An introduction to leisure and leisure studies. The aim of this course is that students will get an introdution to leisure in historical context, the meaning of leisure in today's society, the important roles of leaders, trends in leisure, leisure research, laws and regulations. Also that they will understand the nature of leisure and get to know the management and provision of Icelandic leisure services.

ISK 7,000 for staying overnight and foodcosts

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

The course evaluation is built on weekly assignments and a short written essay is submitted at the end of the course.

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

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

The subject of the course is the human lifespan and the changes that occur in cognition, motor skills and social relations. Major theories in the field will be introduced, concerning nature, nurture, emotions, self and morality.

Age-specific phases in development will be covered looking at physical, intellectual, social and emotional factors, linking it to the fields which the students will most likely work in the future. As our students will take on diverse responsibilities in their profession, emphasis will be placed on the role of genetics, lifestyle, parenting and social situation on individual development.

Teaching will be done through lectures, visual and audio recordings on CANVAS, and in discussion groups. Assignments are aimed at helping students to make a connection between their field of interest, research and theory.

Emphasis will be placed on ways to get individuals to change their attitudes and behaviour to align them with better mental and physical health.

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

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

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

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

The objective of this course is to equip students with the ability to connect their community, professional field, and academic discipline to theoretical frameworks addressing discrimination and privilege. The course introduces a range of theories that provide insights into understanding contemporary society. Topics include social discrimination and privilege, with a particular emphasis on social class, gender, race, disability and sexuality, specifically within the context of the professional practice of leisure and youth workers.

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

Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).

Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.

Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.

Students take one two-night journey 6.10.-8.10. and one overnight stay 11.11.-12.11, 2025.

Students have to pay all travel costs.

Course Assessment

To finish the course students need to:
- Plan, prepare and carrie out an outdoor learning project with peer-students.
- Write a chapter about defined subject in "a student book" on Outdoor Education.
- Reflection and self evaluation about the mutual trips / journeys and the course.
- Go on the mutual trips / journeys and attend classes.
- Distance students have to write summaries from lectures and participate in a class and/or web discussions.
- Reading exames.
5.0 is the minimum grade for each assignment.
Minimum attendanse is 80%

This course is about moral philosophy with emphasis on consequentialist and deontological theories, human rights and ethical concepts, e.g. autonomy, welfare, right to privacy, and human dignity. It also deals with the relationship between ethics and professionalism.

Special emphasis is on relating the theoretical knowledge with issues and dilemmas in the work of professionals who work with diverse groups in the society

In this research methodology course the focus is on how to conduct research with qualitative and quantitative methods.  Ethical issues in science will also be discussed.

Common research designs and methods for data collection and analysis will be introduced for both qualitative and quantitative purposes and students will focus on research related to their studies.

In the quantitative part of the course the focus is on variables, descriptive statistics including presentation of results in texts, tables and pictures. The qualitative part of the course will cover methods of data collection, analysis and interpretation. Students will be given assignments focusing on these above mentioned issues.

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

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

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

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

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

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

The course Leisure Literacy is intended for students in leisure studies and students who want to work with different types of literacy with children and young people and adopt and implement them through play and informal ways of work. The course strengthens the participants' ability to work in creative ways with children and young people, in the field of leisure.

The handbook and it´s homepage Leisure Literacy will be used as the main material of the course and seven different literacy types will be introduced. They are: Social literacy, arts and culture literacy, media literacy, social literacy, nature and environmental literacy, science literacy and health literacy.

Students will be encouraged to use their own experience in their workplace as a tool in the course. Students will keep a work-related journal and will be encouraged to share their knowledge with colleagues.

The course's tasks will be varied and conducted in teams, pairs as well as individually.

Specific group work. The course discusses the main group theories, diagnostic models and how group work can be used in youth and social work as a part of purposeful educational work and in solving specific problems that may arise in the local community of children and young people.

The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools. 

Students make use of their knowledge from courses previously studied and put into practice in the working field. Students will study the work of leisure activities workers on field who will involve them in their work and design a special learning program inside the working place. Students will also have an opportunity to visit other organizations and institutions who organise leisure activities. Students make use of their knowledge from courses previously studied and put into practice in the working field. Students will study the work of leisure activities workers in the field who will involve them in their work and design a special learning program inside the working place. Students will also have an opportunity to visit other organisations and institutions who organise leisure activities.

Students will keep a learning log while staying on field and will hand it in to the course teacher at the end of the term. They will attend meetings with their course teacher according to schedule, as well as meeting their field mentor to seek advice and support.

Students' performance will be evaluated by their mentors and the learning log reports by their course teacher. They are rated finished or unfinished based on the teacher's given information on report demands and performance.

