This course aims at ensure basic skills in research work and prepare students for their studies. Research work and research writing will be discussed. Important issues in organizing and preparing projects and reports will be discussed. Emphasis will be placed on training students in writing professionally, using proper language. Students will for example turn in an assignment where they practice finding references with search engines, use them and report them correctly.

This course is an introduction to education studies, its basic concepts and subject matter. The development of education studies as an academic and professional discipline is discussed and its relationship to other disciplines. A brief overview of the history of educational ideas is presented as well as of Icelandic educational and history. Various topics such as the conditions of young people growing up will be introduced, and educational issues currently debated will be critically discussed.

The course aims to provide  students with substantial knowledge on children´s and young people´s upbringing. Different ideas of child-rearing will be examined and placed in historical and cultural perspective. Special attention will be paid to how these ideas are informed by societal values and norms. The interplay of families and institutions in relation to the raising of children and young people will be discussed. Best practices in the raising of children will be discussed with a special focus on the care of children from birth to 18 years of age. Parental roles will be given special attention as well as various forms of families and their different needs. Challenges related to raising children in a modern world will be discussed as well as the need for advice and support to those who bring up children. In the course students will reflect on their personal experiences in order to deepen their understanding of this field of study.

Students will be introduced to theories about effective, responsible, and respectful social relationships within families, schools, and other institutions. Children's and adolescent’s social competencies are discussed, their friendships, peer relations, and play within and outside schools. Students study and do assignments about projects that aim to promote the social, ethical, and emotional growth of children and adolescents in diverse societies.

This course focuses on recent theory and research regarding family life in modern societies. The primary focus is on discourses of family patterns, diversity within families and families within vulnerable populations. This course also encompasses the topic of family and work life in the modern context.

This course provides students an overview of human development across the lifespan. Major theories in the field will be introduced, including theories of cognitive, emotional, moral, and social development.

The impact of social and cultural factors on human development will be emphasized. The characteristics of different phases of life will be discussed, as well as developmental changes throughout the lifespan. 

Course format: presentations/lectures (visual and audio recordings accessible via Canvas) and group discussions/assignments either in class or online (synchronous).

Sociology of education is the subject matter of this course. Fundamental theoretical perspectives will be introduced and explored in the context of various themes and educational debates through time. Among themes are the role and purpose of education, different trends in parenting, the foundation of schools and school systems, the role of families and society, access to education, modernization and individualism, equality, and social mobility. An emphasis will be on combining historical and theoretical perspectives on upbringing and education, where distinctive features of education will be explored in the context of societal development. The focus will be on the Icelandic context, but in relation to development in neighbouring countries. 

The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context.

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and (iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, Key, Neill and Freire.

The aim of this course is for students to gain insight into quantitative research methodology in the social sciences. The main research methods of quantitative research will be discussed, and the research process will be presented. Students examine research in their field of study to increase their ability to use the results of quantitative research and adopt a critical mindset. The course covers the main points of descriptive statistics and some concepts from inferential statistics. Students get practice through homework in statistics. The focus will be on research in the field of leisure and sociology, pedagogy and education and social education and the methodological issues in research that may arise. Students will learn how to use the software Jamovi.

Method of work: Lectures, discussions and practical sessions, with homework and examples in statistics for students to practice.

The aim of the course is for students to gain insight into qualitative research methodology in the social sciences. The course will cover basic concepts in epistemology and philosophy of science. Emphasis will be placed on research ethics and various ethical issues that are particularly related to qualitative research and methodological issues when working with vulnerable groups. The main research methods of qualitative research will be discussed, and the research process will be presented. Students examine research in their field of study in order to increase their ability to use the results of research and adopt a critical mindset. The course will discuss the beginning and development of qualitative research tradition and the main methods within it. Special emphasis will be placed on the connection with research in the field of disability, leisure and educational studies. Among them will be presented the methods of participatory and collaborative research, which have been developing in recent years in research with vulnerable groups. Method of work: Lectures, discussions and practical sessions. The students also conduct an interview survey in the field.

The main aim of this course is to introduce the student to the field of Criminology. The subjects covered can be roughly divided into two broad categories. First: Criminological research and theoretical explanations, determining both what constitutes crime in society, in addition to the causes of crime, are explored and discussed. For this task, various perspectives are analysed and evaluated, such as Classical and Positivistic theories. Second: Four specific types of crime are closely analysed in terms of their nature and impact in society, theoretical explanations and finally their containment.

In this course, students are introduced to the main theories of human behavior, important concepts in the area of human behavior as well as the main research methods used in social sciences.  The evolution of theories is explored in the light of history, society and the professional progress in the field.  Ideology and the contribution of pioneers of theories of human behavior are introduced as well as the main topics of theories of human behavior that are related to the social work profession.  Critical as well as creative thinking is emphasized.

The course focuses on theories, definitions, and explanatory models of alcohol and substance use, as well as the main psychological and physical effects of substance use. The impact of substance use on individuals and families, legislation, and service systems is addressed. Furthermore, the role of social workers in education, counselling, and prevention in the field of alcohol and substance use is examined.

The aim of the course is for students to develop the ability to take initiative and propose new solutions in welfare services. The United Nations Sustainable Development Goals will be taken into consideration when selecting projects. The course will emphasize design thinking in the development of new solutions in welfare services. Students will work with their own ideas for social innovation and complete projects that require collaboration both within and between groups.

The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and social constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.

Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas.

A general introduction course in psychology. Main topics covered are sensation, perception, cognition, motivation, learning, development, personality, social perception, intelligence and psychopathology.

Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.

Aim: To teach students the basic language functions found in Icelandic Sign Language. The main focus will be on language used in daily life and social uses of Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course. Topics will include grammatical non-manual features with signs and classifier predicates and their importance in sign language. Students use video recordings to study the language.

Methods: Lectures, sign language text examinations and practical group- and individual practices during the lessons which students take active part in. 80% attendance in the course is obligatory and is a prerequisite for the final examination.

Assessment: Different assignments, mostly video assignments spread over the semester. Students have to pass all parts of the assesement with minimum grade (5,0) and fulfil the 80% attendance.

In this course the main theme are sign language communities, in particular the community of the Icelandic Sign Language. Deaf culture and the history of Icelandic Sign Language will be discussed as well as language ideology and the status and viability of Icelandic Sign Language. Approaches from Deaf studies, anthropology and sociolinguistics will be applied.

The course focuses on practical professional communication, especially as it relates to prospective work in the fields of social pedagogy and youth work.

The students use several methods and media in their work, including drama, speech and digital media, analysing their own and others' ways of interacting in order to increase their communicative competence.

Subject: The course material is based on three threads: Firstly, etiology of different impairments of disabled people. Secondly, health and health risks related to people with disabilities. Thirdly, we look at  how environments can influence health with special emphasis on people with disability. The focus is on both medical models of health as well as social models of health and disability.

The course is taught partly in a flipped classroom format and partly as on-site teaching with recordings.

Attendance is mandatory. See the course syllabus for further details. To pass the course, a minimum grade of 5.0 must be attained in all assessment components.

The course focuses on adolescents’ risk behavior and wellbeing. Several pedagogical, social, and psychological issues that relate to adolescents’ strengths and challenges are discussed. Students will become familiar with the major theories and research on adolescence with regard to biological and social changes; psychosocial development; self-image; health and wellbeing; preventions and drug abuse; school climate; communication with friends and family; as well as future goals. 

Course assignments aim to enhance students’ knowledge and understanding of different preventive measures as well as on how young people can best be empowered and supported to healthy lifestyles and view on life. 

In discussion-lessons student's will come familiar with looking at subjects from various angles.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (90 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

The aim of the course is that students learn to know and use different sociological theories related to physical and mental attainment. Concept related to power, such as stigma, power, microaggression, and ableism, will be explored and students can use to analyse how norms are maintained and how societal definitions of norms come about. The theories that will be taught should be useful to students to understand how the marginalization of groups is maintained in the community and how discipline of the body takes place.

