Main objectives:
The purpose of the course is to introduce students to the diversity and development of educational settings. Students will become familiar with key developments in education in the 20th and early 21st century. There will be a brief introduction to theories of educational change and relationships between policy and practice. Students will be able to identify and discuss some of the issues involved in establishing and maintaining educational settings, both formal and nonformal. Students will understand that different cultural values lie behind different versions of good practice and will be able to form judgements about what might constitute good practice in a variety of settings.

Learning experiences:
Students will undertake regular field visits to a range of educational settings. They will be required to prepare themselves for the visits and to write short reports after the visits. Students will be required to read short articles in order to increase their understanding of developments in education. They will be encouraged to appreciate values and practices in different settings and will be able to construct arguments on what consitutes good practice. Students will research at least one setting in some depth and make an oral and visual presentation on their setting. They will carry out assignments involving electronic and library-based resources. Thorough preparation for classes will be expected and the course will rely on the active participation of students in classes.

The sessions are organised as a series of workshops. Emphasis is placed on planning, drafting and dissemination of students’ work through oral/written presentations. Students will discuss a series of educational issues, both international and national, and preferably such as are relevant to the background or experience of particular students. The main activities include:
- Recognising and improving how you learn.
- Identifying ideas and points in a written argument.
- Building knowledge of grammar and style rules.
- Recognising good writing.
- Critical analysis of ideas and points in an argument.
- Peer and self-reviews.
- Planning and drafting skills.
- Delivering an oral presentation based on your own writing.
- Developing academic papers.

Main objectives:
The purpose of the course is to introduce students to the field of social and educational research.

Content:
Concepts of research, scientific criteria and research ethics will be discussed. The research process will be considered. Students will become acquainted with some of the main methods used in educational research and critically examine some examples of research. They will understand and appreciate differences between qualitative and quantitative research and what they have in common. Qualitative research traditions and methods will be discussed. Students will be introduced to descriptive statistics and experimental research.

Learning experiences
Students will be required to read research in order to increase their understanding of methods used. They will be encouraged to develop skills in finding and using relevant research findings and an understanding of the quality indicators of good research. Students will learn how to use statistical software. They will carry out assignments involving the use of different skills. Thorough preparation for classes will be expected and the course will rely on the active participation of students in classes.

The course will examine the relationships between education and society by reviewing a variety of theoretical perspectives and empirical studies in sociology. Topics covered include theories of discrimination and social mobility, culture and the position of the individual in society, modernization and growing individualism, globalization and socialization, class and status. Theories and concepts within gender studies, queer studies, disability studies and cultural studies will also be discussed. Critical theories about race will also be introduced. Emphasis is placed on linking theories and research results. The course will also briefly examine important aspects of the history of education and childhood worldwide. Special attention will be paid to culture and how different societies understand and examine education and pedagogy / childhood.

Textbook:

Boronski, T. and Hassan, N. (2020). Sociology of Education. 2n edition. London: SAGE. 

Main objectives:
The main objective of the course is to provide students with (i) a comprehensive understanding of the developmental changes of the life course, and (ii) understanding of dominant views and theories in psychology and philosophy about development and self in both in a global context.

Content:
The course will cover a broad range of developmental changes during different phases of an individuals life, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The interaction between development and self identity on the one hand and learning, motivation, parenting practices, culture, and different social environments on the other, will be addressed. Various topics in psychology and philosophy pertaining to theories of the self will be discussed, such as self identity, self respect, confidence and autonomy.

Procedure:
The course will consist of lectures and seminars. In seminars the students will get practice in discussing the various topics of the course in a critical and constructive setting placing them in a wide theoretical and practical context.

The aim of the course is to increase students' understanding of (i) how education can develop in today's multicultural societies and the challenges associated with it. (ii) the concepts of globalization, migration and the development of multicultural societies. (iii) concepts such as culture, religion, language and identity in light of migration, globalization and multicultural societies.

Content The course covers fundamental concepts related to globalization, migration and the development of multicultural societies. Concepts such as culture, religion, language and identity will be discussed and related aspects such as attitudes, prejudices, human rights, equality and democracy in multicultural societies will be discussed. Challenges in education in multicultural societies will be discussed and the concepts of multicultural education, global education and citizenship education will be introduced. The course is based on research in Iceland and in other countries in the field of education, globalization and the development of multicultural societies.

Teaching methods The course is based on lectures and discussions. In discussions, students will be trained to discuss various topics critically in an academic context with connections to the field. Students are expected to arrive well prepared on time, and the course expects active student participation in lessons. Students will present their final project orally and with a presentation of slides/pictures. In all projects, students are expected to use materials from the library and the web.

Pedagogy
The purpose of the course is to prepare participants to teach and work with children and adolescents in international and multicultural settings in Iceland and around the world. The main goal is to introduce key learning and teaching theories.

Content
The course will build on the combination of the group each time, take into account and adapt to the international and diverse experience and knowledge the teacher learners bring to the course. The course builds on a framework of inquiry that enables participants to analyze their experience, relate to pedagogical theories, and study multicultural and international pedagogy. The emphasis is on differentiation in the instruction, the learning material and the learning environment. Different learning styles, teaching methods, and assessment that support children and adolescent to become independent and active pupils will be introduced.

Procedures
The course work is based on diverse reading material, dialogue and projects. Participants are supported to be active, independent, and information seekers. Through the course the participants develop their practice based portfolio.

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

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 seminar will cover topics related to education in a global context. The choice of topics is based on students’ senior thesis projects, current societal issues related to education in a broad sense. Students select course topics and relevant reading materials. They will focus on work that is related to their final BA projects and research, by finding relevant and current academic articles. Students will also organize an academic conference and present BA project, make a poster and an abstract for publication in a conference manual and develop an online platform. Students are encouraged to summarize their experience of their studies and discuss their own future vision of studies and work in the field of education. Significant emphasis is placed on professional and academic work methods. Students are encouraged to become participants in professional discussions in their field of study.

The final project for the BA degree in International Studies in Education is 10e and it is expected that it will be taken in parallel with the course INT601G Seminar for final projects in international education (5 ECTS). In this course, students work on final projects in International Studies in Education. Students will, in collaboration with their supervisor develop and write on an academic research project related to the student's field of interest. Instructions for final projects can be found on Ugla.