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

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

In this course students get the oppurtunity to deepen their knowledge in their chosen field. Students choose a place to conduct their field based studies and also do their BA thesis in the same field. The focus is on active pariticipation of the students, role of the leader, management, organization and development of well planned leisure activities. Students will sharpen their abilities and attitudes in the light of the practical and academic knowledge they have accumulated in their studies so far and get a deeper understanding of the responsibilities of leisure workers now and in the future.

Leisure and the elderly. Leisure activities for the elderly in Iceland, the meaning of leisure, roles of leaders, leisure studies, importance of participation and visits to various organisations.

Content: Theories, working methods and idealogic in working with these groups are discussed. The course has two main topics, on the one hand, the age group from 25 years to over 50 years old is covered, and on the other hand, the age group over 50 years old and up, the so-called third stage of life. Practical theories, research, procedures, field experience and, not least, the value of leisure for these age groups are discussed. 

Classes are held two times a week. The teaching is based on lectures, project work, discussions and field visits. A lot of emphases is placed on a good connection with the professional area. 

The aim of the course is for students to: 

• Get to know leisure work. With a focus on the age group of 25 and over and knowing the structure of the work and management, 

• Acquire skills and knowledge to plan and manage leisure activities for these groups. 

• Know the main theories about leisure, 

• Knowledge of laws and regulations, 

• Know the structure of services for these age groups, 

• Get to know the situation of the relevant groups in Iceland today. 

The course lasts 13 weeks. 

Method of work: Lectures, projects, group work, reading, discussions, field visits. The entire content of the course is in the Canvas learning management system. 

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

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

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

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

This course is interwoven with another course, TÓS261L Lokaverkefni, where students work on their final project for a bachelor's degree. Preparation for the graduation conference of BA students in leisure studies is part of the course. During the course, students have the opportunity to discuss the subject of their final project in an academic and critical manner with teachers and fellow students.

Various topics related to the leadership role in leisure and out-of-school time will be covered, including leadership styles, leadership skills, professionalism and self-awareness, team and interdisciplinary collaboration and the role of the leader in identifying pressing issues in society and leading developmental projects in the field of leisure

Method of work: Lectures, discussions, writing a journal, teamwork, participation in a conference, a trip outside the city and individual guidance. The course ends with a public conference where students present their final projects and discuss the main results.

Travelling cost: ISK 15000

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

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

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

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

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

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

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

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

The Flexitarian Diet course aims to introduce students to how food choices affect human and earth health. It is important to keep in mind that what we eat affects not only our own health but also our earth's health. With human and earth health in mind, our diet includes more vegetables, fruits, nuts, beans, and whole grains than a more traditional diet. The course will cover the basics of flexitarian diet and how we can change food choices for the benefit of ourselves and the planet. By changing food choices, it would be possible to reduce the risk of various diseases, produce enough food for everyone and reduce greenhouse gas emissions.

This module will focus on nature and landscape as resources for tourism. Emphasis will be on the interaction between man and nature. Introduction to the history, planning and management of national parks and protected areas will be given and discussed in an international context. Impact of tourism on the environment will be discussed with emphasis on tourism pressure and tourism carrying capacity. The ideology and practices of sustainable tourism and ecotourism will be given special attention. Students will further gain insight into the ethics of nature as well as some methods of estimating the value of nature. The course will include both theoretical lectures as well as practical exercises. Students must pass all sections of the evaluation.

The course deals with tourism planning and policy in the context of environment, society and economy. Broadly speaking planning issues touch on every aspect of tourism. Students will learn about the ideological premises of tourism planning and policy, historical development of policy making in Iceland and internationally with a special emphasis put on sustainable development and UN Sustainable Development Goals. The course will give students tools to describe, analyse and evaluate the premises, development and deployment of planning and policy work in tourism. The aim is to bridge between conceputal discussion and practical application.

Fieldwork is within the capital area

The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.

Fieldwork is within the capital area

The course teaches methods that use play to promote proficiency in music. Play based methods that  enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.

The course is divided into four main components: painting, drawing, printmaking, and ceramics. Emphasis is placed on the creative process, idea development, and sketching, with a focus on composition, form, and material approach. Students work from nature and the human figure in space using diverse artistic methods.

In painting, the focus is on the use and texture of colour, tonal relationships, and exploratory sketching. In drawing, attention is given to form analysis, life drawing, and object-based drawing. Museum and gallery visits are an integral part of the course and involve both practical and written assignments based on observation and research.

The course is taught in six sessions plus one exhibition day. Attendance is mandatory for all sessions. The course places strong emphasis on independent work practices and student initiative.