Students will learn about different research approaches. Also, students will discuss ethical issues in science with a major focus on practical problems. Common research designs and methods for data collection and analysis will be introduced. Discussion about both the writing process and presentation of scientific results will be covered. Students will develop skills using computer programs to both develop a database and compute common statistical indicies from that database. Special emphasis will be on the interpretation of evaluation results and the presentation of results. 

Teaching and learning methods: Lectures, seminars and assignments.

In this course the focus is on different trends in qualitative research approaches and their relationship to the structure and execution of research. The ethics of research and various concepts related to quality criteria are discussed. Well known research designs in qualitative research methods are introduced as well as some of the main methods for data collection and data analysis. Students are tutored in the use of some well-known qualitative research methods, e.g. field research and interviews. Students are also trained in data collection, analysis, interpretation and presentation of research findings.

The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.

Students do a journal and submit a final report on their experience.

This course offers students a basic knowledge crisis and their effects on individuals and societies. Topics discussed and skills include the organization of the civil defence and crisis management, with emphasis on the role of the social workers.  The importance of  psychological support is indroduced and first aid and crisis intervention is discussed. Furthermore definitions  of crises, physical and psychological symptoms and PTSD will also be discussed.

The purpose of this course is to help students gain a knowledge about abuse and neglect in families. The historical roots of violence in families in the social sciences are explored. Furthermore, the students will learn about basic theories concerning abuse and neglect in families and research methods in this area of research. The students will gain detailed knowledge of definitions and the various types of maltreatment in families as well as risk factors for maltreatment. In addition, the main consequences for victims are explored. Finally, students will get a brief overview of the legislature in child protection services and the main services available to families who have been reported to child protection services

The purpose of this course is to provide students with opportunities to work with conceptual issues in sustainability and their implications for sustainability education. The campus sessions will be built on informed debate. Several assignments will be expected together with student participation in discussions.

Examples of issues to be dealt with:

• The concepts of sustainable development and sustainability
• Sustainable development goals (SDGs)
• UNESCO – Decade of Education for Sustainable Development
• Sustainability Competencies
• Democracy, equity and sustainability
• Topics suggested by students

This course addresses the main topics of gender and diversity studies in the light of critical multiculturalism and the diversity of modern societies. It explores the way in which social variables such as gender, sexuality, ethnicity, religion, disability, age and class differently affects people’s conditions and opportunities. It presents the main ideas of gender and diversity studies, such as gender, essentialism and social constructivism, and explores how social variables are interwoven into people’s lives. The emphasis is on how issues such as gender, multiculturalism, and diversity are related to Icelandic politics and society.

Megin viðfangsefni námskeiðsins eru tómstundir barna á aldrinum 6-12 ára í víðum skilningi. Fjallað er um helstu uppeldisfræðislegu sjónarhornin með þennan aldurshóp í huga, sem og margvíslegar áskoranir sem börn á þessum aldri standa frammi fyrir.

Viðfangsefni námskeiðsins snúa meðal annars að lýðræðislegum starfsháttum í starfi með börnum, viðmiðum um gæði í frístundastarfi og öryggis- og velferðarmálum í æskulýðs- og tómstundastarfi. Þá er einnig fjallað um mikilvægi frjálsa leiksins, fjölmenningu og inngildingu, samskipti og gagnrýna hugsun, listir, barnamenningu og skapandi starf og tómstundastarf með margbreytilegum barnahópum.

Markmiðið með námskeiðinu er að nemendur öðlist skilning og innsæi í helstu kenningar um þroska, nám og félagsfærni 6 – 12 ára barna, þekki til umgjörðar og laga um starfsemi stofnana á vettvangi frístunda- og æskulýðsstarfs og skilji möguleika og hindranir fyrir þátttöku barna í tómstundastarfi. Þá er einnig fjallað um samspils stöðu barna við umhverfi sitt og náttúru, listir og menningu, lýðræðisleg vinnubrögð í frístundastarfi með börnum, í fjölmenningarsamfélagi. Einnig er lögð áhersla á að nemendur fái tækifæri til að ígrunda eigin reynslu og reynsluheim af tómstundum sem börn.

Á námskeiðinu er litið til viðmiða um virðingu og skilning, eins og fram kemur í gátlista Háskóla Íslands um jafnrétti í kennslu. 

The course focus on leisure activities for teenagers in Iceland, the meaning of leisure, roles of leaders, leisure studies, how to help troubled youth and visits to various organisations. Students will get training in how to organizise and evaluate leisure activities for this age group.

In this course, the aim is that students will gain knowledge about life skills. Life skills are a subject that gives students the opportunity to engage in self-reflection, emotional intelligence and self-esteem. Life skills is a platform for working with students as individuals, preparing them for the diversity of life and teaching them self-nurturing. In that context, the concepts happiness, participation, well-being, mindfulness and democracy will be discussed. Also, students will learn about the main core of life skills and how to use life skills methods in leisure and school work.

This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.

This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”. 

Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.

The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.

This course is the second of two courses that explore fundamental questions about flourishing and human existence: “What makes life worth living?”, “How can we live flourishing and meaningful lives?”, and “What is the life I want?” The courses are based on the Life Worth Living approach developed at Yale University.

The introductory course provides useful preparation for this course and aims to offer insight into diverse perspectives on happiness and a life worth living, drawing on philosophy, (positive) psychology, critical studies, and diverse cultural traditions and communities. This second course builds on the first but places greater emphasis on applying these perspectives in practice and on students’ own life experiments. Students learn practical approaches to self-reflection on what constitutes a flourishing and meaningful life. The course involves a variety of activities and exercises, including individual and group work, compassion, active listening, and dialogue, through which students share and explore ideas and values. The approaches underpinning the course draw on positive psychology, mindfulness, compassion, and philosophy.

The course is particularly intended for students in education and related fields, including those preparing for professional roles in schools, leisure-time education, and other educational settings. It is recommended that students have completed the preceding course, The Life I Want I: Flourishing and Self-Reflection, or a comparable course.

In this course, the lived experience of disabled people throughout the life course, from childhood to old age, will be explored, along with the societal and structural barriers that they face along the way. Critical theories on the life course will be employed to discuss the multiple and intersecting forms of discrimination and biases that disabled people experience in different stages of their lives, and how they undermine their ability to fully participate in society, including in education, employment, culture, recreation, politics and family life. A special focus will be directed at the criticism voiced by representative organizations of disabled people with regard to the first and final stages of the life course, i.e. fetal ultrasounds and assisted suicide. In addition, the course will examine the teenage years as a distinct life stage, and access of disabled people to the digital world, in the context of the right to full and active participation in adulthood. The course will also discuss how the prevailing discourse around the different stages of the life course, that is childhood, teenage years, adulthood and senior year, can be both be oppressive and liberating for disabled people and the development of their self-identity. Policymaking in matters pertaining to disabled people and international human rights treaties will be examined from the perspective of the human rights approach to disability.

Methods of work: Lectures, working in groups and class discussion. An emphasis will be placed on active participation of students in discussions and that they follow public coverage of disability in the media and politics with the life course in mind. Students will need to adopt academic methods of work in their writing and documentation.

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.

The course discusses volunteering and the social, educational and psychological theories that have been associated with this type of civic participation. It also discusses the motivations for such participation and gender differences in this regard. Finally, it discusses important aspects of the organization and structure of volunteering that are conducive to participants experiencing a sense of purpose in participating and are more likely to volunteer in the future. Students will also have the opportunity to experience volunteering firsthand and participate in work at institutions and non-governmental organizations that provide assistance to people with social equality and welfare as their guiding principles.

