Purpose – This study aims to explore an interdisciplinary pedagogical approach for advancing knowledge and understanding of the sustainable development goals (SDGs) at higher education institutions (HEIs).

Design/methodology/approach – This qualitative study conducted an explorative experiment to elaborate on forms to advance a pedagogical approach that embeds sustainability. The design of the pedagogical project was explorative and interdisciplinary, using a predefined framework on key competencies for sustainability.

Findings – The findings showed that an interdisciplinary approach can create a learning setting that stimulates students’ problem-solving competencies for sustainability-related issues. Students were trained in the five key sustainable competencies addressed by Wiek et al. (2011). Moreover, although it is not always possible to arrange an interdisciplinary pedagogical setting, this might be a key condition for the development of students’ key competencies regarding their understanding of the SDGs. Addressing the SDGs from an interdisciplinary perspective paved the way for the development of students’ strategic competencies, including systems thinking and anticipatory competencies. Practical implications – The pedagogical project, as an interdisciplinary explorative experiment, was shown to be a potentially suitable method to counteract “cherry-picking” approaches to teaching the SDGs at HEI.

Originality/value – The pedagogical approach advanced in this paper, extends active learning and interdisciplinarity in higher education. The authors argue that this approach encourages students to take ownership of and responsibility for their learning process and indicates a changed mindset and behavior.

The evolution of CAST’s UDL Guidelines has been a dynamic, collaborative, and developmental process. We shared the first version of the Guidelines—Version 1.0—in 2008. Since that time, we have collected and specifically solicited feedback from the field. This feedback, along with the expanding research in the areas of UDL, education, cognitive science, psychology, and neuroscience, has led us to develop different representations of the Guidelines over time. Each of these representations has a particular goal and traces our learning not only as an organization but as a field more broadly.

Version 2.2 (2018)

This latest version—Version 2.2—does not represent the “correct” version. Instead, we see this version as yet another representation to more fully explore and articulate the promise of UDL. We have made several structural changes to the graphic organizer to better support educators and other stakeholders who are new to UDL and to more clearly articulate the goal of UDL. About the Graphic Organizer describes these structural changes in more detail, while our FAQ may help answer questions you have about the UDL Guidelines and their relationship to the UDL framework.

Teachers are the key to an inclusive and quality education for all. Therefore, training teachers and teacher students and understanding how they learn, including information-seeking behaviours, is crucial. This systematic literature review explores the observed research gap regarding teacher students’ affective information-seeking behaviours. Of specific interest are the research practice context. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guided the review process. Searches were conducted in three key research databases and resulted in 1006 references. Abstracts and titles were screened and assessed using Rayyan software. After screening, 56 publications were chosen for the qualitative synthesis; 17 used qualitative methods and were thereby of interest for the review. The high number of publications  resulted in a need to divide the review into two studies. The first part focused on quantitative and mixed methods studies. The results were then analysed through thematic analysis. The results revealed a research gap regarding qualitative methods studies of non-normative and qualitative features of teacher students’ information-seeking behaviours, especially affective behaviours and in research practices. This is the first systematic review of teacher students´ information-seeking behaviours using thematic analysis. Thus, a valuable contribution to information-seeking behaviour and information literacy research has been provided. 

Teachers are the key to an inclusive and quality education for all. Therefore, training teachers and teacher students and understanding how they learn, including information-seeking behaviours, is crucial. This systematic literature review explores the observed research gap regarding teacher students’ information-seeking behaviours. Of specific interest is information-seeking affective behaviours and the research practice context. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guided the review process. Searches were conducted in three key research databases and resulted in 1006 references. Abstracts and titles were screened and assessed using Rayyan. After screening, 56 publications were chosen for the qualitative synthesis, of which 39 used only or partly quantitative methods and thereby of interest for the review. The high number of studies resulted in a need to divide the review into two studies. The second part will focus on qualitative methods studies. The results were then analysed through thematic analysis. The results revealed a research gap regarding quantitative and mixed methods studies of non-normative and qualitative features of teacher students’ information-seeking behaviours, especially affective behaviours and in research practices. This is the first systematic review of teacher students’ information-seeking behaviours. Thus, a valuable contribution to information-seeking behaviour and information literacy research has been provided.