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

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Coaching, equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. At the end of the course, students receive  confirmation that they have completed the course which they can, for example, use in their CV.  

The Collaboration with fellow students usually take three lessons a week. The collaboration may include educational assistance, for example in project work or spending time together at the library or Háma and participation in social events on behalf of student associations. There will be five meetings with teachers in the first half off the semester  as well as one working day where students receive support and training. In addition, students can book meetings as needed with the course teachers.

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

This is a practical course requiring hands-on experiences and assignments where students get acquainted with common electric instruments, such as, the electric guitar and bass, drum kit and keyboard. Students learn the basics pertaining the use of microphones for singing and recording, as well as the use of standard sound systems and sound mixing. The various tasks of the course are intended to reflect realistic assignments for teen-age students in school settings. Students are encouraged to improve their skills on all basic instruments of the garage-band og use those to arrange and play their own covers of popular music, folk tunes, as well as for improvisation and experimental purposes. Students practice using recording equipment and software for producing music. Students will explore electronic music and will be introduced to software that has applications for teaching electronic music in schools. Furthermore, students will explore multiple approaches to creating new instruments and sound scapes.

This course strengthens students’ abilities in ideation and creative development within art and craft education. Through hands-on and reflective practice, students deepen their understanding of a chosen subject and explore diverse artistic and creative methods. Emphasis is placed on originality, independent work, and professional presentation.

The course combines a shared core—covering key methods and theories in ideation and innovation—with an individual project developed in consultation with the instructor. Projects involve data collection, experimentation, and creative development.

Students carry out part of their project in connection with Loftskeytastöðin (a cultural venue dedicated to Vigdís Finnbogadóttir), working from themes linked to her legacy. Projects should follow recognised approaches in creative and artistic practice.

Students are expected to justify and present their outcomes professionally. The course concludes with an exhibition, offering practical experience in the exhibition process.

Working methods: Lectures, data collection, visual and written documentation, reflective writing, studio work, and critical discussion.

The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.

This course focuses on understanding and addressing the diverse needs of students in school-based physical education. Building on students’ prior knowledge of movement and sports instruction, the course introduces a variety of strategies for adapting exercises and games to suit individuals within heterogeneous groups. Emphasis is placed on meeting each student on their own terms, fostering engagement in physical activity and promoting participation in sports.

Students will also participate in field visits to observe training sessions of athletes with disabilities who are pursuing excellence in their disciplines. These visits provide insight into specialized training methods and adaptive coaching techniques.

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

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

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

Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.

Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.

The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.

Fieldwork is within the capital area

This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.

The aim of the course is to prepare students for empowering young learners with different needs in inclusive settings, and support them inside and outside the classroom.

The focus is on how to support different groups of young learners in the school settings and how to organize the environment for learning and social activities. Some practical solutions and resources in and outside the classroom will be discussed and students will hear experienced teachers and social educators talk about their teaching and resources for specific learning groups. There will also be discussions on ethical issues concerning teaching and supporting different learning groups.

In this module the main emphasis is on the main emphasis of Sport Psychology, such as motivation both internal and external, anxiety state, reflections, self-esteem, over training and many other aspects of psycology.

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

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

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

Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.

The aim is to teach students how local woods can be used as a basis for craft and other school activities. 

The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students. 

Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.

Aim: To learn to design and make toys in a pedagogical context. 

General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age. 

Ways of working: Teaching methods are based on lectures and practical work. 

Support material: Websites and photocopies from the teacher.

Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.

The aim of the course is provide knowledge about tourism in Iceland and main tourist destinations and routes. Students also undergo practical training in organising trips, for example through the use of relevant mapping tools and methods. Travel routes are examined with regard to recreational services, and characteristics and attractions (f. ex. nature, history, culture). 

Emphasis is placed on training in:

• Collecting data to organise trips within Iceland for different tourist groups.
• Communication of information to tourists and writing brief information columns.
• Spatial thinking and use of geographical data in organisation of travel routes.

Students go on visual tours around the country. 

This course deals with different types of tourism and manifestations of the tourism industry in various regions of the world. The course looks at particular currnets of tourism, such as masstourism, pro-poor tourism and backpacking tourism as well as introducing theories about the driving forces of travelling. The discussion is put in societal context of specific areas. Emphasis is put on providing insight into geographical context of tourism in the world today and the challenges and solutions that the tourism industry is dealing with in different places.

In this course the aim is to introduce the traditional Icelandic glíma (wrestling) and judo. The students will learn some techniques, both offensive and defensive. Students will wrestle with each other and get the chance to act as referee.