The topic of the course is professionalism in the field of education studies. The professionalism concept will be introduced from the perspectives of ethics and social and educational sciences.

Other concepts and topics related to human rights, autonomy, and welfare will be discussed as well as the effect the obligation to inform, confidentiality, and data protection have on the work of professionals in public service.

Expertise will be explained as well as how jurisdiction of professionals is being shaped by the knowledge, skills, and competence acquired in their studies.

Theoretical discussion in the course will be connected to the prospective fields, candidates are likely to work in after graduation.

Assignments will also aim to help students gain competence in dealing with various controversial and ethical issues, that can arise in professional work.

The course includes five to seven field visits. 

Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

The course is intended for anyone interested in critically examining the role human rights can play in advancing social and ecological wellbeing. It aims to critically and collectively examine dominant systems and structures whose discriminatory and exclusive practices contribute to social and ecological vulnerability.

Students engage in discussions on current social and ecological concerns and apply a critical human rights lens to examine these. A case study approach will be used whereby students analyse relevant topics in local and global contexts that they identify at the start of the course. These may include matters related to asylum seekers and refugees, disability, gender, poverty, and sexuality, and the intersections of these.

 Critical analysis skills and the capacity to situate oneself in relation with diverse perspectives informed by diverse lived realities are encouraged through a relational pedagogical approach.  

 Although taught mainly in English, the universal design aims for accessibility of all students irrespective of language, cultural background, disability, and diverse learning needs. Different materials (written, spoken, visual) will be developed in both Icelandic and English using subtitling and easy read features. These materials will reflect local and global perspectives on human rights and draw on narratives and views of diverse scholars, practitioners, and activists.

The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.

Students do a journal and submit a final report on their experience.

The course puts the child at the center, its well-being, and rights in everyday life. These factors are explored in relation to the child’s immediate environment: family life, schoolwork, and leisure time, social relationships and participation, mental and physical well-being, violence, and protection as well as social and economic status. Social contexts around child well-being are in focus but also resources and support available to them, considering diversity and the circumstances of children and young people experiencing being vulnerable or marginalized. Concepts related to well-being, prosperity and children's rights will be examined critically, from the perspective of childhood studies and in the light of contemporary challenges. National, Nordic, and international policies for children and young people will be discussed in the light of new emphasis on prosperity in education policy both in Iceland and abroad. Students will in course assignments use new Icelandic research data to analyze factors that promote or reduce the well-being of children and young people.

The course is split up in seven topical themes of which five are the units that the dashboard of childrens prosperity builds on. Students choose one of those five themes and do assignments within that theme to enhance their knowledge and understanding.

The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.

The course is intended to provide students with guidance and support in writing a final project /thesis in their BA studies. Students should be working on their BA-thesis alongside this course. Issues related to academic writing will be discussed. Students are trained to write a summary, which includes literature overview and theoretical perspective, on specific research topic in the field of pedagogy and education. Students are trained to formulate a clear research question, draft a discussion section in their thesis, present research results and link them to existing knowledge in the field. Students will write research diary / reflection during the course and it will be part of the overall evaluation. At the end of the semester the students organize a conference, prepare an abstract in Icelandic and English, post material on social media and give a presentation on their BA thesis at the conference.

During the course students participate discussions, do group work and project work. Courses are taught electronically and depending on the situation on site.

The final project towards the BA degree in education studies is 10 credits and should be taken alongside the course UME601G Academic writing and conference 5 ECTS.

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.

The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.

Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.

This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context,  social engagement and inclusion.

In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on  Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems;  a) The education system of secondary and higher  education, b) participation in the labour force and c) the system of sexuality.

The course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.

Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.

The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.

This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.

This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”. 

Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.

The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.

This course is the second of two courses that explore fundamental questions about flourishing and human existence: “What makes life worth living?”, “How can we live flourishing and meaningful lives?”, and “What is the life I want?” The courses are based on the Life Worth Living approach developed at Yale University.

The introductory course provides useful preparation for this course and aims to offer insight into diverse perspectives on happiness and a life worth living, drawing on philosophy, (positive) psychology, critical studies, and diverse cultural traditions and communities. This second course builds on the first but places greater emphasis on applying these perspectives in practice and on students’ own life experiments. Students learn practical approaches to self-reflection on what constitutes a flourishing and meaningful life. The course involves a variety of activities and exercises, including individual and group work, compassion, active listening, and dialogue, through which students share and explore ideas and values. The approaches underpinning the course draw on positive psychology, mindfulness, compassion, and philosophy.

The course is particularly intended for students in education and related fields, including those preparing for professional roles in schools, leisure-time education, and other educational settings. It is recommended that students have completed the preceding course, The Life I Want I: Flourishing and Self-Reflection, or a comparable course.

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

The oppression of marginalised groups is an issue that social science have researched in the past decades; however, the psychological effect of oppression is a more recent subject. These effects can for example turn into the internalisation of oppression. In this course students get to know critical theories based on postcolonial psychology. Subject of the course will look at how the internalisation appears and how it affects different groups, for example, disabled people, immigrants, black people, Indigenous, and people of colour (BIPOC) and queer people. It is important that society has knowledge about the psychological effects of internalisation on marginalised groups, both to know how to react accordingly and to be able to decrease the negative effects of internalisation.

This course aims at ensure basic skills in research work and prepare students for their studies. Research work and research writing will be discussed. Important issues in organizing and preparing projects and reports will be discussed. Emphasis will be placed on training students in writing professionally, using proper language. Students will for example turn in an assignment where they practice finding references with search engines, use them and report them correctly.

This course is an introduction to education studies, its basic concepts and subject matter. The development of education studies as an academic and professional discipline is discussed and its relationship to other disciplines. A brief overview of the history of educational ideas is presented as well as of Icelandic educational and history. Various topics such as the conditions of young people growing up will be introduced, and educational issues currently debated will be critically discussed.

The course aims to provide  students with substantial knowledge on children´s and young people´s upbringing. Different ideas of child-rearing will be examined and placed in historical and cultural perspective. Special attention will be paid to how these ideas are informed by societal values and norms. The interplay of families and institutions in relation to the raising of children and young people will be discussed. Best practices in the raising of children will be discussed with a special focus on the care of children from birth to 18 years of age. Parental roles will be given special attention as well as various forms of families and their different needs. Challenges related to raising children in a modern world will be discussed as well as the need for advice and support to those who bring up children. In the course students will reflect on their personal experiences in order to deepen their understanding of this field of study.

Students will be introduced to theories about effective, responsible, and respectful social relationships within families, schools, and other institutions. Children's and adolescent’s social competencies are discussed, their friendships, peer relations, and play within and outside schools. Students study and do assignments about projects that aim to promote the social, ethical, and emotional growth of children and adolescents in diverse societies.

This course focuses on recent theory and research regarding family life in modern societies. The primary focus is on discourses of family patterns, diversity within families and families within vulnerable populations. This course also encompasses the topic of family and work life in the modern context.

This course provides students an overview of human development across the lifespan. Major theories in the field will be introduced, including theories of cognitive, emotional, moral, and social development.

The impact of social and cultural factors on human development will be emphasized. The characteristics of different phases of life will be discussed, as well as developmental changes throughout the lifespan. 

Course format: presentations/lectures (visual and audio recordings accessible via Canvas) and group discussions/assignments either in class or online (synchronous).

Sociology of education is the subject matter of this course. Fundamental theoretical perspectives will be introduced and explored in the context of various themes and educational debates through time. Among themes are the role and purpose of education, different trends in parenting, the foundation of schools and school systems, the role of families and society, access to education, modernization and individualism, equality, and social mobility. An emphasis will be on combining historical and theoretical perspectives on upbringing and education, where distinctive features of education will be explored in the context of societal development. The focus will be on the Icelandic context, but in relation to development in neighbouring countries. 

The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context.

