I am preparing a self-study module for students in their 4th or 5th year in engineering programs taking a course on the polycrisis and the stuff they will have to deal with in their professional lives, and below is a first draft. This module is a voluntary offer for students in addition to in-person opportunities […]
Yesterday, I participated in a workshop by the Swedish Education for Sustainable Development working group, and it sparked a lot of thoughts. The workshop was one of those formats where the agenda is set at the beginning of a meeting, based on what topics participants bring. In my breakout group, we discussed whether it is […]
I am so excited to finally read this book! There are so many things to think about, and so many practical tips and tricks; I totally recommend any online teacher to read it (and even in-person teachers, it will definitely be good for you to read, too!).
I browsed this book and I think it is SO USEFUL, especially probably for people who don’t have a ton of experience with leading staff development workshops.
Climate emotions are often discussed as individual. Although it is often suggested to talk about emotions and to find supportive community to process and deal with them (see for example the steps talk and unite here), most often there is no discussion of how emotions are shaped by society in the first place. Peters et […]
There are tons of different formats for regular academic development events with the goal to foster and enhance discussions of teaching and learning, each with their own theory of change and responding to different boundary conditions. In this paper, we compare three that were run within the iEarth project.
I am currently playing with FeedbackFruits as a plugin in our LMS, Canvas, mainly because they offer social annotation features to documents and videos and I am super curious about those, and then I am generally very interested in asynchronous online teaching and learning and how to make it a joyful experience. So the FeedbackFruits-hosted […]
In a world where more and more people carry trauma, we need to assume that there are students in all our classes that do, too. How can we make sure to teach in ways that reduce harm, avoid re‑traumatization, and support all learners’ capacity to engage and learn?
We know that relationships in teaching are hugely important — many students say that they’ve been one conversation away from quitting, and good relationships have positive impact not just on retention but on lots of other outcomes. Teachers are expected to initiate and build relationships, and especially in the classroom, since that is the only space […]
I like to think of myself as fairly pragmatic, so I was intrigued about the body of literature that uses pragmatism in SoTL or teaching and learning more generally. While I found a lot of it to be a slightly more elaborate version of “do the best with what you have”, so really not very […]
I always advocate for talking about sustainability even when you feel not ready to do it, because I believe that not talking about things is never a good solution. But I realized in a conversation last week that I am making a lot of assumptions about how comfortable and skilled people are in moderating conversations, […]
Loved reading this short piece in which 419 qualitative researchers from 32 countries write very directly that they reject GenAI in reflexive qualitative research because 1. GenAI is incapable of meaning-making; 2. Qualitative research needs to be done by humans; and 3. GenAI is too harmful to the environment and to the human workers who […]
Not gonna lie, when already the second line of an abstract contains reference to some guy-who-I-have-never-heard-of’s “conceptual distinction” of something, I find it very hard to motivate myself to continue reading. On the other hand, the title sounds so relevant that I still did it. This is my summary of what I understand from Van […]
I first wrote about Alasdair Skelton’s book “Our time: Finding Hope in a Climate Crisis“ before I had even read it, based on a presentation Alasdair gave online. This time round, I am looking at the story in a different way. Quite literally, as I am now reading the book rather than listen to Alasdair […]
In March, Rachel Forsyth and I were invited to give the keynote at Stockholm University’s teacher conference 2026. The conference theme was “teaching for democracy and sustainability”, and about a year before the conference, we ambitiously announced we would be talking about “Teaching for tomorrow — trust, agency and sustainability in higher education”. Now the […]
I finished reading bell hook’s book “Teaching to transgress. Education as the practice of freedom” a couple of weeks ago, and a sentence very early on resonated with me so much: “The classroom remains the most radical space of possibility in the academy“. Yes, that’s why my job is so important! When I read that […]
Even though I have nothing to do with health education whatsoever, this article really sparked my interest. Osborne et al. (2026) “highlight the importance of recognising that any aspect of curricula which explore human experience may overlap with students’ lives“, and that should be the case also in all of my teaching (see my thoughts […]
We like to think of the educational system as a meritocracy, where people are rewarded and advanced purely based on their performance, but at the same time most people know that it is not. In my own work we have looked at first-generation students, students whose parents have not been in higher education, and I […]
There is a youtube channel that I have recently discovered that I love and just have to share after I found myself looking at the view in the featured image, talking on the phone with my friend about the channel: A former game designer, Marie-Jo Leroux, now gives advice on effective gamification of learning in […]