What, then, do we need to know about our students to better provide for more equitable outcomes? Who will succeed depend on many factors, and student personality traits is one factor less discussed in the engagement and First year experience literature. The aim of this study is to add to the teaching in higher education discussion by exploring how student differ regarding personality traits profile (IPIP-NEO-PI test; Goldberg, 1999), approaches to learning (R-SPQ-2F test; Biggs, Kember & Leung, 2001), and preference for teaching and learning activites and assessment modes. The on-line survey study was carried out in a small, teaching intensive Swedish university on students in a Business (n=144) and Pre-school teacher education program (n=179). Findings were that there seem to be systematic differences between the types of modes preferred, and also significant differences between the two majors regarding learning approach, motive and strategy. Findings are discussed in relation to Jarvis’ (2010) model of learning and disjuncture, Biesta’s (2005) discussion on educational relationships and risk, and Trowler’s (2008) concept of teaching and learning regimes (TLRs). There are two clear risks that teachers and curriculum developers face. First, teachers who are new or come from a different TLR may face the risk of alienating students and exposing them to extreme anxiety if using TLAs and assessment modes students are uncomfortable with and unused to. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.

This article adds to a growing body of literature on how various types of social relations can work synergistically to promote students’ academic success. Students’ study-related social networks afect academic outcome in higher education. The network literature in education generally explores students’ various relations separately, rather than their multiplex relations or when individuals share several relations. This approach risks missing the full complexity of the student experience. The aim of the present study is to add to the discussion on student social networks and attainment in higher education by further exploring multiplex relations maintained in a specifc study program, in which a large share of students in the cohort commute. A survey was distributed to students in one cohort (n=146). The fndings revealed that, in this cohort, students’ friendship, working and learning networks overlap substantially, and that centrality in the friendship and in the student multiplex networks was positively and signifcantly related to academic outcome, whereas centrality in the working and learning networks was not. Points for future research are suggested, and practical implications for those supporting student learning in higher education are discussed.

Background: The majority of candidate theses in baccalaureate nursing programs inSweden are written as literature studies. Being able to carry out a systematic and structuredliterature search is an essential part of thesis-related work.Aim: The aim of the current study was to investigate changes in nursing students’ searchstrategies in candidate theses.

Methods: A retrospective, quantitative study design was obtained. Librarians (n = 2) andteachers (n = 4) randomly examined selected candidate theses (every third thesis, n = 89)from the years 2012, 2014, and 2016.

Results: The result showed a significant improvement over the years (from 2012 and 2014to 2016) regarding the use of a sufficient number of synonyms, matching search terms to therespective database, use of the Boolean operator OR, and the use of subject headings and freetext searches. Use of the title/abstract search largely disappeared. There was a significantchange in the types of searches being done. The searches have become more structured inlater years as the use of block searches increased significantly; in other words, moresystematic and relevant searches have been done in recent years.

Conclusion: The result of this study shows that the quality of the students’ search strategiesimproved significantly during the studied years. It is recommended that search documents areused in both formative and summative assessments to evaluate students’ search strategies.Educational development in the form of enhanced collaboration between librarians andteachers in nursing programs is recommended because it might help to develop studentsearch strategies in literature-based candidate theses.

What is the core of academic writing – when you look beyond all the formalities and guidelines? How can you, as a teacher, support your students in developing these skills? And how do you create an environment where students feel motivated to write in a creative, as well as formal and correct, way. These are some of the questions that are treated in this teacher’s guide.