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and (iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, Key, Neill and Freire.

The aim of this course is for students to gain insight into quantitative research methodology in the social sciences. The main research methods of quantitative research will be discussed, and the research process will be presented. Students examine research in their field of study to increase their ability to use the results of quantitative research and adopt a critical mindset. The course covers the main points of descriptive statistics and some concepts from inferential statistics. Students get practice through homework in statistics. The focus will be on research in the field of leisure and sociology, pedagogy and education and social education and the methodological issues in research that may arise. Students will learn how to use the software Jamovi.

Method of work: Lectures, discussions and practical sessions, with homework and examples in statistics for students to practice.

The aim of the course is for students to gain insight into qualitative research methodology in the social sciences. The course will cover basic concepts in epistemology and philosophy of science. Emphasis will be placed on research ethics and various ethical issues that are particularly related to qualitative research and methodological issues when working with vulnerable groups. The main research methods of qualitative research will be discussed, and the research process will be presented. Students examine research in their field of study in order to increase their ability to use the results of research and adopt a critical mindset. The course will discuss the beginning and development of qualitative research tradition and the main methods within it. Special emphasis will be placed on the connection with research in the field of disability, leisure and educational studies. Among them will be presented the methods of participatory and collaborative research, which have been developing in recent years in research with vulnerable groups. Method of work: Lectures, discussions and practical sessions. The students also conduct an interview survey in the field.

The main aim of this course is to introduce the student to the field of Criminology. The subjects covered can be roughly divided into two broad categories. First: Criminological research and theoretical explanations, determining both what constitutes crime in society, in addition to the causes of crime, are explored and discussed. For this task, various perspectives are analysed and evaluated, such as Classical and Positivistic theories. Second: Four specific types of crime are closely analysed in terms of their nature and impact in society, theoretical explanations and finally their containment.

In this course, students are introduced to the main theories of human behavior, important concepts in the area of human behavior as well as the main research methods used in social sciences.  The evolution of theories is explored in the light of history, society and the professional progress in the field.  Ideology and the contribution of pioneers of theories of human behavior are introduced as well as the main topics of theories of human behavior that are related to the social work profession.  Critical as well as creative thinking is emphasized.

The course focuses on theories, definitions, and explanatory models of alcohol and substance use, as well as the main psychological and physical effects of substance use. The impact of substance use on individuals and families, legislation, and service systems is addressed. Furthermore, the role of social workers in education, counselling, and prevention in the field of alcohol and substance use is examined.

The aim of the course is for students to develop the ability to take initiative and propose new solutions in welfare services. The United Nations Sustainable Development Goals will be taken into consideration when selecting projects. The course will emphasize design thinking in the development of new solutions in welfare services. Students will work with their own ideas for social innovation and complete projects that require collaboration both within and between groups.

The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and social constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.

Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas.

A general introduction course in psychology. Main topics covered are sensation, perception, cognition, motivation, learning, development, personality, social perception, intelligence and psychopathology.

Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.

Aim: To teach students the basic language functions found in Icelandic Sign Language. The main focus will be on language used in daily life and social uses of Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course. Topics will include grammatical non-manual features with signs and classifier predicates and their importance in sign language. Students use video recordings to study the language.

Methods: Lectures, sign language text examinations and practical group- and individual practices during the lessons which students take active part in. 80% attendance in the course is obligatory and is a prerequisite for the final examination.

Assessment: Different assignments, mostly video assignments spread over the semester. Students have to pass all parts of the assesement with minimum grade (5,0) and fulfil the 80% attendance.

In this course the main theme are sign language communities, in particular the community of the Icelandic Sign Language. Deaf culture and the history of Icelandic Sign Language will be discussed as well as language ideology and the status and viability of Icelandic Sign Language. Approaches from Deaf studies, anthropology and sociolinguistics will be applied.

The course focuses on practical professional communication, especially as it relates to prospective work in the fields of social pedagogy and youth work.

The students use several methods and media in their work, including drama, speech and digital media, analysing their own and others' ways of interacting in order to increase their communicative competence.

Subject: The course material is based on three threads: Firstly, etiology of different impairments of disabled people. Secondly, health and health risks related to people with disabilities. Thirdly, we look at  how environments can influence health with special emphasis on people with disability. The focus is on both medical models of health as well as social models of health and disability.

The course is taught partly in a flipped classroom format and partly as on-site teaching with recordings.

Attendance is mandatory. See the course syllabus for further details. To pass the course, a minimum grade of 5.0 must be attained in all assessment components.

The course focuses on adolescents’ risk behavior and wellbeing. Several pedagogical, social, and psychological issues that relate to adolescents’ strengths and challenges are discussed. Students will become familiar with the major theories and research on adolescence with regard to biological and social changes; psychosocial development; self-image; health and wellbeing; preventions and drug abuse; school climate; communication with friends and family; as well as future goals. 

Course assignments aim to enhance students’ knowledge and understanding of different preventive measures as well as on how young people can best be empowered and supported to healthy lifestyles and view on life. 

In discussion-lessons student's will come familiar with looking at subjects from various angles.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (90 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

The aim of the course is that students learn to know and use different sociological theories related to physical and mental attainment. Concept related to power, such as stigma, power, microaggression, and ableism, will be explored and students can use to analyse how norms are maintained and how societal definitions of norms come about. The theories that will be taught should be useful to students to understand how the marginalization of groups is maintained in the community and how discipline of the body takes place.

Students will learn about different research approaches. Also, students will discuss ethical issues in science with a major focus on practical problems. Common research designs and methods for data collection and analysis will be introduced. Discussion about both the writing process and presentation of scientific results will be covered. Students will develop skills using computer programs to both develop a database and compute common statistical indicies from that database. Special emphasis will be on the interpretation of evaluation results and the presentation of results. 

Teaching and learning methods: Lectures, seminars and assignments.

In this course the focus is on different trends in qualitative research approaches and their relationship to the structure and execution of research. The ethics of research and various concepts related to quality criteria are discussed. Well known research designs in qualitative research methods are introduced as well as some of the main methods for data collection and data analysis. Students are tutored in the use of some well-known qualitative research methods, e.g. field research and interviews. Students are also trained in data collection, analysis, interpretation and presentation of research findings.

The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.

Students do a journal and submit a final report on their experience.

This course offers students a basic knowledge crisis and their effects on individuals and societies. Topics discussed and skills include the organization of the civil defence and crisis management, with emphasis on the role of the social workers.  The importance of  psychological support is indroduced and first aid and crisis intervention is discussed. Furthermore definitions  of crises, physical and psychological symptoms and PTSD will also be discussed.

The purpose of this course is to help students gain a knowledge about abuse and neglect in families. The historical roots of violence in families in the social sciences are explored. Furthermore, the students will learn about basic theories concerning abuse and neglect in families and research methods in this area of research. The students will gain detailed knowledge of definitions and the various types of maltreatment in families as well as risk factors for maltreatment. In addition, the main consequences for victims are explored. Finally, students will get a brief overview of the legislature in child protection services and the main services available to families who have been reported to child protection services

The purpose of this course is to provide students with opportunities to work with conceptual issues in sustainability and their implications for sustainability education. The campus sessions will be built on informed debate. Several assignments will be expected together with student participation in discussions.

Examples of issues to be dealt with:

• The concepts of sustainable development and sustainability
• Sustainable development goals (SDGs)
• UNESCO – Decade of Education for Sustainable Development
• Sustainability Competencies
• Democracy, equity and sustainability
• Topics suggested by students

This course addresses the main topics of gender and diversity studies in the light of critical multiculturalism and the diversity of modern societies. It explores the way in which social variables such as gender, sexuality, ethnicity, religion, disability, age and class differently affects people’s conditions and opportunities. It presents the main ideas of gender and diversity studies, such as gender, essentialism and social constructivism, and explores how social variables are interwoven into people’s lives. The emphasis is on how issues such as gender, multiculturalism, and diversity are related to Icelandic politics and society.