During the course, the emphasis is on discussions and reflections on the concept of professionalism and related concepts, how they have developed, and influencing factors, i.e. the professional mandate (the governmental influence), the influence of stakeholders, professionals, and the professions. The concepts 'collaborative professionalism' and 'democratic professionalism' will be analysed and discussed. Further, the focus will be on development of a ‘professional’ and what affects his or her 'professional identity'. ‘Professional learning communities’, ideology and characteristics, will be examined.

The course consists of lectures, discussions and group work. Students are expected to take an active part in discussions and are required to present papers regularly related to the subject.

The course introduces students to an academic approach to learning and university studies.

The course builds on relevant theories and applications of understanding and managing academic cultural differences between various expectations and conditions for academic learning both in text and context. Various assessment exercises during the course focus on how to handle the transition between explicit and implicit cultural expectations, including communication between teachers and students, teaching, examinations, independent learning and initiative-taking, and how language is used for better intercultural understanding and academic purposes.

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.

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.

The course is directed to students who are interested in intercultural communication, especially the linguistic aspects of communication. Course participants will have the opportunity - individually and in a group - to reflect and process their own experiences of cross-language communication. Topics include intercultural communication, communicative norms and communicative bias.

The course is offered simultaneously at the universities of Helsinki, Iceland, Stockholm and Copenhagen; students from the four universities will meet, interact and gain insights from one another in the Zoom sessions and through asynchronous activities.

The course provides theoretical grounding to support practical cultural analysis. This will be achieved through acquisition of an intercultural toolbox and activities that challenge cultural assumptions and may cause cultural dissonance. Furthermore, guided and spontaneous meta-cognitive/meta-emotional reflection has a core role throughout the course. Participating in course activities and engaging in reflection allows students to gain critical awareness of one’s own, and other, cultures.

The aim of this course is to provide an overview of the development of Icelandic culture from early to modern times, with emphasis on contemporary culture and art. Focus is placed on the rapid development of the country from a rural to an urban society during the past decades and the way in which the development has influenced Icelandic music, visual arts, films, theatre, and literature.  Students will e.g. read a varied selection of literary texts. Icelandic Culture is open to all foreign students at the University of Iceland. The course is taught in English.

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.

The students will develop competencies in the methodology of teaching English to students at lower secondary level based on the objectives of the National Curriculum for English. They will get practice in lesson planning, use of a variety of activities and materials, such as literature and film, and lesson evaluation. The course includes 3 credits of practice teaching. Students who are exempt from teaching practice (for example BA students) will do alternative assignments.

Language can be considered a powerful tool for conveying culture and the classroom can be considered a critical social space that both shapes and influences the attitudes, values, and learning processes of teachers and students. Primary goals of multicultural education are to:

• foster human rights, promote social justice, and support educational equity
• acknowledge the value of cultural diversity and use it as a tool to support learning
• enhance respect for cultural differences (linguistic, ethnic, spiritual, gender and sexual orientation, socio-economic, etc.) and promote understanding of varying life choices and life experiences

The course includes 3 credits of practice teaching. Students receive practice in lesson planning and use of a variety of activities and materials which take into account students’ diverse needs and backgrounds. Students who are exempt from teaching practice (for example BA students) will do alternative assignments.

This course  draws on seminal and current research about effective teaching and learning of English as a foreign language.  Students will come to understand important theories that underpin EFL learning and second language acquisition, especially as it concerns teaching the four language skills (listening, speaking, reading, and writing). This is accomplished by considering relevant concepts related to language acquisition, learner autonomy, and language assessment in a self- reflective and analytical way. Essentially, this course examines the why behind language teaching through student‐led and teacher-supported seminars. It culminates in a research project considering how to practically apply this knowledge to EFL teaching in a way that benefits both teachers and learners.

Course work demands active participation and consists of reading, lectures, face-to-face and online discussions, student-driven presentations and a research project.

The course focuses on volunteering and the various social, educational and psychological theories that are related to this type of civic participation. Incentives for volunteering are also discussed as well as gender differences in that context. Organizational and structural elements of volunteering will then be introduced as they can contribute to increasing the likelihood of finding the volunteering participation meaningful as well as encouraging future engagement. Students will also get opportunities to experience volunteering on their own and participate for a chosen organization or social association that brings assistance to people with social justice and welfare in mind. 

Teaching and learning methods: Lectures, discussions and class assignments will be scheduled four times in total; twice in on-site sessions I and twice in on-site session II. Attendance is mandatory. Volunteer sessions for social associations or organizations will be six in certain number of hours each time and participation needs to be 100%.

Nature of Iceland
Students learn about the weather and climate, geology, vegetation and animal life. (wild and domestic). They attend lectures about the geology of Iceland and go on fieldtrips to see volcanoes, hotsprings and lava and study the geography of the country. They go birdwatching, to the seashore and to a woody hill.

Field trips (1-6 hours) are an important ingredient of this part of the course.

Environmental problems and nature conservation in Iceland will be discussed.

Cultural Legacy
The course will give an overview of Icelandic history and culture from medieval times to the present.

An Icelandic Family Saga wil be read. Some Icelandic folk tales and familiar motives from oral tradition will be looked into as well as modern and contemporary literature and other art forms.
Field trips will be made to historical museums and art exhibits.

Teaching methods: Lectures, seminars , group work and field trips.

Nature of Iceland
Students learn about the weather and climate, geology, vegetation and animal life. (wild and domestic). They attend lectures about the geology of Iceland and go on fieldtrips to see volcanoes, hotsprings and lava and study the geography of the country. They go birdwatching, to the seashore and to a woody hill.

Field trips (1-6 hours) are an important ingredient of this part of the course.

Environmental problems and nature conservation in Iceland will be discussed.

Cultural Legacy
The course will give an overview of Icelandic history and culture from medieval times to the present.

An Icelandic Family Saga wil be read. Some Icelandic folk tales and familiar motives from oral tradition will be looked into as well as modern and contemporary literature and other art forms.
Field trips will be made to historical museums and art exhibits.

Teaching methods: Lectures, seminars , group work and field trips.

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

Students will develop an understanding of the nature and structure of English grammar, become familiar with grammar concepts and terminology and will become acquainted with common errors made by English learners. The course aims to provide students with the opportunity to build English language skills, with a focus on academic reading, writing, and presenting.

