt för att tillgängliggöra kulturskolan, men att sådana projekt är beroende av enskilda lärares engagemang och ambitioner. Då det varit svårt att hitta forskning som rör kulturskolans tillgänglighet för elever med kognitiva och/eller intellektuella funktionsvarianter finns behov av mer forskning på ämnet.

Syftet med vårt arbete är att identifiera vilka metoder och verktyg som finns kopplade till mental träning samt hur lärare kan använda sig av dessa i musikundervisning. Vår första forskningsfråga handlar om hur mental träning används idag, vilket behov som finns och vilka metoder som används. Vi är intresserade av att ta reda på hur aktiva musiker använder sig av mentala redskap samt ta del av deras inställning till mental träning som metod. Vår andra frågeställning undersöker hur musiklärare kan implementera mental träning i undervisningen. Vi genomförde vår studie genom en kvalitativ semistrukturerad intervjustudie med informanter som aktivt jobbar med musik som musiklärare och som frilansmusiker. Informanterna spelar musik från flera olika genrer och har alla olika stor erfarenhet av mental träning. Resultatet av studien visade att samtliga informanter fann det viktigt att jobba med mental träning och att det finns flera verktyg att tillgå för att använda sig av mental träning i både vardagen och i undervisningen. I dagsläget är inte mental träning en självklar del av musikundervisningen. Detta kan bero på att det inte finns några tydliga riktlinjer för hur det ska användas som metod, vilket gör att det är upp till läraren att avgöra huruvida mental träning ska inkluderas i undervisningen eller inte. Vår slutsats är att mental träning är en viktig del av den personliga utvecklingen och att det därför borde få större utrymme i musikundervisningen. Mental träning är en effektiv metod för att bland annat förbättra beslutsförmågan och maximera både den psykiska och fysiska kapaciteten. Mental träning handlar bland annat om hur människan förhåller sig till sig själv. Vi rekommenderar vidare forskning kring hur mental träning kan implementeras i musikundervisning i form av konkreta verktyg och metoder samt hur dessa kan synliggöras i form av styrdokument och kursplan.

I föreliggande rapport kan du ta del av sju olika utvecklingsprojekt inom undervisning och examination vid Karlstads universitet. Samtliga bidrag i rapporten har utvecklats från projekt som presenterats vid enhetens universitetspedagogiska konferens. I årets upplaga kan du bland annat läsa om en ny typ av tentamen, en klimatutmaning. Vad händer när studenter uppmanas att under en månads tid göra något annorlunda i sin vardag, så som att resa med cykel eller buss istället för bil? I en annan studie undersöker författarna huruvida det är någon skillnad för studenterna om läraren använder läsplatta eller dokumentkamera i inspelade föreläsningar. Du får även en inblick i hur flexibla nätbaserade kurser för yrkesverksamma, i samverkan med företag och organisationer, kan bidra till det livslånga lärandet, och inte minst vilken roll sociala medier kan få när en kurs om vetenskaplig metod plötsligt ställs om till distans i pandemitider. Publicerade texter i rapportserien kan ligga till grund för pedagogisk meritering vid ansökan om att bli meriterad eller excellent inom undervisning och examination vid Karlstads universitet.

The ongoing climate crisis requires several different societal changes. The question is, how to make these transformations occur at different societal levels? In the bachelor’s level course “Local and regional adaptation to climate change”, I introduced a new type of assignment to highlight transformations. This article describes a climate challenge (klimatutmaning) assignment and analyses its learning outcomes. Instead of a traditional written exam, the students identified a challenge they would test for about one month (for example travelling by bike or bus rather than by car). The aim of the assignment was to give students a chance to reflect upon personal-level transformations and relate these changes to social and political structures. With the help of a theoretical model three spheres of transformation the assignment allowed students to reflect upon 1) how societal norms, narratives, and regulations affect the choices they make; and 2) how individual choices relate to changes at the societal and political levels. This assignment allowed for discussion and reflection in a more relaxed environment and students were able to relate things in their personal life to a larger societal context. Post-assignment reflections showed a very good understanding of the complexity and interconnectivity of issues at personal, social and political levels – something that was important for meeting the course goals. Being anchored in practice, the assignment made it possible for the students to reflect, and change, their thinking. This, in turn, made room for transformative learning.