Megin viðfangsefni námskeiðsins eru tómstundir barna á aldrinum 6-12 ára í víðum skilningi. Fjallað er um helstu uppeldisfræðislegu sjónarhornin með þennan aldurshóp í huga, sem og margvíslegar áskoranir sem börn á þessum aldri standa frammi fyrir.

Viðfangsefni námskeiðsins snúa meðal annars að lýðræðislegum starfsháttum í starfi með börnum, viðmiðum um gæði í frístundastarfi og öryggis- og velferðarmálum í æskulýðs- og tómstundastarfi. Þá er einnig fjallað um mikilvægi frjálsa leiksins, fjölmenningu og inngildingu, samskipti og gagnrýna hugsun, listir, barnamenningu og skapandi starf og tómstundastarf með margbreytilegum barnahópum.

Markmiðið með námskeiðinu er að nemendur öðlist skilning og innsæi í helstu kenningar um þroska, nám og félagsfærni 6 – 12 ára barna, þekki til umgjörðar og laga um starfsemi stofnana á vettvangi frístunda- og æskulýðsstarfs og skilji möguleika og hindranir fyrir þátttöku barna í tómstundastarfi. Þá er einnig fjallað um samspils stöðu barna við umhverfi sitt og náttúru, listir og menningu, lýðræðisleg vinnubrögð í frístundastarfi með börnum, í fjölmenningarsamfélagi. Einnig er lögð áhersla á að nemendur fái tækifæri til að ígrunda eigin reynslu og reynsluheim af tómstundum sem börn.

Á námskeiðinu er litið til viðmiða um virðingu og skilning, eins og fram kemur í gátlista Háskóla Íslands um jafnrétti í kennslu. 

The course focus on leisure activities for teenagers in Iceland, the meaning of leisure, roles of leaders, leisure studies, how to help troubled youth and visits to various organisations. Students will get training in how to organizise and evaluate leisure activities for this age group.

In this course, the aim is that students will gain knowledge about life skills. Life skills are a subject that gives students the opportunity to engage in self-reflection, emotional intelligence and self-esteem. Life skills is a platform for working with students as individuals, preparing them for the diversity of life and teaching them self-nurturing. In that context, the concepts happiness, participation, well-being, mindfulness and democracy will be discussed. Also, students will learn about the main core of life skills and how to use life skills methods in leisure and school work.

This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.

This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”. 

Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.

The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.

This course is the second of two courses that explore fundamental questions about flourishing and human existence: “What makes life worth living?”, “How can we live flourishing and meaningful lives?”, and “What is the life I want?” The courses are based on the Life Worth Living approach developed at Yale University.

The introductory course provides useful preparation for this course and aims to offer insight into diverse perspectives on happiness and a life worth living, drawing on philosophy, (positive) psychology, critical studies, and diverse cultural traditions and communities. This second course builds on the first but places greater emphasis on applying these perspectives in practice and on students’ own life experiments. Students learn practical approaches to self-reflection on what constitutes a flourishing and meaningful life. The course involves a variety of activities and exercises, including individual and group work, compassion, active listening, and dialogue, through which students share and explore ideas and values. The approaches underpinning the course draw on positive psychology, mindfulness, compassion, and philosophy.

The course is particularly intended for students in education and related fields, including those preparing for professional roles in schools, leisure-time education, and other educational settings. It is recommended that students have completed the preceding course, The Life I Want I: Flourishing and Self-Reflection, or a comparable course.

In this course, the lived experience of disabled people throughout the life course, from childhood to old age, will be explored, along with the societal and structural barriers that they face along the way. Critical theories on the life course will be employed to discuss the multiple and intersecting forms of discrimination and biases that disabled people experience in different stages of their lives, and how they undermine their ability to fully participate in society, including in education, employment, culture, recreation, politics and family life. A special focus will be directed at the criticism voiced by representative organizations of disabled people with regard to the first and final stages of the life course, i.e. fetal ultrasounds and assisted suicide. In addition, the course will examine the teenage years as a distinct life stage, and access of disabled people to the digital world, in the context of the right to full and active participation in adulthood. The course will also discuss how the prevailing discourse around the different stages of the life course, that is childhood, teenage years, adulthood and senior year, can be both be oppressive and liberating for disabled people and the development of their self-identity. Policymaking in matters pertaining to disabled people and international human rights treaties will be examined from the perspective of the human rights approach to disability.

Methods of work: Lectures, working in groups and class discussion. An emphasis will be placed on active participation of students in discussions and that they follow public coverage of disability in the media and politics with the life course in mind. Students will need to adopt academic methods of work in their writing and documentation.

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.

The course discusses volunteering and the social, educational and psychological theories that have been associated with this type of civic participation. It also discusses the motivations for such participation and gender differences in this regard. Finally, it discusses important aspects of the organization and structure of volunteering that are conducive to participants experiencing a sense of purpose in participating and are more likely to volunteer in the future. Students will also have the opportunity to experience volunteering firsthand and participate in work at institutions and non-governmental organizations that provide assistance to people with social equality and welfare as their guiding principles.

The topic of the course is professionalism in the field of education studies. The professionalism concept will be introduced from the perspectives of ethics and social and educational sciences.

Other concepts and topics related to human rights, autonomy, and welfare will be discussed as well as the effect the obligation to inform, confidentiality, and data protection have on the work of professionals in public service.

Expertise will be explained as well as how jurisdiction of professionals is being shaped by the knowledge, skills, and competence acquired in their studies.

Theoretical discussion in the course will be connected to the prospective fields, candidates are likely to work in after graduation.

Assignments will also aim to help students gain competence in dealing with various controversial and ethical issues, that can arise in professional work.

The course includes five to seven field visits. 

Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

The course is intended for anyone interested in critically examining the role human rights can play in advancing social and ecological wellbeing. It aims to critically and collectively examine dominant systems and structures whose discriminatory and exclusive practices contribute to social and ecological vulnerability.

Students engage in discussions on current social and ecological concerns and apply a critical human rights lens to examine these. A case study approach will be used whereby students analyse relevant topics in local and global contexts that they identify at the start of the course. These may include matters related to asylum seekers and refugees, disability, gender, poverty, and sexuality, and the intersections of these.

 Critical analysis skills and the capacity to situate oneself in relation with diverse perspectives informed by diverse lived realities are encouraged through a relational pedagogical approach.  

 Although taught mainly in English, the universal design aims for accessibility of all students irrespective of language, cultural background, disability, and diverse learning needs. Different materials (written, spoken, visual) will be developed in both Icelandic and English using subtitling and easy read features. These materials will reflect local and global perspectives on human rights and draw on narratives and views of diverse scholars, practitioners, and activists.

The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.

Students do a journal and submit a final report on their experience.

The course puts the child at the center, its well-being, and rights in everyday life. These factors are explored in relation to the child’s immediate environment: family life, schoolwork, and leisure time, social relationships and participation, mental and physical well-being, violence, and protection as well as social and economic status. Social contexts around child well-being are in focus but also resources and support available to them, considering diversity and the circumstances of children and young people experiencing being vulnerable or marginalized. Concepts related to well-being, prosperity and children's rights will be examined critically, from the perspective of childhood studies and in the light of contemporary challenges. National, Nordic, and international policies for children and young people will be discussed in the light of new emphasis on prosperity in education policy both in Iceland and abroad. Students will in course assignments use new Icelandic research data to analyze factors that promote or reduce the well-being of children and young people.

The course is split up in seven topical themes of which five are the units that the dashboard of childrens prosperity builds on. Students choose one of those five themes and do assignments within that theme to enhance their knowledge and understanding.

The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.