Main objectives:
The purpose of the course is to introduce students to the diversity and development of educational settings. Students will become familiar with key developments in education in the 20th and early 21st century. There will be a brief introduction to theories of educational change and relationships between policy and practice. Students will be able to identify and discuss some of the issues involved in establishing and maintaining educational settings, both formal and nonformal. Students will understand that different cultural values lie behind different versions of good practice and will be able to form judgements about what might constitute good practice in a variety of settings.

Learning experiences:
Students will undertake regular field visits to a range of educational settings. They will be required to prepare themselves for the visits and to write short reports after the visits. Students will be required to read short articles in order to increase their understanding of developments in education. They will be encouraged to appreciate values and practices in different settings and will be able to construct arguments on what consitutes good practice. Students will research at least one setting in some depth and make an oral and visual presentation on their setting. They will carry out assignments involving electronic and library-based resources. Thorough preparation for classes will be expected and the course will rely on the active participation of students in classes.

The sessions are organised as a series of workshops. Emphasis is placed on planning, drafting and dissemination of students’ work through oral/written presentations. Students will discuss a series of educational issues, both international and national, and preferably such as are relevant to the background or experience of particular students. The main activities include:
- Recognising and improving how you learn.
- Identifying ideas and points in a written argument.
- Building knowledge of grammar and style rules.
- Recognising good writing.
- Critical analysis of ideas and points in an argument.
- Peer and self-reviews.
- Planning and drafting skills.
- Delivering an oral presentation based on your own writing.
- Developing academic papers.

Main objectives:
The purpose of the course is to introduce students to the field of social and educational research.

Content:
Concepts of research, scientific criteria and research ethics will be discussed. The research process will be considered. Students will become acquainted with some of the main methods used in educational research and critically examine some examples of research. They will understand and appreciate differences between qualitative and quantitative research and what they have in common. Qualitative research traditions and methods will be discussed. Students will be introduced to descriptive statistics and experimental research.

Learning experiences
Students will be required to read research in order to increase their understanding of methods used. They will be encouraged to develop skills in finding and using relevant research findings and an understanding of the quality indicators of good research. Students will learn how to use statistical software. They will carry out assignments involving the use of different skills. Thorough preparation for classes will be expected and the course will rely on the active participation of students in classes.

The course will examine the relationships between education and society by reviewing a variety of theoretical perspectives and empirical studies in sociology. Topics covered include theories of discrimination and social mobility, culture and the position of the individual in society, modernization and growing individualism, globalization and socialization, class and status. Theories and concepts within gender studies, queer studies, disability studies and cultural studies will also be discussed. Critical theories about race will also be introduced. Emphasis is placed on linking theories and research results. The course will also briefly examine important aspects of the history of education and childhood worldwide. Special attention will be paid to culture and how different societies understand and examine education and pedagogy / childhood.

Textbook:

Boronski, T. and Hassan, N. (2020). Sociology of Education. 2n edition. London: SAGE. 

Main objectives:
The main objective of the course is to provide students with (i) a comprehensive understanding of the developmental changes of the life course, and (ii) understanding of dominant views and theories in psychology and philosophy about development and self in both in a global context.

Content:
The course will cover a broad range of developmental changes during different phases of an individuals life, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The interaction between development and self identity on the one hand and learning, motivation, parenting practices, culture, and different social environments on the other, will be addressed. Various topics in psychology and philosophy pertaining to theories of the self will be discussed, such as self identity, self respect, confidence and autonomy.

Procedure:
The course will consist of lectures and seminars. In seminars the students will get practice in discussing the various topics of the course in a critical and constructive setting placing them in a wide theoretical and practical context.

The aim of the course is to increase students' understanding of (i) how education can develop in today's multicultural societies and the challenges associated with it. (ii) the concepts of globalization, migration and the development of multicultural societies. (iii) concepts such as culture, religion, language and identity in light of migration, globalization and multicultural societies.

Content The course covers fundamental concepts related to globalization, migration and the development of multicultural societies. Concepts such as culture, religion, language and identity will be discussed and related aspects such as attitudes, prejudices, human rights, equality and democracy in multicultural societies will be discussed. Challenges in education in multicultural societies will be discussed and the concepts of multicultural education, global education and citizenship education will be introduced. The course is based on research in Iceland and in other countries in the field of education, globalization and the development of multicultural societies.

Teaching methods The course is based on lectures and discussions. In discussions, students will be trained to discuss various topics critically in an academic context with connections to the field. Students are expected to arrive well prepared on time, and the course expects active student participation in lessons. Students will present their final project orally and with a presentation of slides/pictures. In all projects, students are expected to use materials from the library and the web.

Pedagogy
The purpose of the course is to prepare participants to teach and work with children and adolescents in international and multicultural settings in Iceland and around the world. The main goal is to introduce key learning and teaching theories.

Content
The course will build on the combination of the group each time, take into account and adapt to the international and diverse experience and knowledge the teacher learners bring to the course. The course builds on a framework of inquiry that enables participants to analyze their experience, relate to pedagogical theories, and study multicultural and international pedagogy. The emphasis is on differentiation in the instruction, the learning material and the learning environment. Different learning styles, teaching methods, and assessment that support children and adolescent to become independent and active pupils will be introduced.

Procedures
The course work is based on diverse reading material, dialogue and projects. Participants are supported to be active, independent, and information seekers. Through the course the participants develop their practice based portfolio.

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

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 seminar will cover topics related to education in a global context. The choice of topics is based on students’ senior thesis projects, current societal issues related to education in a broad sense. Students select course topics and relevant reading materials. They will focus on work that is related to their final BA projects and research, by finding relevant and current academic articles. Students will also organize an academic conference and present BA project, make a poster and an abstract for publication in a conference manual and develop an online platform. Students are encouraged to summarize their experience of their studies and discuss their own future vision of studies and work in the field of education. Significant emphasis is placed on professional and academic work methods. Students are encouraged to become participants in professional discussions in their field of study.

The final project for the BA degree in International Studies in Education is 10e and it is expected that it will be taken in parallel with the course INT601G Seminar for final projects in international education (5 ECTS). In this course, students work on final projects in International Studies in Education. Students will, in collaboration with their supervisor develop and write on an academic research project related to the student's field of interest. Instructions for final projects can be found on Ugla.