The increasing societal diversity of religions and worldviews (R&W) in Swedish preschools affects what competencies today’s preschool teachers need and what needs to be taught in Swedish Preschool Teacher Education (PTE). The study aims to investigate the content and discursive norms regarding religion and worldviews in Swedish PTEs on a national policy level and contribute to knowledge in the research field of Religious Studies and Higher Education. The PTE curricula of all the twenty Higher Education institutions offering PTE in Sweden in 2022 are investigated using text-centred discourse analysis, together with a theoretical and analytical tool for analyzing different dimensions of the PTEs and the potential for them to function as socially sustainable communities of care. The results show that even though there might be implicit incentives for teaching about R&W, all but one of the educational curricula of the twenty PTEs in Sweden lack explicit mention of ‘religion’. Based on the results, we can see that at a national policy level, the content of the educational curricula reproduces liberal secular and humanist worldviews as norms for the PTEs. There is also a lack of explicit policy-related incentives for the PTEs to promote social sustainability regarding equipping students with proper knowledge and skills for developing care-centered and norm-critical R&W literacy., This article belongs to the Special Issue International Perspectives and Practices for Religious Education in Early Childhood

Denna rapport beskriver ett utvecklingsarbete som löper över trekurser. Arbetet fokuserar på att öka studenters minne, aktivitet ochreflektion genom användning av Doug Lemovs koncept Ratio, som syftar till att engagera och aktivera studenter under föreläsningar. Tre tekniker för att uppnå hög Ratio är att skriva, diskutera och ställa frågor. Utvecklingsarbetet visar att Ratio kan vara ett effektivt verktyg under föreläsningar. Genom att använda frågor, övningar och diskussioner skapas en kultur av deltagande under en kurs. Tre öppna frågor användes för att kombinera minne och Ratio. De två första kan användas under föreläsningar och den sista i slutet av utbildningen. Detre frågorna är:"Vad tar du med dig från dagens föreläsning?" "Vad minns du från förra föreläsningen?" "Vad tar du med dig från den här kursen?" Frågorna hanterades genom att alla studenter skrev sina svar, och några valdes ut för att svara. De första två frågorna används under föreläsningarna löpande och den sista frågan kommer i kursens slut. Utförandet för alla frågorna kan varieras genom diskussion i par eller smågrupper. Jag upplever att diskussionen ger en förståelse för varför vi arbetar med att försöka minnas, att applicera kunskap eller lyfta fram viktiga delar av det nya som presenterats under föreläsningen.

In public discourse, the social inclusion of migrants is often regarded as a challenge demanding migrants to increase their engagement in adapting to the new host country. Such imaginaries commonly declare migrants as being unwilling to acquire language skills and specific cultural values. In parallel, formal education is often proposed as the single most important remedy to inclusion, which generally solely implies labor market participation. However, there is a range of other, often neglected, practices that migrants themselves regard as important for their social inclusion in society. This article aims to analyze what practices are assigned meaning by newly arrived migrants in Sweden on their path toward social inclusion in the country. This is a longitudinal interview study with 19 newly arrived adult migrants that were interviewed on two occasions, three years apart. Drawing on a sociocultural perspective, we understand social inclusion as an ongoing process by which individuals become members of different communities. The result shows that important for social inclusion is access to valuable relationships and close social ties. These relations are important in all communities in which the migrants participate. The analysis illustrates three different communities, outside of formal education and employment, that migrants ascribe meaning to concerning language learning and social inclusion. These communities are sports, internships, and civil society engagements. Through its longitudinal design, this study also illustrates how migrants’ narratives and their meanings shift with time and how migrants relate to these communities over time.