The course is intended to provide students with guidance and support in writing a final project /thesis in their BA studies. Students should be working on their BA-thesis alongside this course. Issues related to academic writing will be discussed. Students are trained to write a summary, which includes literature overview and theoretical perspective, on specific research topic in the field of pedagogy and education. Students are trained to formulate a clear research question, draft a discussion section in their thesis, present research results and link them to existing knowledge in the field. Students will write research diary / reflection during the course and it will be part of the overall evaluation. At the end of the semester the students organize a conference, prepare an abstract in Icelandic and English, post material on social media and give a presentation on their BA thesis at the conference.

During the course students participate discussions, do group work and project work. Courses are taught electronically and depending on the situation on site.

The final project towards the BA degree in education studies is 10 credits and should be taken alongside the course UME601G Academic writing and conference 5 ECTS.

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.

The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.

Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.

This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context,  social engagement and inclusion.

In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on  Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems;  a) The education system of secondary and higher  education, b) participation in the labour force and c) the system of sexuality.

The course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.

Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.

The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.

This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.

This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”. 

Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.

The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.

This course is the second of two courses that explore fundamental questions about flourishing and human existence: “What makes life worth living?”, “How can we live flourishing and meaningful lives?”, and “What is the life I want?” The courses are based on the Life Worth Living approach developed at Yale University.

The introductory course provides useful preparation for this course and aims to offer insight into diverse perspectives on happiness and a life worth living, drawing on philosophy, (positive) psychology, critical studies, and diverse cultural traditions and communities. This second course builds on the first but places greater emphasis on applying these perspectives in practice and on students’ own life experiments. Students learn practical approaches to self-reflection on what constitutes a flourishing and meaningful life. The course involves a variety of activities and exercises, including individual and group work, compassion, active listening, and dialogue, through which students share and explore ideas and values. The approaches underpinning the course draw on positive psychology, mindfulness, compassion, and philosophy.

The course is particularly intended for students in education and related fields, including those preparing for professional roles in schools, leisure-time education, and other educational settings. It is recommended that students have completed the preceding course, The Life I Want I: Flourishing and Self-Reflection, or a comparable course.

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

The oppression of marginalised groups is an issue that social science have researched in the past decades; however, the psychological effect of oppression is a more recent subject. These effects can for example turn into the internalisation of oppression. In this course students get to know critical theories based on postcolonial psychology. Subject of the course will look at how the internalisation appears and how it affects different groups, for example, disabled people, immigrants, black people, Indigenous, and people of colour (BIPOC) and queer people. It is important that society has knowledge about the psychological effects of internalisation on marginalised groups, both to know how to react accordingly and to be able to decrease the negative effects of internalisation.

This course aims at ensure basic skills in research work and prepare students for their studies. Research work and research writing will be discussed. Important issues in organizing and preparing projects and reports will be discussed. Emphasis will be placed on training students in writing professionally, using proper language. Students will for example turn in an assignment where they practice finding references with search engines, use them and report them correctly.

This course is an introduction to education studies, its basic concepts and subject matter. The development of education studies as an academic and professional discipline is discussed and its relationship to other disciplines. A brief overview of the history of educational ideas is presented as well as of Icelandic educational and history. Various topics such as the conditions of young people growing up will be introduced, and educational issues currently debated will be critically discussed.

The course aims to provide  students with substantial knowledge on children´s and young people´s upbringing. Different ideas of child-rearing will be examined and placed in historical and cultural perspective. Special attention will be paid to how these ideas are informed by societal values and norms. The interplay of families and institutions in relation to the raising of children and young people will be discussed. Best practices in the raising of children will be discussed with a special focus on the care of children from birth to 18 years of age. Parental roles will be given special attention as well as various forms of families and their different needs. Challenges related to raising children in a modern world will be discussed as well as the need for advice and support to those who bring up children. In the course students will reflect on their personal experiences in order to deepen their understanding of this field of study.

Students will be introduced to theories about effective, responsible, and respectful social relationships within families, schools, and other institutions. Children's and adolescent’s social competencies are discussed, their friendships, peer relations, and play within and outside schools. Students study and do assignments about projects that aim to promote the social, ethical, and emotional growth of children and adolescents in diverse societies.

This course focuses on recent theory and research regarding family life in modern societies. The primary focus is on discourses of family patterns, diversity within families and families within vulnerable populations. This course also encompasses the topic of family and work life in the modern context.

This course provides students an overview of human development across the lifespan. Major theories in the field will be introduced, including theories of cognitive, emotional, moral, and social development.

The impact of social and cultural factors on human development will be emphasized. The characteristics of different phases of life will be discussed, as well as developmental changes throughout the lifespan. 

Course format: presentations/lectures (visual and audio recordings accessible via Canvas) and group discussions/assignments either in class or online (synchronous).

Sociology of education is the subject matter of this course. Fundamental theoretical perspectives will be introduced and explored in the context of various themes and educational debates through time. Among themes are the role and purpose of education, different trends in parenting, the foundation of schools and school systems, the role of families and society, access to education, modernization and individualism, equality, and social mobility. An emphasis will be on combining historical and theoretical perspectives on upbringing and education, where distinctive features of education will be explored in the context of societal development. The focus will be on the Icelandic context, but in relation to development in neighbouring countries. 

The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context.

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and (iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, Key, Neill and Freire.

The aim of this course is for students to gain insight into quantitative research methodology in the social sciences. The main research methods of quantitative research will be discussed, and the research process will be presented. Students examine research in their field of study to increase their ability to use the results of quantitative research and adopt a critical mindset. The course covers the main points of descriptive statistics and some concepts from inferential statistics. Students get practice through homework in statistics. The focus will be on research in the field of leisure and sociology, pedagogy and education and social education and the methodological issues in research that may arise. Students will learn how to use the software Jamovi.

Method of work: Lectures, discussions and practical sessions, with homework and examples in statistics for students to practice.

The aim of the course is for students to gain insight into qualitative research methodology in the social sciences. The course will cover basic concepts in epistemology and philosophy of science. Emphasis will be placed on research ethics and various ethical issues that are particularly related to qualitative research and methodological issues when working with vulnerable groups. The main research methods of qualitative research will be discussed, and the research process will be presented. Students examine research in their field of study in order to increase their ability to use the results of research and adopt a critical mindset. The course will discuss the beginning and development of qualitative research tradition and the main methods within it. Special emphasis will be placed on the connection with research in the field of disability, leisure and educational studies. Among them will be presented the methods of participatory and collaborative research, which have been developing in recent years in research with vulnerable groups. Method of work: Lectures, discussions and practical sessions. The students also conduct an interview survey in the field.

The main aim of this course is to introduce the student to the field of Criminology. The subjects covered can be roughly divided into two broad categories. First: Criminological research and theoretical explanations, determining both what constitutes crime in society, in addition to the causes of crime, are explored and discussed. For this task, various perspectives are analysed and evaluated, such as Classical and Positivistic theories. Second: Four specific types of crime are closely analysed in terms of their nature and impact in society, theoretical explanations and finally their containment.

In this course, students are introduced to the main theories of human behavior, important concepts in the area of human behavior as well as the main research methods used in social sciences.  The evolution of theories is explored in the light of history, society and the professional progress in the field.  Ideology and the contribution of pioneers of theories of human behavior are introduced as well as the main topics of theories of human behavior that are related to the social work profession.  Critical as well as creative thinking is emphasized.

The course focuses on theories, definitions, and explanatory models of alcohol and substance use, as well as the main psychological and physical effects of substance use. The impact of substance use on individuals and families, legislation, and service systems is addressed. Furthermore, the role of social workers in education, counselling, and prevention in the field of alcohol and substance use is examined.

The aim of the course is for students to develop the ability to take initiative and propose new solutions in welfare services. The United Nations Sustainable Development Goals will be taken into consideration when selecting projects. The course will emphasize design thinking in the development of new solutions in welfare services. Students will work with their own ideas for social innovation and complete projects that require collaboration both within and between groups.