During the course, the emphasis is on discussions and reflections on the concept of professionalism and related concepts, how they have developed, and influencing factors, i.e. the professional mandate (the governmental influence), the influence of stakeholders, professionals, and the professions. The concepts 'collaborative professionalism' and 'democratic professionalism' will be analysed and discussed. Further, the focus will be on development of a ‘professional’ and what affects his or her 'professional identity'. ‘Professional learning communities’, ideology and characteristics, will be examined.

The course consists of lectures, discussions and group work. Students are expected to take an active part in discussions and are required to present papers regularly related to the subject.

The course introduces students to an academic approach to learning and university studies.

The course builds on relevant theories and applications of understanding and managing academic cultural differences between various expectations and conditions for academic learning both in text and context. Various assessment exercises during the course focus on how to handle the transition between explicit and implicit cultural expectations, including communication between teachers and students, teaching, examinations, independent learning and initiative-taking, and how language is used for better intercultural understanding and academic purposes.

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.

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.

The course is directed to students who are interested in intercultural communication, especially the linguistic aspects of communication. Course participants will have the opportunity - individually and in a group - to reflect and process their own experiences of cross-language communication. Topics include intercultural communication, communicative norms and communicative bias.

The course is offered simultaneously at the universities of Helsinki, Iceland, Stockholm and Copenhagen; students from the four universities will meet, interact and gain insights from one another in the Zoom sessions and through asynchronous activities.

The course provides theoretical grounding to support practical cultural analysis. This will be achieved through acquisition of an intercultural toolbox and activities that challenge cultural assumptions and may cause cultural dissonance. Furthermore, guided and spontaneous meta-cognitive/meta-emotional reflection has a core role throughout the course. Participating in course activities and engaging in reflection allows students to gain critical awareness of one’s own, and other, cultures.

The aim of this course is to provide an overview of the development of Icelandic culture from early to modern times, with emphasis on contemporary culture and art. Focus is placed on the rapid development of the country from a rural to an urban society during the past decades and the way in which the development has influenced Icelandic music, visual arts, films, theatre, and literature.  Students will e.g. read a varied selection of literary texts. Icelandic Culture is open to all foreign students at the University of Iceland. The course is taught in English.

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.

The students will develop competencies in the methodology of teaching English to students at lower secondary level based on the objectives of the National Curriculum for English. They will get practice in lesson planning, use of a variety of activities and materials, such as literature and film, and lesson evaluation. The course includes 3 credits of practice teaching. Students who are exempt from teaching practice (for example BA students) will do alternative assignments.

Language can be considered a powerful tool for conveying culture and the classroom can be considered a critical social space that both shapes and influences the attitudes, values, and learning processes of teachers and students. Primary goals of multicultural education are to:

• foster human rights, promote social justice, and support educational equity
• acknowledge the value of cultural diversity and use it as a tool to support learning
• enhance respect for cultural differences (linguistic, ethnic, spiritual, gender and sexual orientation, socio-economic, etc.) and promote understanding of varying life choices and life experiences

The course includes 3 credits of practice teaching. Students receive practice in lesson planning and use of a variety of activities and materials which take into account students’ diverse needs and backgrounds. Students who are exempt from teaching practice (for example BA students) will do alternative assignments.

This course  draws on seminal and current research about effective teaching and learning of English as a foreign language.  Students will come to understand important theories that underpin EFL learning and second language acquisition, especially as it concerns teaching the four language skills (listening, speaking, reading, and writing). This is accomplished by considering relevant concepts related to language acquisition, learner autonomy, and language assessment in a self- reflective and analytical way. Essentially, this course examines the why behind language teaching through student‐led and teacher-supported seminars. It culminates in a research project considering how to practically apply this knowledge to EFL teaching in a way that benefits both teachers and learners.

Course work demands active participation and consists of reading, lectures, face-to-face and online discussions, student-driven presentations and a research project.

The course focuses on volunteering and the various social, educational and psychological theories that are related to this type of civic participation. Incentives for volunteering are also discussed as well as gender differences in that context. Organizational and structural elements of volunteering will then be introduced as they can contribute to increasing the likelihood of finding the volunteering participation meaningful as well as encouraging future engagement. Students will also get opportunities to experience volunteering on their own and participate for a chosen organization or social association that brings assistance to people with social justice and welfare in mind. 

Teaching and learning methods: Lectures, discussions and class assignments will be scheduled four times in total; twice in on-site sessions I and twice in on-site session II. Attendance is mandatory. Volunteer sessions for social associations or organizations will be six in certain number of hours each time and participation needs to be 100%.

Nature of Iceland
Students learn about the weather and climate, geology, vegetation and animal life. (wild and domestic). They attend lectures about the geology of Iceland and go on fieldtrips to see volcanoes, hotsprings and lava and study the geography of the country. They go birdwatching, to the seashore and to a woody hill.

Field trips (1-6 hours) are an important ingredient of this part of the course.

Environmental problems and nature conservation in Iceland will be discussed.

Cultural Legacy
The course will give an overview of Icelandic history and culture from medieval times to the present.

An Icelandic Family Saga wil be read. Some Icelandic folk tales and familiar motives from oral tradition will be looked into as well as modern and contemporary literature and other art forms.
Field trips will be made to historical museums and art exhibits.

Teaching methods: Lectures, seminars , group work and field trips.

Nature of Iceland
Students learn about the weather and climate, geology, vegetation and animal life. (wild and domestic). They attend lectures about the geology of Iceland and go on fieldtrips to see volcanoes, hotsprings and lava and study the geography of the country. They go birdwatching, to the seashore and to a woody hill.

Field trips (1-6 hours) are an important ingredient of this part of the course.

Environmental problems and nature conservation in Iceland will be discussed.

Cultural Legacy
The course will give an overview of Icelandic history and culture from medieval times to the present.

An Icelandic Family Saga wil be read. Some Icelandic folk tales and familiar motives from oral tradition will be looked into as well as modern and contemporary literature and other art forms.
Field trips will be made to historical museums and art exhibits.

Teaching methods: Lectures, seminars , group work and field trips.

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

Students will develop an understanding of the nature and structure of English grammar, become familiar with grammar concepts and terminology and will become acquainted with common errors made by English learners. The course aims to provide students with the opportunity to build English language skills, with a focus on academic reading, writing, and presenting.