Adult education has been used as a means to enhance citizens' opportunities to participate and be included in society, but adult education may also construe students as excluded. This study focuses on how teachers in second language education for migrants conceptualise and enact teaching for social inclusion. It draws on Fraser's concept of social justice and Biesta’s aims of sound education. The article is based on observations and interviews with teachers. The findings highlight that the teaching is enacted to develop the students’ language skills for formal qualification and everyday life as well as their knowledge of Civics and norms in Swedish society. Thus, conceptualising the students as emerging participants, lacking skills and knowledge as language users and citizens. This teaching enactment reflects qualification and socialisation as central aims of education, but less of subjectification processes. Consequently, social inclusion is conceptualised as migrants adjusting to society in predefined ways.

The aim of this study is to gain knowledge of how School-Age EduCare (SAEC) staff in andthrough collegial conversations construe a child/children. Collegial conversations with two SAECstaff teams were analyzed using the theoretical concepts from the fields of discourse analysis andsystemic functional grammar. The results show that children were repeatedly construed as a groupsubject by the staff and more rarely as individual subjects. The SAEC staff construed the children asgroup subjects in four different ways: as general groups, as pre-determined groups, as quantity-relatedgroups, and as behavior-related groups. The children who were construed as individual subjectswere mainly the ones who diverged from the group, often in negative ways.

Just before the turn of the last century, the young and promising Swedish music ethnologist Karl Peter Leffler published Om Nyckelharpospelet på Skansen. In the writing, two detailed portraits are drawn of the fiddlers Johan Edlund and Jonas Skoglund, both of whom had been summoned from Uppland to contribute with folk music to the capital’s national project in Stockholm. The booklet has worked as the basis for several studies about the nyckelharpa, and folk music in general. The institution Skansen, is emerging as part of the Nordiska Museet under Artur Hazelius’ care. Here, the Nordic and the Swedish are being established during this national romantic era by bringing folk culture from all areas of the kingdom – to be displayed and brought to life at the capital’s outdoor museum. The current research project focuses on the constitution of the Swedish when it comes to folk music. Skansen has become significant for our knowledge of and how we understand Swedish culture. What kind of music was to become a part of the Swedish? One way to investigate this is to focus on a single fiddler – which in my case is one of the two fiddlers that Leffler highlights – Johan Edlund from the Roslagen parish of Harg in Uppland. The project, which is ongoing, tries to map the musical cultural geography of the 19th century and the Roslagen’s parish of Harg with the help of genealogical research using records of parish catechetical meetings, old maps, old national surveys from Nordiska Museet, photos, newspapers, and private correspondences. What was the musical life like for those who lived at this place at this time? What occasions, venues and contexts were music present in people’s lives? Where did the music stem from? How did they learn how to play and where did the instruments come from? The emerging picture around this fiddler, his playing and learning, shows, among other things, that it is not only Roslagen that brings music to the capital – musical influences also travel in the o

At Södertörn University, Sweden, a collaboration model has been developed from the theory of academic literacies, aiming to support students’ writing development. In this innovative way of working, university librarians and writing teachers collaborate with lecturers to integrate a teaching element on academic writing (including searching for, appraising, reading, and writing texts) into existing university courses. In this article, we describe and discuss our experiences of implementing this model in nursing education. We observed that the collaboration made it possible for all professionals to share their knowledge, both in a theoretical and practical sense. Among other things, the lecturers appropriated several linguistic tools which they were able to use in their continued teaching of academic writing. However, challenges regarding the collegial sharing of knowledge were also experienced. If the lessons learned are to be implemented in the organisation, both resources and a mandate from the management are essential.

I föreliggande rapport kan du ta del av sju olika utvecklingsprojekt inom undervisning och examination vid Karlstads universitet. Samtliga bidrag i rapporten har utvecklats från projekt som presenterats vid enhetens universitetspedagogiska konferens. I årets upplaga kan du bland annat läsa om en ny typ av tentamen, en klimatutmaning. Vad händer när studenter uppmanas att under en månads tid göra något annorlunda i sin vardag, så som att resa med cykel eller buss istället för bil? I en annan studie undersöker författarna huruvida det är någon skillnad för studenterna om läraren använder läsplatta eller dokumentkamera i inspelade föreläsningar. Du får även en inblick i hur flexibla nätbaserade kurser för yrkesverksamma, i samverkan med företag och organisationer, kan bidra till det livslånga lärandet, och inte minst vilken roll sociala medier kan få när en kurs om vetenskaplig metod plötsligt ställs om till distans i pandemitider. Publicerade texter i rapportserien kan ligga till grund för pedagogisk meritering vid ansökan om att bli meriterad eller excellent inom undervisning och examination vid Karlstads universitet.