The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and social constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.

Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas.

A general introduction course in psychology. Main topics covered are sensation, perception, cognition, motivation, learning, development, personality, social perception, intelligence and psychopathology.

Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.

Aim: To teach students the basic language functions found in Icelandic Sign Language. The main focus will be on language used in daily life and social uses of Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course. Topics will include grammatical non-manual features with signs and classifier predicates and their importance in sign language. Students use video recordings to study the language.

Methods: Lectures, sign language text examinations and practical group- and individual practices during the lessons which students take active part in. 80% attendance in the course is obligatory and is a prerequisite for the final examination.

Assessment: Different assignments, mostly video assignments spread over the semester. Students have to pass all parts of the assesement with minimum grade (5,0) and fulfil the 80% attendance.

In this course the main theme are sign language communities, in particular the community of the Icelandic Sign Language. Deaf culture and the history of Icelandic Sign Language will be discussed as well as language ideology and the status and viability of Icelandic Sign Language. Approaches from Deaf studies, anthropology and sociolinguistics will be applied.

The course focuses on practical professional communication, especially as it relates to prospective work in the fields of social pedagogy and youth work.

The students use several methods and media in their work, including drama, speech and digital media, analysing their own and others' ways of interacting in order to increase their communicative competence.

Subject: The course material is based on three threads: Firstly, etiology of different impairments of disabled people. Secondly, health and health risks related to people with disabilities. Thirdly, we look at  how environments can influence health with special emphasis on people with disability. The focus is on both medical models of health as well as social models of health and disability.

The course is taught partly in a flipped classroom format and partly as on-site teaching with recordings.

Attendance is mandatory. See the course syllabus for further details. To pass the course, a minimum grade of 5.0 must be attained in all assessment components.

The course focuses on adolescents’ risk behavior and wellbeing. Several pedagogical, social, and psychological issues that relate to adolescents’ strengths and challenges are discussed. Students will become familiar with the major theories and research on adolescence with regard to biological and social changes; psychosocial development; self-image; health and wellbeing; preventions and drug abuse; school climate; communication with friends and family; as well as future goals. 

Course assignments aim to enhance students’ knowledge and understanding of different preventive measures as well as on how young people can best be empowered and supported to healthy lifestyles and view on life. 

In discussion-lessons student's will come familiar with looking at subjects from various angles.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (90 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

The aim of the course is that students learn to know and use different sociological theories related to physical and mental attainment. Concept related to power, such as stigma, power, microaggression, and ableism, will be explored and students can use to analyse how norms are maintained and how societal definitions of norms come about. The theories that will be taught should be useful to students to understand how the marginalization of groups is maintained in the community and how discipline of the body takes place.

Students will learn about different research approaches. Also, students will discuss ethical issues in science with a major focus on practical problems. Common research designs and methods for data collection and analysis will be introduced. Discussion about both the writing process and presentation of scientific results will be covered. Students will develop skills using computer programs to both develop a database and compute common statistical indicies from that database. Special emphasis will be on the interpretation of evaluation results and the presentation of results. 

Teaching and learning methods: Lectures, seminars and assignments.

In this course the focus is on different trends in qualitative research approaches and their relationship to the structure and execution of research. The ethics of research and various concepts related to quality criteria are discussed. Well known research designs in qualitative research methods are introduced as well as some of the main methods for data collection and data analysis. Students are tutored in the use of some well-known qualitative research methods, e.g. field research and interviews. Students are also trained in data collection, analysis, interpretation and presentation of research findings.

The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.

Students do a journal and submit a final report on their experience.

This course offers students a basic knowledge crisis and their effects on individuals and societies. Topics discussed and skills include the organization of the civil defence and crisis management, with emphasis on the role of the social workers.  The importance of  psychological support is indroduced and first aid and crisis intervention is discussed. Furthermore definitions  of crises, physical and psychological symptoms and PTSD will also be discussed.

The purpose of this course is to help students gain a knowledge about abuse and neglect in families. The historical roots of violence in families in the social sciences are explored. Furthermore, the students will learn about basic theories concerning abuse and neglect in families and research methods in this area of research. The students will gain detailed knowledge of definitions and the various types of maltreatment in families as well as risk factors for maltreatment. In addition, the main consequences for victims are explored. Finally, students will get a brief overview of the legislature in child protection services and the main services available to families who have been reported to child protection services

The purpose of this course is to provide students with opportunities to work with conceptual issues in sustainability and their implications for sustainability education. The campus sessions will be built on informed debate. Several assignments will be expected together with student participation in discussions.

Examples of issues to be dealt with:

• The concepts of sustainable development and sustainability
• Sustainable development goals (SDGs)
• UNESCO – Decade of Education for Sustainable Development
• Sustainability Competencies
• Democracy, equity and sustainability
• Topics suggested by students

This course addresses the main topics of gender and diversity studies in the light of critical multiculturalism and the diversity of modern societies. It explores the way in which social variables such as gender, sexuality, ethnicity, religion, disability, age and class differently affects people’s conditions and opportunities. It presents the main ideas of gender and diversity studies, such as gender, essentialism and social constructivism, and explores how social variables are interwoven into people’s lives. The emphasis is on how issues such as gender, multiculturalism, and diversity are related to Icelandic politics and society.

Megin viðfangsefni námskeiðsins eru tómstundir barna á aldrinum 6-12 ára í víðum skilningi. Fjallað er um helstu uppeldisfræðislegu sjónarhornin með þennan aldurshóp í huga, sem og margvíslegar áskoranir sem börn á þessum aldri standa frammi fyrir.

Viðfangsefni námskeiðsins snúa meðal annars að lýðræðislegum starfsháttum í starfi með börnum, viðmiðum um gæði í frístundastarfi og öryggis- og velferðarmálum í æskulýðs- og tómstundastarfi. Þá er einnig fjallað um mikilvægi frjálsa leiksins, fjölmenningu og inngildingu, samskipti og gagnrýna hugsun, listir, barnamenningu og skapandi starf og tómstundastarf með margbreytilegum barnahópum.

Markmiðið með námskeiðinu er að nemendur öðlist skilning og innsæi í helstu kenningar um þroska, nám og félagsfærni 6 – 12 ára barna, þekki til umgjörðar og laga um starfsemi stofnana á vettvangi frístunda- og æskulýðsstarfs og skilji möguleika og hindranir fyrir þátttöku barna í tómstundastarfi. Þá er einnig fjallað um samspils stöðu barna við umhverfi sitt og náttúru, listir og menningu, lýðræðisleg vinnubrögð í frístundastarfi með börnum, í fjölmenningarsamfélagi. Einnig er lögð áhersla á að nemendur fái tækifæri til að ígrunda eigin reynslu og reynsluheim af tómstundum sem börn.

Á námskeiðinu er litið til viðmiða um virðingu og skilning, eins og fram kemur í gátlista Háskóla Íslands um jafnrétti í kennslu. 

The course focus on leisure activities for teenagers in Iceland, the meaning of leisure, roles of leaders, leisure studies, how to help troubled youth and visits to various organisations. Students will get training in how to organizise and evaluate leisure activities for this age group.

In this course, the aim is that students will gain knowledge about life skills. Life skills are a subject that gives students the opportunity to engage in self-reflection, emotional intelligence and self-esteem. Life skills is a platform for working with students as individuals, preparing them for the diversity of life and teaching them self-nurturing. In that context, the concepts happiness, participation, well-being, mindfulness and democracy will be discussed. Also, students will learn about the main core of life skills and how to use life skills methods in leisure and school work.

This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.

This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”. 

Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.

The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.