Main objectives:
The purpose of the course is to introduce students to the diversity and development of educational settings. Students will become familiar with key developments in education in the 20th and early 21st century. There will be a brief introduction to theories of educational change and relationships between policy and practice. Students will be able to identify and discuss some of the issues involved in establishing and maintaining educational settings, both formal and nonformal. Students will understand that different cultural values lie behind different versions of good practice and will be able to form judgements about what might constitute good practice in a variety of settings.

Learning experiences:
Students will undertake regular field visits to a range of educational settings. They will be required to prepare themselves for the visits and to write short reports after the visits. Students will be required to read short articles in order to increase their understanding of developments in education. They will be encouraged to appreciate values and practices in different settings and will be able to construct arguments on what consitutes good practice. Students will research at least one setting in some depth and make an oral and visual presentation on their setting. They will carry out assignments involving electronic and library-based resources. Thorough preparation for classes will be expected and the course will rely on the active participation of students in classes.

The sessions are organised as a series of workshops. Emphasis is placed on planning, drafting and dissemination of students’ work through oral/written presentations. Students will discuss a series of educational issues, both international and national, and preferably such as are relevant to the background or experience of particular students. The main activities include:
- Recognising and improving how you learn.
- Identifying ideas and points in a written argument.
- Building knowledge of grammar and style rules.
- Recognising good writing.
- Critical analysis of ideas and points in an argument.
- Peer and self-reviews.
- Planning and drafting skills.
- Delivering an oral presentation based on your own writing.
- Developing academic papers.

Main objectives:
The purpose of the course is to introduce students to the field of social and educational research.

Content:
Concepts of research, scientific criteria and research ethics will be discussed. The research process will be considered. Students will become acquainted with some of the main methods used in educational research and critically examine some examples of research. They will understand and appreciate differences between qualitative and quantitative research and what they have in common. Qualitative research traditions and methods will be discussed. Students will be introduced to descriptive statistics and experimental research.

Learning experiences
Students will be required to read research in order to increase their understanding of methods used. They will be encouraged to develop skills in finding and using relevant research findings and an understanding of the quality indicators of good research. Students will learn how to use statistical software. They will carry out assignments involving the use of different skills. Thorough preparation for classes will be expected and the course will rely on the active participation of students in classes.

The course will examine the relationships between education and society by reviewing a variety of theoretical perspectives and empirical studies in sociology. Topics covered include theories of discrimination and social mobility, culture and the position of the individual in society, modernization and growing individualism, globalization and socialization, class and status. Theories and concepts within gender studies, queer studies, disability studies and cultural studies will also be discussed. Critical theories about race will also be introduced. Emphasis is placed on linking theories and research results. The course will also briefly examine important aspects of the history of education and childhood worldwide. Special attention will be paid to culture and how different societies understand and examine education and pedagogy / childhood.

Textbook:

Boronski, T. and Hassan, N. (2020). Sociology of Education. 2n edition. London: SAGE. 

Main objectives:
The main objective of the course is to provide students with (i) a comprehensive understanding of the developmental changes of the life course, and (ii) understanding of dominant views and theories in psychology and philosophy about development and self in both in a global context.

Content:
The course will cover a broad range of developmental changes during different phases of an individuals life, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The interaction between development and self identity on the one hand and learning, motivation, parenting practices, culture, and different social environments on the other, will be addressed. Various topics in psychology and philosophy pertaining to theories of the self will be discussed, such as self identity, self respect, confidence and autonomy.

Procedure:
The course will consist of lectures and seminars. In seminars the students will get practice in discussing the various topics of the course in a critical and constructive setting placing them in a wide theoretical and practical context.

The aim of the course is to increase students' understanding of (i) how education can develop in today's multicultural societies and the challenges associated with it. (ii) the concepts of globalization, migration and the development of multicultural societies. (iii) concepts such as culture, religion, language and identity in light of migration, globalization and multicultural societies.

Content The course covers fundamental concepts related to globalization, migration and the development of multicultural societies. Concepts such as culture, religion, language and identity will be discussed and related aspects such as attitudes, prejudices, human rights, equality and democracy in multicultural societies will be discussed. Challenges in education in multicultural societies will be discussed and the concepts of multicultural education, global education and citizenship education will be introduced. The course is based on research in Iceland and in other countries in the field of education, globalization and the development of multicultural societies.

Teaching methods The course is based on lectures and discussions. In discussions, students will be trained to discuss various topics critically in an academic context with connections to the field. Students are expected to arrive well prepared on time, and the course expects active student participation in lessons. Students will present their final project orally and with a presentation of slides/pictures. In all projects, students are expected to use materials from the library and the web.

Pedagogy
The purpose of the course is to prepare participants to teach and work with children and adolescents in international and multicultural settings in Iceland and around the world. The main goal is to introduce key learning and teaching theories.

Content
The course will build on the combination of the group each time, take into account and adapt to the international and diverse experience and knowledge the teacher learners bring to the course. The course builds on a framework of inquiry that enables participants to analyze their experience, relate to pedagogical theories, and study multicultural and international pedagogy. The emphasis is on differentiation in the instruction, the learning material and the learning environment. Different learning styles, teaching methods, and assessment that support children and adolescent to become independent and active pupils will be introduced.

Procedures
The course work is based on diverse reading material, dialogue and projects. Participants are supported to be active, independent, and information seekers. Through the course the participants develop their practice based portfolio.

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

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 seminar will cover topics related to education in a global context. The choice of topics is based on students’ senior thesis projects, current societal issues related to education in a broad sense. Students select course topics and relevant reading materials. They will focus on work that is related to their final BA projects and research, by finding relevant and current academic articles. Students will also organize an academic conference and present BA project, make a poster and an abstract for publication in a conference manual and develop an online platform. Students are encouraged to summarize their experience of their studies and discuss their own future vision of studies and work in the field of education. Significant emphasis is placed on professional and academic work methods. Students are encouraged to become participants in professional discussions in their field of study.

The final project for the BA degree in International Studies in Education is 10e and it is expected that it will be taken in parallel with the course INT601G Seminar for final projects in international education (5 ECTS). In this course, students work on final projects in International Studies in Education. Students will, in collaboration with their supervisor develop and write on an academic research project related to the student's field of interest. Instructions for final projects can be found on Ugla.