Denna rapport beskriver ett utvecklingsarbete som löper över trekurser. Arbetet fokuserar på att öka studenters minne, aktivitet ochreflektion genom användning av Doug Lemovs koncept Ratio, som syftar till att engagera och aktivera studenter under föreläsningar. Tre tekniker för att uppnå hög Ratio är att skriva, diskutera och ställa frågor. Utvecklingsarbetet visar att Ratio kan vara ett effektivt verktyg under föreläsningar. Genom att använda frågor, övningar och diskussioner skapas en kultur av deltagande under en kurs. Tre öppna frågor användes för att kombinera minne och Ratio. De två första kan användas under föreläsningar och den sista i slutet av utbildningen. Detre frågorna är:"Vad tar du med dig från dagens föreläsning?" "Vad minns du från förra föreläsningen?" "Vad tar du med dig från den här kursen?" Frågorna hanterades genom att alla studenter skrev sina svar, och några valdes ut för att svara. De första två frågorna används under föreläsningarna löpande och den sista frågan kommer i kursens slut. Utförandet för alla frågorna kan varieras genom diskussion i par eller smågrupper. Jag upplever att diskussionen ger en förståelse för varför vi arbetar med att försöka minnas, att applicera kunskap eller lyfta fram viktiga delar av det nya som presenterats under föreläsningen.

The ongoing climate crisis requires several different societal changes. The question is, how to make these transformations occur at different societal levels? In the bachelor’s level course “Local and regional adaptation to climate change”, I introduced a new type of assignment to highlight transformations. This article describes a climate challenge (klimatutmaning) assignment and analyses its learning outcomes. Instead of a traditional written exam, the students identified a challenge they would test for about one month (for example travelling by bike or bus rather than by car). The aim of the assignment was to give students a chance to reflect upon personal-level transformations and relate these changes to social and political structures. With the help of a theoretical model three spheres of transformation the assignment allowed students to reflect upon 1) how societal norms, narratives, and regulations affect the choices they make; and 2) how individual choices relate to changes at the societal and political levels. This assignment allowed for discussion and reflection in a more relaxed environment and students were able to relate things in their personal life to a larger societal context. Post-assignment reflections showed a very good understanding of the complexity and interconnectivity of issues at personal, social and political levels – something that was important for meeting the course goals. Being anchored in practice, the assignment made it possible for the students to reflect, and change, their thinking. This, in turn, made room for transformative learning.

Artists both desire and dread reviews of their work by media critics. This article draws upon 66 interviews with Swedish novelists in order to examine their experiences of being publicly reviewed. A ‘successful’ reception creates resonant experiences that can be examined on two levels. On the level of interpersonal responsiveness, the authors’ longing to be genuinely understood through the engagement of others with their work is occasionally reciprocated in the reviewer’s reading of their work, resulting in a profound sense of mutual understanding and resonance. In the second dimension, abstracted positioning of the success of the reception is done using indicators of the importance of their book in literary life. The sense of achievement and prestige of having published something important creates resonance and connectedness to the world of literature. The article suggests that artists, through the reception of their works, can be either resonantly or non-resonantly engaged with reviewers’ reading and the indications of their works’ importance.

