More reading on trust in GenAI, today on how and why do students use GenAI feedback. Henderson et al. (2025), “Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness“, use responses from approximately 7000 students to understand their thinking regarding to their use of GenAI.
I recently interviewed a bunch of teachers about thresholds they have faced and overcome, or are still facing, regarding teaching for sustainability. One question was where they would turn for inspiration and support if they wanted to develop their teaching. Despite me asking this clearly in my role as academic developer in their institution who […]
I recently wrote about the framework of Teaching about, with, in, through, for Sustainability (which I had found in a bluesky post by Kyle Bartlett and then adapted to my own context and purpose). I have since used it in a lot of conversations and found it extremely useful to address different aspects of what […]
A very common remark when talking about Teaching for Sustainability is that it is political and we shouldn’t indoctrinate our students, hence stay away from politics, and thus from sustainability teaching. My take on that is that everything is political since politics is about how we want to live together in society, but that there […]
Having lived in Norway for 3 years during my postdoc, and now in Sweden for the last 3.5 years, I am often frustrated how many people misunderstand the consistently high rankings in international comparisons of gender equality as actual gender equality. Yeah, maybe it is worse in most other places, but based on my personal […]
The title of Goldshtein et al. (2025)’s editorial, “The role of learner trust in generative artificially intelligent learning environments“, sounded super intriguing. The question of trust in GenAI is so relevant; do students trust GenAI, and to do what, and why? And what does that do to their relationships with their teachers?
Conspiracy theories are everywhere, and people who believe on one conspiracy theory are highly likely to believe also in others, even if they are completely unrelated to the first one. How come? In the article I’m summarising here, Brauner et al. (2023) investigate the traits that correlate with believing in conspiracy theories.
Teachers often talk about how they want their students to be “curious”. And what that means to them is to be asking themselves questions, but also to stay on track investigating them until they have found an answer, by which time they have probably at least a dozen new questions that they now also pursue. […]
Recently on Bluesky, I came across a post by Bo Thomson who wrote about the article I am summarising below “I frequently had students ask “Why are we reading this in a class on …?” My answer was always the same: One day your choice of how to select, develop, or use a technology may […]
Already a month ago, my colleague and current guest professor in our group, Klara Bolander Laksov, published the column “Democracy – An Educational Mission for Higher Education” in “universitetsläraren“, the magazine of my union, the Swedish Association of University Teachers and Researchers.
In preparation of the next meeting of our book club, here is my summary of Part III of Becoming an Everyday Changemaker: Healing and Justice at School by Venet (2024) (summary of Part I here, Part II here)!
In a recent Transformation Thursday (the monthly networking opportunity that Terese and I have started, where we sit in one of the university canteens over lunch and invite teachers wanting to talk about Teaching for Sustainability to join us), I talked about how I had recently seen the “thumb war” game intervention to show how […]
I have been critical of the “impostor syndrome” — that everybody seems to be talking about everywhere these days! — for a while because it puts the responsibility of dealing with systemic biases on the individuals that need to be “fixed” (see here for women, and here more generally), and in Gonnaught (2024) the focus […]
The study I am summarising here is a meta-analysis of 40 studies on how teacher characteristics influence secondary-school students, and they find that teacher characteristics and competencies explain 9% of the difference in student performance!
I had completely forgotten about a video that Kjersti and I produced in 2021 to prepare her students for rotating tank experiments by addressing a common misconception before they ever set foot in a lab. But since it is so hilarious and also such a throwback to how all our meetings looked for months and […]
As many other places in the world, my university works with the UN Sustainable Development Goals (SDGs) as a framework, and for many researchers and teachers pointing to one or two of the goals is a common justification of why their research is relevant and important. But in many cases, the SDGs are not used […]
On Thursday, I was lucky enough to be invited to attend the workshop “How to deal with climate anxiety as teachers and researchers?” co-organised by the Environmental Politics Research Group (EPRG) at Lund University and the Research Group on Green Politics (REGROUP) at the University of Copenhagen, that brought together very interesting presentations, first on research […]
Samuelsson et al. (2025) recently investigated students’ reasons for absence, and it turns out that at least our first-year students at LTH are very strategic about attendance vs learning in other ways elsewhere. But even though students have proven that they can learn well on their own, for social reasons it is still nice for […]
On Friday, I participated in a workshop on the “pedagogy of hope”, that Diana Holmqvist from Linköping University ran. Since she is one of the two authors of my current favourite article on “carving space to learn for sustainable futures“, I absolutely wanted to attend despite feeling overwhelmed and overworked and close to burnout. And […]