During the course, the emphasis is on discussions and reflections on the concept of professionalism and related concepts, how they have developed, and influencing factors, i.e. the professional mandate (the governmental influence), the influence of stakeholders, professionals, and the professions. The concepts 'collaborative professionalism' and 'democratic professionalism' will be analysed and discussed. Further, the focus will be on development of a ‘professional’ and what affects his or her 'professional identity'. ‘Professional learning communities’, ideology and characteristics, will be examined.

The course consists of lectures, discussions and group work. Students are expected to take an active part in discussions and are required to present papers regularly related to the subject.

The course introduces students to an academic approach to learning and university studies.

The course builds on relevant theories and applications of understanding and managing academic cultural differences between various expectations and conditions for academic learning both in text and context. Various assessment exercises during the course focus on how to handle the transition between explicit and implicit cultural expectations, including communication between teachers and students, teaching, examinations, independent learning and initiative-taking, and how language is used for better intercultural understanding and academic purposes.

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.

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.

The course is directed to students who are interested in intercultural communication, especially the linguistic aspects of communication. Course participants will have the opportunity - individually and in a group - to reflect and process their own experiences of cross-language communication. Topics include intercultural communication, communicative norms and communicative bias.

The course is offered simultaneously at the universities of Helsinki, Iceland, Stockholm and Copenhagen; students from the four universities will meet, interact and gain insights from one another in the Zoom sessions and through asynchronous activities.

The course provides theoretical grounding to support practical cultural analysis. This will be achieved through acquisition of an intercultural toolbox and activities that challenge cultural assumptions and may cause cultural dissonance. Furthermore, guided and spontaneous meta-cognitive/meta-emotional reflection has a core role throughout the course. Participating in course activities and engaging in reflection allows students to gain critical awareness of one’s own, and other, cultures.

The aim of this course is to provide an overview of the development of Icelandic culture from early to modern times, with emphasis on contemporary culture and art. Focus is placed on the rapid development of the country from a rural to an urban society during the past decades and the way in which the development has influenced Icelandic music, visual arts, films, theatre, and literature.  Students will e.g. read a varied selection of literary texts. Icelandic Culture is open to all foreign students at the University of Iceland. The course is taught in English.

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.

The students will develop competencies in the methodology of teaching English to students at lower secondary level based on the objectives of the National Curriculum for English. They will get practice in lesson planning, use of a variety of activities and materials, such as literature and film, and lesson evaluation. The course includes 3 credits of practice teaching. Students who are exempt from teaching practice (for example BA students) will do alternative assignments.

Language can be considered a powerful tool for conveying culture and the classroom can be considered a critical social space that both shapes and influences the attitudes, values, and learning processes of teachers and students. Primary goals of multicultural education are to:

• foster human rights, promote social justice, and support educational equity
• acknowledge the value of cultural diversity and use it as a tool to support learning
• enhance respect for cultural differences (linguistic, ethnic, spiritual, gender and sexual orientation, socio-economic, etc.) and promote understanding of varying life choices and life experiences

The course includes 3 credits of practice teaching. Students receive practice in lesson planning and use of a variety of activities and materials which take into account students’ diverse needs and backgrounds. Students who are exempt from teaching practice (for example BA students) will do alternative assignments.

This course  draws on seminal and current research about effective teaching and learning of English as a foreign language.  Students will come to understand important theories that underpin EFL learning and second language acquisition, especially as it concerns teaching the four language skills (listening, speaking, reading, and writing). This is accomplished by considering relevant concepts related to language acquisition, learner autonomy, and language assessment in a self- reflective and analytical way. Essentially, this course examines the why behind language teaching through student‐led and teacher-supported seminars. It culminates in a research project considering how to practically apply this knowledge to EFL teaching in a way that benefits both teachers and learners.

Course work demands active participation and consists of reading, lectures, face-to-face and online discussions, student-driven presentations and a research project.

The course focuses on volunteering and the various social, educational and psychological theories that are related to this type of civic participation. Incentives for volunteering are also discussed as well as gender differences in that context. Organizational and structural elements of volunteering will then be introduced as they can contribute to increasing the likelihood of finding the volunteering participation meaningful as well as encouraging future engagement. Students will also get opportunities to experience volunteering on their own and participate for a chosen organization or social association that brings assistance to people with social justice and welfare in mind. 

Teaching and learning methods: Lectures, discussions and class assignments will be scheduled four times in total; twice in on-site sessions I and twice in on-site session II. Attendance is mandatory. Volunteer sessions for social associations or organizations will be six in certain number of hours each time and participation needs to be 100%.

Nature of Iceland
Students learn about the weather and climate, geology, vegetation and animal life. (wild and domestic). They attend lectures about the geology of Iceland and go on fieldtrips to see volcanoes, hotsprings and lava and study the geography of the country. They go birdwatching, to the seashore and to a woody hill.

Field trips (1-6 hours) are an important ingredient of this part of the course.

Environmental problems and nature conservation in Iceland will be discussed.

Cultural Legacy
The course will give an overview of Icelandic history and culture from medieval times to the present.

An Icelandic Family Saga wil be read. Some Icelandic folk tales and familiar motives from oral tradition will be looked into as well as modern and contemporary literature and other art forms.
Field trips will be made to historical museums and art exhibits.

Teaching methods: Lectures, seminars , group work and field trips.

Nature of Iceland
Students learn about the weather and climate, geology, vegetation and animal life. (wild and domestic). They attend lectures about the geology of Iceland and go on fieldtrips to see volcanoes, hotsprings and lava and study the geography of the country. They go birdwatching, to the seashore and to a woody hill.

Field trips (1-6 hours) are an important ingredient of this part of the course.

Environmental problems and nature conservation in Iceland will be discussed.

Cultural Legacy
The course will give an overview of Icelandic history and culture from medieval times to the present.

An Icelandic Family Saga wil be read. Some Icelandic folk tales and familiar motives from oral tradition will be looked into as well as modern and contemporary literature and other art forms.
Field trips will be made to historical museums and art exhibits.

Teaching methods: Lectures, seminars , group work and field trips.

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

Students will develop an understanding of the nature and structure of English grammar, become familiar with grammar concepts and terminology and will become acquainted with common errors made by English learners. The course aims to provide students with the opportunity to build English language skills, with a focus on academic reading, writing, and presenting.