English-medium instruction (EMI) is increasingly common in educational contexts today, especially in higher education institutions (HEIs). The focus of EMI is primarily on the disciplinary content in courses rather than on the English language as a subject. HEIs choose to offer EMI for reasons such as internationalization and marketing, as well as providing students with exposure to the English language, although explicit language goals are not often articulated. In this chapter, EMI in relation to language ideologies, policy, student and teacher perspectives, and multilingualism is presented. Using the twin lenses of “parallelingualism” and “translanguaging,” the possible challenges to linguistic hierarchies and ideologies underlying EMI in Swedish HEIs are considered. The conclusion is that giving implementational and ideological space to languages that are currently not visible – including multiple local languages – may be a move beyond the binaries implied by a call for parallelingualism in the Nordic EMI context., open access

Listening comprehension is an essential part of L2 learning. However, listening skills are neither taught nor assessed in the mainstream secondary and higher secondary public exams in Bangladesh. As a result, mainstream higher secondary students do not face a test of their listening skills until they attempt an IELTS test. For this reason, the listening test for the IELTS is challenging for post-higher secondary students. The purpose of this study is to explore the difficulties in the IELTS listening test perceived by Bangladeshi test takers; how test takers are prepared for the test and how experienced test takers report on the preparation for the test. Both qualitative and quantitative approaches have been adopted for this research. Semi-structured interviews were conducted with six IELTS preparatory-course trainers. In addition, five experienced IELTS test takers were also interviewed who secured a band score of 7.0 or above. All the participants were selected through purposive sampling. As a part of the quantitative research approach, 224 participants from an IELTS preparatory course were surveyed. The findings show that the primary challenge for the test takers is their inability to recognize unknown words as well as new vocabulary while listening to audio in the IELTS test. The findings of the study may help IELTS trainers assist potential test takers in dealing with the difficulties of the IELTS listening test.

The school subject psychology in Sweden has undergone several extensive transformations during the period 1960–2015. Since the launch of Läroplan för gymnasiet 1965, psychology is a part of the national curriculum for upper secondary level as a standalone school subject in Sweden. However, it has been formulated differently within different discursive practices. This thesis focuses on the formation of the school subject psychology by analyzing texts on the subject from mainly three different practices where the subject is constructed. The first is a bureaucratic space that includes public policy texts developed through cooperation and regulation by way of bureaucratic processes. The second is a practice-oriented space and it includes teaching materials such as textbooks produced by publishers and individual authors. The third practice is a professional space and includes the discourse on the school subject psychology among teachers in the subject teacher’s association, teacher magazines and debate articles. Through a discursive perspective, the source material from these practices have been analyzed both by focusing on each space separately, and in parallel. Overall, the discourse on the school subject psychology has changed dynamically during the focused period, in the different spaces, which is depicted in detail with examples and excerpts. In addition, four overarching discourse orders are presented. First, the overarching empirical and scientific stance that permeated the subject at the beginning of the national curriculum in the 1960s. Later, in the 1990s and 2000s, an inward shift in subject focus, from being useful for understanding the world with a critical view, to critically examining and evaluating various psychological theories. However, perhaps the most unexpected finding are two major orders of discourse that can be seen in between these in time. Firstly, an overall vivid activity in all the practices and the major change that the subject underwent i

This thesis explores obstacles to students’ learning of the limit of a function as students learn the concept in post-compulsory schools in two culturally different contexts, namely Sweden and Ethiopia. The study investigates obstacles to students’ learning of the intuitive limit concept (the limit concept that is based on the intuitive definition) taught in upper secondary schools of these two contexts and characterises the nature of these obstacles. Additionally, the study compares the obstacles identified in the two contexts. The study uses a collective instrumental case study approach. Data were collected through teacher interviews before and after lessons, lesson observations, student group interviews, and analysis of textbooks and official documents such as curricula and syllabi. The study employed an eclectic conceptual framework that considers the mathematical content, the didactical aspects (teaching) and the students. The study identifies three main categories of obstacles: epistemological obstacles (EOs) arising from the nature of the mathematical concept of limit and other concepts important in limits, didactical obstacles (DOs) arising from teaching practices, and cognitive obstacles (COs) arising from incompatibilities between what is encountered in the lessons and students’ previous knowledge. Within each category, the study lists specific obstacles within each case and then compares and contrasts these. The analysis reveals the dependence of some obstacles on the culture of teaching and the context, particularly DOs and COs. The study also highlights the interplay between different specific obstacles and how the presence of one obstacle can contribute to the occurrence of another. Some of the interplays between some of the specific obstacles seem more common in one of the contexts than the other. For example, in the Swedish case, it was more common that the didactical choices acted on the epistemological obstacles in such a way that didactical obstac