The teacher’s guide aims to inspire and provide you with the tools to work more strategically and proactively with students’ writing. The guide addresses how you can work with subject-oriented writing, popular science texts, constructive alignment, assessment matrices and peer response. Each chapter provides set examples and exercises you can use for inspiration when planning your teaching.

The guide is aimed at those of you who are involved, as teachers at colleges or universities, in courses where students have to produce essays or other written assignments as part of their examination. It is a complement to the Writing Guide digital platform – a learning resource where students can learn more aboutacademic writing.

Sedan start år 2013 har 23 lärare befordrats till antingen meriterad eller excellent lärare vid Högskolan Kristianstad (HKR). Syftet med karriärstegen var från början att stimulera utvecklandet av akademiskt lärarskap och belöna pedagogisk skicklighet. Detta syfte får anses vara uppnått då de workshopar som ger behörighet att söka befordran har genomgåtts av ca 150 medarbetare och under åren har antalet ansökningar om befordran varit god. 

Redan vid befordringssystemets införande fanns avsikten att på ett strategiskt sätt använda den kompetens som de befordrade har och 2016 inleddes konstituerande möten där HKRs hittills befordrade lärare inbjöds att delta tillsammans med högskolepedagogiska utvecklare och ledning. Avsikten var att utveckla former för den högskolepedagogiska akademins uppdrag och arbete. Några frågor som lyftes var placering, roll och befogenheter i organisationen och hur skulle arbetet synkroniseras med funktioner såsom högskolepedagogiska utvecklare, utbildningsansvariga, lärare och chefer?

År 2017 infördes den Högskolepedagogiska akademin (HA) vid HKR med det överordnade uppdraget att vara en resurs i utvecklandet av det akademiska lärarskapet, en katalysator för utveckling av ett vetenskapligt förhållningssätt till undervisning och lärande och en arena för kunskapsutveckling av utbildningen. Alla som befordrats välkomnades att delta i de aktiviteter som initierades av den högskolepedagogiska akademin och en styrgrupp utsågs att årsvis prioritera, fastställa, samordna och följa upp verksamheten mot given budget.

År 2021 är HA inne på sitt fjärde verksamhetsår och verksamheten kan sägas ha landat i organisationen. HA betraktas idag som en utvecklingsverksamhet med en budget på 6–800 timmar årligen med uppdrag som innefattar tre ansvarsområden som främjar/stödjer en:

1. strategisk högskoleövergripande högskolepedagogisk utveckling,

2. fakultetsnära högskolepedagogisk kollegial utveckling,

3. högskolepedagogisk forsknings- och utvecklingsmiljö.

Vid presentationen kommer verksamhetens framväxt och organisering beskrivas utifrån såväl styrkor som hinder på vägen som behövt övervinnas.

This paper will discuss the future-ready university at the level of its future-ready teachers with regard to their teaching and learning practice for sustainable development. Academic institutions have both a role in promoting discussions of concern based on their specialized disciplines and a role in educating students to be future-ready to contribute to the society in a sustainable way. However, carrying out such roles with sufficient credibility may not be a matter of course for university teachers, who need sufficient insights into both sustainability per se and sustainable pedagogical teaching practice. This paper stresses the importance to the development of the future-ready university of cultivating sustainability, and provides an “educate the educators” project as an example.

Enligt Högskolelagen skall högskolorna i sin verksamhet främja en hållbar utveckling. FNs Agenda 2030 och dess 17 globala hållbarhetsmål belyser ytterligare högskolornas roll att utveckla och sprida kunskap om hållbar utveckling. Det ställs dock krav på högskolelärares insikter kring hållbarhetsbegreppet och iscensättandet av dess flervetenskaplighet i undervisningssituationen. Den här artikeln beskriver en fakultetsövergripande högskolepedagogisk kurs, Undervisning för hållbar utveckling, med dessa krav som utgångspunkt. Kursens genomförande och design presenteras, liksom syfte och lärdomar.