Main objectives:
The purpose of the course is to introduce students to the diversity and development of educational settings. Students will become familiar with key developments in education in the 20th and early 21st century. There will be a brief introduction to theories of educational change and relationships between policy and practice. Students will be able to identify and discuss some of the issues involved in establishing and maintaining educational settings, both formal and nonformal. Students will understand that different cultural values lie behind different versions of good practice and will be able to form judgements about what might constitute good practice in a variety of settings.

Learning experiences:
Students will undertake regular field visits to a range of educational settings. They will be required to prepare themselves for the visits and to write short reports after the visits. Students will be required to read short articles in order to increase their understanding of developments in education. They will be encouraged to appreciate values and practices in different settings and will be able to construct arguments on what consitutes good practice. Students will research at least one setting in some depth and make an oral and visual presentation on their setting. They will carry out assignments involving electronic and library-based resources. Thorough preparation for classes will be expected and the course will rely on the active participation of students in classes.

The sessions are organised as a series of workshops. Emphasis is placed on planning, drafting and dissemination of students’ work through oral/written presentations. Students will discuss a series of educational issues, both international and national, and preferably such as are relevant to the background or experience of particular students. The main activities include:
- Recognising and improving how you learn.
- Identifying ideas and points in a written argument.
- Building knowledge of grammar and style rules.
- Recognising good writing.
- Critical analysis of ideas and points in an argument.
- Peer and self-reviews.
- Planning and drafting skills.
- Delivering an oral presentation based on your own writing.
- Developing academic papers.

Main objectives:
The purpose of the course is to introduce students to the field of social and educational research.

Content:
Concepts of research, scientific criteria and research ethics will be discussed. The research process will be considered. Students will become acquainted with some of the main methods used in educational research and critically examine some examples of research. They will understand and appreciate differences between qualitative and quantitative research and what they have in common. Qualitative research traditions and methods will be discussed. Students will be introduced to descriptive statistics and experimental research.

Learning experiences
Students will be required to read research in order to increase their understanding of methods used. They will be encouraged to develop skills in finding and using relevant research findings and an understanding of the quality indicators of good research. Students will learn how to use statistical software. They will carry out assignments involving the use of different skills. Thorough preparation for classes will be expected and the course will rely on the active participation of students in classes.

The course will examine the relationships between education and society by reviewing a variety of theoretical perspectives and empirical studies in sociology. Topics covered include theories of discrimination and social mobility, culture and the position of the individual in society, modernization and growing individualism, globalization and socialization, class and status. Theories and concepts within gender studies, queer studies, disability studies and cultural studies will also be discussed. Critical theories about race will also be introduced. Emphasis is placed on linking theories and research results. The course will also briefly examine important aspects of the history of education and childhood worldwide. Special attention will be paid to culture and how different societies understand and examine education and pedagogy / childhood.

Textbook:

Boronski, T. and Hassan, N. (2020). Sociology of Education. 2n edition. London: SAGE. 

Main objectives:
The main objective of the course is to provide students with (i) a comprehensive understanding of the developmental changes of the life course, and (ii) understanding of dominant views and theories in psychology and philosophy about development and self in both in a global context.

Content:
The course will cover a broad range of developmental changes during different phases of an individuals life, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The interaction between development and self identity on the one hand and learning, motivation, parenting practices, culture, and different social environments on the other, will be addressed. Various topics in psychology and philosophy pertaining to theories of the self will be discussed, such as self identity, self respect, confidence and autonomy.

Procedure:
The course will consist of lectures and seminars. In seminars the students will get practice in discussing the various topics of the course in a critical and constructive setting placing them in a wide theoretical and practical context.

The aim of the course is to increase students' understanding of (i) how education can develop in today's multicultural societies and the challenges associated with it. (ii) the concepts of globalization, migration and the development of multicultural societies. (iii) concepts such as culture, religion, language and identity in light of migration, globalization and multicultural societies.

Content The course covers fundamental concepts related to globalization, migration and the development of multicultural societies. Concepts such as culture, religion, language and identity will be discussed and related aspects such as attitudes, prejudices, human rights, equality and democracy in multicultural societies will be discussed. Challenges in education in multicultural societies will be discussed and the concepts of multicultural education, global education and citizenship education will be introduced. The course is based on research in Iceland and in other countries in the field of education, globalization and the development of multicultural societies.

Teaching methods The course is based on lectures and discussions. In discussions, students will be trained to discuss various topics critically in an academic context with connections to the field. Students are expected to arrive well prepared on time, and the course expects active student participation in lessons. Students will present their final project orally and with a presentation of slides/pictures. In all projects, students are expected to use materials from the library and the web.

Pedagogy
The purpose of the course is to prepare participants to teach and work with children and adolescents in international and multicultural settings in Iceland and around the world. The main goal is to introduce key learning and teaching theories.

Content
The course will build on the combination of the group each time, take into account and adapt to the international and diverse experience and knowledge the teacher learners bring to the course. The course builds on a framework of inquiry that enables participants to analyze their experience, relate to pedagogical theories, and study multicultural and international pedagogy. The emphasis is on differentiation in the instruction, the learning material and the learning environment. Different learning styles, teaching methods, and assessment that support children and adolescent to become independent and active pupils will be introduced.

Procedures
The course work is based on diverse reading material, dialogue and projects. Participants are supported to be active, independent, and information seekers. Through the course the participants develop their practice based portfolio.

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

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 seminar will cover topics related to education in a global context. The choice of topics is based on students’ senior thesis projects, current societal issues related to education in a broad sense. Students select course topics and relevant reading materials. They will focus on work that is related to their final BA projects and research, by finding relevant and current academic articles. Students will also organize an academic conference and present BA project, make a poster and an abstract for publication in a conference manual and develop an online platform. Students are encouraged to summarize their experience of their studies and discuss their own future vision of studies and work in the field of education. Significant emphasis is placed on professional and academic work methods. Students are encouraged to become participants in professional discussions in their field of study.

The final project for the BA degree in International Studies in Education is 10e and it is expected that it will be taken in parallel with the course INT601G Seminar for final projects in international education (5 ECTS). In this course, students work on final projects in International Studies in Education. Students will, in collaboration with their supervisor develop and write on an academic research project related to the student's field of interest. Instructions for final projects can be found on Ugla.