The increasing societal diversity of religions and worldviews (R&W) in Swedish preschools affects what competencies today’s preschool teachers need and what needs to be taught in Swedish Preschool Teacher Education (PTE). The study aims to investigate the content and discursive norms regarding religion and worldviews in Swedish PTEs on a national policy level and contribute to knowledge in the research field of Religious Studies and Higher Education. The PTE curricula of all the twenty Higher Education institutions offering PTE in Sweden in 2022 are investigated using text-centred discourse analysis, together with a theoretical and analytical tool for analyzing different dimensions of the PTEs and the potential for them to function as socially sustainable communities of care. The results show that even though there might be implicit incentives for teaching about R&W, all but one of the educational curricula of the twenty PTEs in Sweden lack explicit mention of ‘religion’. Based on the results, we can see that at a national policy level, the content of the educational curricula reproduces liberal secular and humanist worldviews as norms for the PTEs. There is also a lack of explicit policy-related incentives for the PTEs to promote social sustainability regarding equipping students with proper knowledge and skills for developing care-centered and norm-critical R&W literacy., This article belongs to the Special Issue International Perspectives and Practices for Religious Education in Early Childhood

Background: The ultimate outcome of inclusive Early Childhood Education and Care (ECEC), with the focus on everyday life in preschool in this dissertation, is child participation, i.e., being there and being engaged while being there. Little is known about the individual variation in child participation in preschool, and few studies have examined how the practices of preschool vary both in an international and national Swedish perspective, and what this variation may mean for child participation. Aim: This dissertation aims to examine variations in preschool practices and environments within an international and national Swedish perspective, and to describe how these variations relate to participation in those environments for children. The findings will be discussed in relation to preschool quality, inclusive education, and the Swedish preschool for all children. Method: Behavior count systematic observations were used to describe between- and within country variations in children’s and preschool teachers’ activities, behaviors, and environments in preschools in Sweden (n = 78 preschool units), Portugal (n = 42 classrooms), and the U.S. (n = 168 classrooms), and to provide comprehensive descriptions of activities in Swedish preschools (n = 78 preschool units). Behavior counts were also used to explore variations in observed participation patterns (based on level of engagement, associative/cooperative interactions, pretend play, and proximity to a small group including a teacher) between children in Swedish preschool free play (n = 453 children). Results: The largest variation across the countries concerned the dominant activity setting. Free play was the main activity setting for Swedish preschools, while teacher-led whole group was dominant in Portugal and the U.S. Swedish preschoolers spent much time outdoors and had a relatively high proportion of associative child-child interactions. Across the countries, children were less engaged in their dominant activity se

Children's engagement is a widely studied concept in the field of education, early interventions, and disability research. High engagement among children is consistently associated with desired academic, social, and emotional outcomes. However, the engagement of young children in Early Childhood Education and Care (ECEC) settings has received less systematic attention. The aim of this thesis is to investigate the measurement of child engagement in ECEC and related conceptualizations of the construct. The thesis includes two empirical studies and two literature reviews on child engagement in ECEC. The first empirical study validates the Engagement Versus Disaffection with Learning: Teacher Report questionnaire in a Swedish preschool class. The relationship between a questionnaire of school engagement and questionnaire of child engagement was also investigated. Second study is a scoping literature review exploring how child engagement is conceptualized and operationalized in ECEC settings. For the third study, a subset of the identified studies using two or more measures of child engagement was included in an in-depth review exploring how multimethod measurement of child engagement is implemented in ECEC settings and what are the associations between different measures of child engagement. Lastly, a profile analysis of observed momentary engagement and global engagement was performed among a sample of preschool children in Sweden to investigate typical and atypical engagement profiles. Findings show that observations are the dominant method for measuring young children’s engagement in ECEC, while teacher questionnaires are mostly used for assessing academic engagement in kindergarten classes in US. Self-reports where young children can report about their own engagement are extremely rare. Child engagement can be rated as low and high in value, as a category that either is or is not present, or as a variable that can be qualitatively described and coded on mutually exc