Virtuell verklighet (VR) har kommit att bli en alltmer tillgänglig resurs för skolor och en växande grupp lärare implementerar teknologin i sin undervisning. VR är ett exempel på en resurs som erbjuder intressanta potentialer för elevers kunskapsutveckling. Genom VR kan ämnesinnehåll och kunskaper göras tillgängliga på nya sätt då tekniken gör det möjligt att uppleva platser och innehåll i en 3D-miljö som går bortom klassrummet. I ULF-projektet Virtuella lärmiljöer som stöd för elevers kunskapsutveckling i studiehandledning på modersmålet (VRiS) arbetar två studiehandledare på modersmålet, en IKT-pedagog, en VR-konsult och tre forskare tillsammans med att utveckla teoretisk och praktisk förståelse för elevers kunskapsutveckling i studiehandledning på modersmålet genom anpassade VR-miljöer. Studiehandledning på modersmålet är ett stöd som finns i svenska skolor för att stötta flerspråkiga elever att nå kunskapskraven i de olika skolämnena. Det har visat sig att studiehandledning inte alltid ger det förväntade stöd som eleverna är i behov av och att den i flera fall inte anpassas till elevers individuella behov. Syftet med projektet är att utveckla en didaktiskt anpassad studiehandledning med anpassade VR-miljöer för att främja elevers kunskapsutveckling. Med hjälp av iterativa och design-baserade metoder (DBR) undersöks följande fråga: Hur kan studiehandledningen utformas och användas för att främja elevers lärande genom anpassade VR-miljöer? Projektets resultat visar att studiehandledarna använder anpassade VR-miljöer som en resurs för att stötta elevernas förståelse av ämnesspecifika begrepp i främst NO-undervisningen. De planerar och organiserar sin undervisning i VR med fokus på att visualisera och materialisera begrepp och innehåll för eleverna genom att anpassa existerande VR-miljöer eller skapa egna miljöer med 3D-modeller och objekt som eleverna kan interagera med. Copyright (c) 2025 Emma Edstrand, Jeanette Sjöberg, Sylvana Sofkova Hashemi.

Access to AI-driven chatbots is triggering schools to transform. Easy access and questions of cheating are balanced against potential upsides of individual support, time savings, and the risk of falling behind. Therefore, insights into teachers’ AI self-efficacy and attitudes towards the integration of AI-driven chatbots in education necessitate research. This study approaches teachers' readiness to use AI-driven chatbots. A survey and poll questions were administered, yielding 312 and 406 responses respectively, focusing on AI self-efficacy, attitudes, and perceived usefulness in education. Preliminary findings show that while teachers are generally positive about the potential of AI in education, their AI self-efficacy varies significantly based on prior use of the technology, perceived relevance, and the support available to them. The study highlights the need for internal support and targeted professional development interventions and offers practical insights for policymakers, educators, and curriculum developers to foster teacher readiness and competence in using AI-driven chatbots in their professional tasks, in and outside of class © 2025 The Authors.

School development is important in society. This study investigates how questions work as an information carrier between different levels in a school organization. The questions are organized in a hierarchy, with the regional steering committee’s overarching question at the top and then distributed further on to the municipalities to interpret the questions that engage with their practice management. At the bottom of the hierarchy are the schools, and they create the final professional research questions that engage with day-to-day practice. Previous studies show that supporting and challenging each other can lead to the development of new knowledge in the organization. This is an empirical study based on documents with questions from the three levels (regional, municipal, and school). The questions were collected and the content in the questions was analyzed. The results show that it is possible to develop an organization by asking development-related questions, from top to bottom, in a hierarchical organization. However, problems arise when the developing questions require interpretation, and the interpretation leads to the shifting of the original goal. In this study, the aim at regional-level students and knowledge/learning was shifted to a focus on teachers and teaching especially at school level. © 2025 by the authors.