During the course, the emphasis is on discussions and reflections on the concept of professionalism and related concepts, how they have developed, and influencing factors, i.e. the professional mandate (the governmental influence), the influence of stakeholders, professionals, and the professions. The concepts 'collaborative professionalism' and 'democratic professionalism' will be analysed and discussed. Further, the focus will be on development of a ‘professional’ and what affects his or her 'professional identity'. ‘Professional learning communities’, ideology and characteristics, will be examined.

The course consists of lectures, discussions and group work. Students are expected to take an active part in discussions and are required to present papers regularly related to the subject.

The course introduces students to an academic approach to learning and university studies.

The course builds on relevant theories and applications of understanding and managing academic cultural differences between various expectations and conditions for academic learning both in text and context. Various assessment exercises during the course focus on how to handle the transition between explicit and implicit cultural expectations, including communication between teachers and students, teaching, examinations, independent learning and initiative-taking, and how language is used for better intercultural understanding and academic purposes.

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.

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.

The course is directed to students who are interested in intercultural communication, especially the linguistic aspects of communication. Course participants will have the opportunity - individually and in a group - to reflect and process their own experiences of cross-language communication. Topics include intercultural communication, communicative norms and communicative bias.

The course is offered simultaneously at the universities of Helsinki, Iceland, Stockholm and Copenhagen; students from the four universities will meet, interact and gain insights from one another in the Zoom sessions and through asynchronous activities.

The course provides theoretical grounding to support practical cultural analysis. This will be achieved through acquisition of an intercultural toolbox and activities that challenge cultural assumptions and may cause cultural dissonance. Furthermore, guided and spontaneous meta-cognitive/meta-emotional reflection has a core role throughout the course. Participating in course activities and engaging in reflection allows students to gain critical awareness of one’s own, and other, cultures.

The aim of this course is to provide an overview of the development of Icelandic culture from early to modern times, with emphasis on contemporary culture and art. Focus is placed on the rapid development of the country from a rural to an urban society during the past decades and the way in which the development has influenced Icelandic music, visual arts, films, theatre, and literature.  Students will e.g. read a varied selection of literary texts. Icelandic Culture is open to all foreign students at the University of Iceland. The course is taught in English.

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.

The students will develop competencies in the methodology of teaching English to students at lower secondary level based on the objectives of the National Curriculum for English. They will get practice in lesson planning, use of a variety of activities and materials, such as literature and film, and lesson evaluation. The course includes 3 credits of practice teaching. Students who are exempt from teaching practice (for example BA students) will do alternative assignments.

Language can be considered a powerful tool for conveying culture and the classroom can be considered a critical social space that both shapes and influences the attitudes, values, and learning processes of teachers and students. Primary goals of multicultural education are to:

• foster human rights, promote social justice, and support educational equity
• acknowledge the value of cultural diversity and use it as a tool to support learning
• enhance respect for cultural differences (linguistic, ethnic, spiritual, gender and sexual orientation, socio-economic, etc.) and promote understanding of varying life choices and life experiences

The course includes 3 credits of practice teaching. Students receive practice in lesson planning and use of a variety of activities and materials which take into account students’ diverse needs and backgrounds. Students who are exempt from teaching practice (for example BA students) will do alternative assignments.

This course  draws on seminal and current research about effective teaching and learning of English as a foreign language.  Students will come to understand important theories that underpin EFL learning and second language acquisition, especially as it concerns teaching the four language skills (listening, speaking, reading, and writing). This is accomplished by considering relevant concepts related to language acquisition, learner autonomy, and language assessment in a self- reflective and analytical way. Essentially, this course examines the why behind language teaching through student‐led and teacher-supported seminars. It culminates in a research project considering how to practically apply this knowledge to EFL teaching in a way that benefits both teachers and learners.

Course work demands active participation and consists of reading, lectures, face-to-face and online discussions, student-driven presentations and a research project.

The course focuses on volunteering and the various social, educational and psychological theories that are related to this type of civic participation. Incentives for volunteering are also discussed as well as gender differences in that context. Organizational and structural elements of volunteering will then be introduced as they can contribute to increasing the likelihood of finding the volunteering participation meaningful as well as encouraging future engagement. Students will also get opportunities to experience volunteering on their own and participate for a chosen organization or social association that brings assistance to people with social justice and welfare in mind. 

Teaching and learning methods: Lectures, discussions and class assignments will be scheduled four times in total; twice in on-site sessions I and twice in on-site session II. Attendance is mandatory. Volunteer sessions for social associations or organizations will be six in certain number of hours each time and participation needs to be 100%.

Nature of Iceland
Students learn about the weather and climate, geology, vegetation and animal life. (wild and domestic). They attend lectures about the geology of Iceland and go on fieldtrips to see volcanoes, hotsprings and lava and study the geography of the country. They go birdwatching, to the seashore and to a woody hill.

Field trips (1-6 hours) are an important ingredient of this part of the course.

Environmental problems and nature conservation in Iceland will be discussed.

Cultural Legacy
The course will give an overview of Icelandic history and culture from medieval times to the present.

An Icelandic Family Saga wil be read. Some Icelandic folk tales and familiar motives from oral tradition will be looked into as well as modern and contemporary literature and other art forms.
Field trips will be made to historical museums and art exhibits.

Teaching methods: Lectures, seminars , group work and field trips.

Nature of Iceland
Students learn about the weather and climate, geology, vegetation and animal life. (wild and domestic). They attend lectures about the geology of Iceland and go on fieldtrips to see volcanoes, hotsprings and lava and study the geography of the country. They go birdwatching, to the seashore and to a woody hill.

Field trips (1-6 hours) are an important ingredient of this part of the course.

Environmental problems and nature conservation in Iceland will be discussed.

Cultural Legacy
The course will give an overview of Icelandic history and culture from medieval times to the present.

An Icelandic Family Saga wil be read. Some Icelandic folk tales and familiar motives from oral tradition will be looked into as well as modern and contemporary literature and other art forms.
Field trips will be made to historical museums and art exhibits.

Teaching methods: Lectures, seminars , group work and field trips.

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

Students will develop an understanding of the nature and structure of English grammar, become familiar with grammar concepts and terminology and will become acquainted with common errors made by English learners. The course aims to provide students with the opportunity to build English language skills, with a focus on academic reading, writing, and presenting.