This course is the second of two courses that explore fundamental questions about flourishing and human existence: “What makes life worth living?”, “How can we live flourishing and meaningful lives?”, and “What is the life I want?” The courses are based on the Life Worth Living approach developed at Yale University.

The introductory course provides useful preparation for this course and aims to offer insight into diverse perspectives on happiness and a life worth living, drawing on philosophy, (positive) psychology, critical studies, and diverse cultural traditions and communities. This second course builds on the first but places greater emphasis on applying these perspectives in practice and on students’ own life experiments. Students learn practical approaches to self-reflection on what constitutes a flourishing and meaningful life. The course involves a variety of activities and exercises, including individual and group work, compassion, active listening, and dialogue, through which students share and explore ideas and values. The approaches underpinning the course draw on positive psychology, mindfulness, compassion, and philosophy.

The course is particularly intended for students in education and related fields, including those preparing for professional roles in schools, leisure-time education, and other educational settings. It is recommended that students have completed the preceding course, The Life I Want I: Flourishing and Self-Reflection, or a comparable course.

In this course, the lived experience of disabled people throughout the life course, from childhood to old age, will be explored, along with the societal and structural barriers that they face along the way. Critical theories on the life course will be employed to discuss the multiple and intersecting forms of discrimination and biases that disabled people experience in different stages of their lives, and how they undermine their ability to fully participate in society, including in education, employment, culture, recreation, politics and family life. A special focus will be directed at the criticism voiced by representative organizations of disabled people with regard to the first and final stages of the life course, i.e. fetal ultrasounds and assisted suicide. In addition, the course will examine the teenage years as a distinct life stage, and access of disabled people to the digital world, in the context of the right to full and active participation in adulthood. The course will also discuss how the prevailing discourse around the different stages of the life course, that is childhood, teenage years, adulthood and senior year, can be both be oppressive and liberating for disabled people and the development of their self-identity. Policymaking in matters pertaining to disabled people and international human rights treaties will be examined from the perspective of the human rights approach to disability.

Methods of work: Lectures, working in groups and class discussion. An emphasis will be placed on active participation of students in discussions and that they follow public coverage of disability in the media and politics with the life course in mind. Students will need to adopt academic methods of work in their writing and documentation.

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.

The course discusses volunteering and the social, educational and psychological theories that have been associated with this type of civic participation. It also discusses the motivations for such participation and gender differences in this regard. Finally, it discusses important aspects of the organization and structure of volunteering that are conducive to participants experiencing a sense of purpose in participating and are more likely to volunteer in the future. Students will also have the opportunity to experience volunteering firsthand and participate in work at institutions and non-governmental organizations that provide assistance to people with social equality and welfare as their guiding principles.

The topic of the course is professionalism in the field of education studies. The professionalism concept will be introduced from the perspectives of ethics and social and educational sciences.

Other concepts and topics related to human rights, autonomy, and welfare will be discussed as well as the effect the obligation to inform, confidentiality, and data protection have on the work of professionals in public service.

Expertise will be explained as well as how jurisdiction of professionals is being shaped by the knowledge, skills, and competence acquired in their studies.

Theoretical discussion in the course will be connected to the prospective fields, candidates are likely to work in after graduation.

Assignments will also aim to help students gain competence in dealing with various controversial and ethical issues, that can arise in professional work.

The course includes five to seven field visits. 

Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

The course is intended for anyone interested in critically examining the role human rights can play in advancing social and ecological wellbeing. It aims to critically and collectively examine dominant systems and structures whose discriminatory and exclusive practices contribute to social and ecological vulnerability.

Students engage in discussions on current social and ecological concerns and apply a critical human rights lens to examine these. A case study approach will be used whereby students analyse relevant topics in local and global contexts that they identify at the start of the course. These may include matters related to asylum seekers and refugees, disability, gender, poverty, and sexuality, and the intersections of these.

 Critical analysis skills and the capacity to situate oneself in relation with diverse perspectives informed by diverse lived realities are encouraged through a relational pedagogical approach.  

 Although taught mainly in English, the universal design aims for accessibility of all students irrespective of language, cultural background, disability, and diverse learning needs. Different materials (written, spoken, visual) will be developed in both Icelandic and English using subtitling and easy read features. These materials will reflect local and global perspectives on human rights and draw on narratives and views of diverse scholars, practitioners, and activists.

The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.

Students do a journal and submit a final report on their experience.

The course puts the child at the center, its well-being, and rights in everyday life. These factors are explored in relation to the child’s immediate environment: family life, schoolwork, and leisure time, social relationships and participation, mental and physical well-being, violence, and protection as well as social and economic status. Social contexts around child well-being are in focus but also resources and support available to them, considering diversity and the circumstances of children and young people experiencing being vulnerable or marginalized. Concepts related to well-being, prosperity and children's rights will be examined critically, from the perspective of childhood studies and in the light of contemporary challenges. National, Nordic, and international policies for children and young people will be discussed in the light of new emphasis on prosperity in education policy both in Iceland and abroad. Students will in course assignments use new Icelandic research data to analyze factors that promote or reduce the well-being of children and young people.

The course is split up in seven topical themes of which five are the units that the dashboard of childrens prosperity builds on. Students choose one of those five themes and do assignments within that theme to enhance their knowledge and understanding.

The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.

The course is intended to provide students with guidance and support in writing a final project /thesis in their BA studies. Students should be working on their BA-thesis alongside this course. Issues related to academic writing will be discussed. Students are trained to write a summary, which includes literature overview and theoretical perspective, on specific research topic in the field of pedagogy and education. Students are trained to formulate a clear research question, draft a discussion section in their thesis, present research results and link them to existing knowledge in the field. Students will write research diary / reflection during the course and it will be part of the overall evaluation. At the end of the semester the students organize a conference, prepare an abstract in Icelandic and English, post material on social media and give a presentation on their BA thesis at the conference.

During the course students participate discussions, do group work and project work. Courses are taught electronically and depending on the situation on site.

The final project towards the BA degree in education studies is 10 credits and should be taken alongside the course UME601G Academic writing and conference 5 ECTS.

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.

The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.

Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.

This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context,  social engagement and inclusion.

In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on  Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems;  a) The education system of secondary and higher  education, b) participation in the labour force and c) the system of sexuality.

The course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.

Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.

The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.

This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.

This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”. 

Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.

The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.

This course is the second of two courses that explore fundamental questions about flourishing and human existence: “What makes life worth living?”, “How can we live flourishing and meaningful lives?”, and “What is the life I want?” The courses are based on the Life Worth Living approach developed at Yale University.

The introductory course provides useful preparation for this course and aims to offer insight into diverse perspectives on happiness and a life worth living, drawing on philosophy, (positive) psychology, critical studies, and diverse cultural traditions and communities. This second course builds on the first but places greater emphasis on applying these perspectives in practice and on students’ own life experiments. Students learn practical approaches to self-reflection on what constitutes a flourishing and meaningful life. The course involves a variety of activities and exercises, including individual and group work, compassion, active listening, and dialogue, through which students share and explore ideas and values. The approaches underpinning the course draw on positive psychology, mindfulness, compassion, and philosophy.

The course is particularly intended for students in education and related fields, including those preparing for professional roles in schools, leisure-time education, and other educational settings. It is recommended that students have completed the preceding course, The Life I Want I: Flourishing and Self-Reflection, or a comparable course.

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

The oppression of marginalised groups is an issue that social science have researched in the past decades; however, the psychological effect of oppression is a more recent subject. These effects can for example turn into the internalisation of oppression. In this course students get to know critical theories based on postcolonial psychology. Subject of the course will look at how the internalisation appears and how it affects different groups, for example, disabled people, immigrants, black people, Indigenous, and people of colour (BIPOC) and queer people. It is important that society has knowledge about the psychological effects of internalisation on marginalised groups, both to know how to react accordingly and to be able to decrease the negative effects of internalisation.