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 […]
I have such a backlog of wave watching pics that I really need to blog more… Two articles today, the first one on “Students’ Perceptions of Self and Peers Predict Self-Reports of Cheating” by Henslee et al. (2025). I really enjoyed reading about Ellis & Murdoch (2024)’s educational integrity enforcement pyramide recently, but that’s a […]
I decided to read this article because I am thinking about both “decoding the disciplines” and “students as partners” in different contexts, and I wanted to see how they come together, but then I got really excited about the “don’t set goals, set systems” part that I feel is often missing in my work.
Bardach & Murayama (2025) discuss the conflicting results of studies on motivation, where rewards are found to both increase and decrease motivation, depending on the study. They point out that a binary view is not helpful, but describe “motivation transformation”, a process that can transfer extrinsic motivation into intrinsic. In that view, extrinsically motivated learning […]
In response to my post summarising Biesta’s purpose of education, my friend Terese sent me a speech David Orr gave in 1990 with a very similar vibe. Even though the details of the situation have changed since 1990 (and very much not for the better), the overall message is still as relevant now as it […]
Beautiful day to read about the gender gap at LTH! Or at least about the implicit biases found in the environment I work in every day, and where I try to work for equitable learning opportunities. In a nutshell, it is as bad here as it is everywhere else…