This study explores multilingual study guidance (MSG) teachers design for learning and the potential of immersive and interactive Virtual Reality (VR) technology to support students’ development of disciplinary knowledge through multilingual conceptual learning. Part of a co-design research project, the study draws on two teachers’ didactical designs and their creation of subject-specific VR environments, as well as their reflective evaluative discussions. Framing teaching and learning as a matter of design for learning combined with a meta-thinking framework supporting planning and evaluation of didactical designs, the participating teachers identified learning targets, how to teach, and how to organize each activity. Findings reveal that the teachers employed multimodal, dialogic, and experience-based approaches to co-construct disciplinary knowledge and language in contextually rich VR environments, stimulating critical thinking and promoting multilingual metalinguistic awareness. Despite the potential of immersive VR for inclusive and equitable learning, the study highlights a critical need for structured collaboration between MSG and subject teachers to ensure pedagogical coherence and curricular alignment. These insights contribute to the growing discourse on immersive learning design and its implications for multilingual education. © 2025 The Author(s).

This paper explores the AI policies, frameworks, and guidelines established by Nordic universities (from Denmark, Finland, Iceland, Norway, and Sweden). The Nordic countries share characteristics such as a strong infrastructure supporting educational technology integration. The aim is to find similarities, differences, and gaps between the guidelines of Nordic universities in order to make the guidelines more practical and valuable for teachers and students. The theoretical framework focuses on guidelines and principles based on AI ethics, especially in higher education.

A content analysis was conducted on 39 documents from 12 universities. The analysis reveals two major themes in the documents: (1) Use of AI in Higher Education and (2) Ethical principles of AI in Higher Education guidelines.

Nordic universities are committed to leveraging AI responsibly while maintaining ethical, pedagogical, and institutional integrity. The results of this study give valuable insights into what kind of issues should be considered in guidelines of ethical AI in higher education and how, in addition to principles, practical examples are also needed for both teaching and learning. The results show that more research, common discussion, and collaboration are required. Additionally, the absence of societal and environmental well-being factors indicates room for continuous development of the policies. © 2025 The Author(s), under exclusive license to Springer Nature Switzerland AG

Student wellbeing is recognised as a critical factor in supporting learning outcomes. However, when teachers are assigned expanded roles as mentors to monitor and support wellbeing, they often lack the necessary support to fulfil these responsibilities effectively. This study explores the tensions and behaviours that arise when teachers implement a novel wellbeing tool designed to provide insights into students’ wellbeing. Adopting a mixed-methods approach, data were gathered through a survey and interviews with teachers (n = 39) and analysed through the lenses of Activity Theory (AT) and the Theory of Planned Behaviour (TPB). The findings reveal that integrating the wellbeing tool introduced new practices, resulting in primary and secondary tensions concerning roles, implementation, and use. The integration of TPB uncovered psychological factors influencing teachers’ intentions and behaviours, complementing the systemic insights from AT. The study contributes to the broader conversation on enhancing educational practices to support student wellbeing, fundamental to achieving positive learning outcomes. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Student wellbeing is recognised as a critical factor in supporting learning outcomes. However, when teachers are assigned expanded roles as mentors to monitor and support wellbeing, they often lack the necessary support to fulfil these responsibilities effectively. This study explores the tensions and behaviours that arise when teachers implement a novel wellbeing tool designed to provide insights into students’ wellbeing. Adopting a mixed-methods approach, data were gathered through a survey and interviews with teachers (n = 39) and analysed through the lenses of Activity Theory (AT) and the Theory of Planned Behaviour (TPB). The findings reveal that integrating the wellbeing tool introduced new practices, resulting in primary and secondary tensions concerning roles, implementation, and use. The integration of TPB uncovered psychological factors influencing teachers’ intentions and behaviours, complementing the systemic insights from AT. The study contributes to the broader conversation on enhancing educational practices to support student wellbeing, fundamental to achieving positive learning outcomes. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.