To introduce to students, golf and racket sport for beginners and the possibility to use these sports in physical education in elementary schools.  Students will need to learn the basic skill in mentioned sports and need to able to teach fundamentals of these sports to beginners in those sports. Emphasis will be on pedagogical view through all classes and how these sports can be used to develop motor control, physical fitness and positive attitude towards sport and physical activity.

Further students will be given opportunities to experience some popular nontraditional sport by first hand. The students will be encouraged to use nontraditional sport to increase physical activity for children and adolescent.

Most classes are practical and students are obligated to take part in 90% of them, and hand in 100% of all projects.

This module’s aim is to provide an understanding of the basic principles of nature conservation and the role of management and planning for nature conservation in Iceland. Emphasis will be on the interaction between conservation and the recreational use of protected areas. The module also provides students with increased knowledge of the complex relationships between tourism practices and the preservation of biodiversity and geodiversity. Tourism planning within protected area will be discussed. Also conflicts as regard different interest groups in land use and conservation, as well as regulations and laws in nature conservation. Basics in nature interpretation and guidance of protected areas will further be covered. In addition, students will gain practical experience of day-to-day management. The module will develop awareness and understanding of factors and influences that need to be taken into account in management for conservation. This will be achieved through a series of lectures, specified readings, and practical training in field. 

The course Leisure Literacy is intended for students in leisure studies and students who want to work with different types of literacy with children and young people and adopt and implement them through play and informal ways of work. The course strengthens the participants' ability to work in creative ways with children and young people, in the field of leisure.

The handbook and it´s homepage Leisure Literacy will be used as the main material of the course and seven different literacy types will be introduced. They are: Social literacy, arts and culture literacy, media literacy, social literacy, nature and environmental literacy, science literacy and health literacy.

Students will be encouraged to use their own experience in their workplace as a tool in the course. Students will keep a work-related journal and will be encouraged to share their knowledge with colleagues.

The course's tasks will be varied and conducted in teams, pairs as well as individually.

Two dimensional form 2-D

Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.

Nature will be a primary source through the course.

Photography will be used for documentation.

Field trips and visits to art exhibitions and lectures on art will be held.

This course emphazises on knowledge necessary to work with visual arts in education.

Students are to hand in a portfolio towards a final grade.

• Children's literature as a literary field: characteristics and literary concepts.
• Cultural and artistic assessment of a variety of children's books with special emphasis on recent books and selected themes.
• Children's books as an essential part of youth culture and common cultural awareness.
• Children's books as a foundation for experience, creation, expression and communication.
• The value of literature in children's education.
• Children's books in elementary school: reading for pleasure, reading and literacy, writing and written expression, life skills and ethics.
• Children's books regarding multicultural issues and equality.
• The relationship between children's literature with other forms of literature and art.

The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.

Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.

Methods: Hands-on work shops in composition, improvisation and team projects.

Students will work with ideas and design in connection with clothing and textiles, patterns, colors and shapes, fashion design, look and format. They also experiments with textile methods and textile materials. Special emphasis is placed on the work process from the idea of implementation and registration of information. Students will work on organized research and development work. Experiments in various methods in textile and clothing will be linked to historical and contemporary trends. Emphasis is also placed on the preparation and presentation of projects.

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

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

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

Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports  are made on the results of the course with a connection to pedagogical emphases and teaching assignments.

Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports  are made on the results of the course with a connection to pedagogical emphases and teaching assignments.

Emphasis is placed on the history of Egyptian design to the present day, focusing on clothing and utilities. The furniture and building history will also be seen in the context of decorations in homes such as upholstery and curtains. in an international context compared to the development of clothing and textile history in Iceland and connections with the economy, culture, museums and education.The program is organized with lectures and practical research projects involving a wide range of data collection and presentation of projects.

The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.

The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.

The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.

At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.

The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.

Teaching and learning

An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special      emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.

The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.

The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.

Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.

The course will cover the relationship between man and nature and the reflection of their own experiences.  Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.

The layout will be as follows:
Preparatory day 21 May 2025 17-18.30.

Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.

The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.

The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel. 

Compulsory attendance is in all aspects of the course.

Assessment

To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical reflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete/incomplete. It is not possible to complete part of the course.

Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.

In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.

A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.

The syllabus will typically include:

• an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
• opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
• an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
• development of personal experience in adventurous activities used in an outdoor pedagogy;
• development of higher education research skills: reading, digital research, and exploration of local museums and archives.

This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum. 

Costs for students: ISK 15000

Work Methods:

The course is based on active students and participation. The course takes place August xx and xx the year 2027 and is based on teaching throughout the day.  Preparation day is June xx  at 16.30-18.

The goal of this course is to give students an opportunity to present their theoretical knowledge and research to listeners of the Icelandic Public Broadcasting Service (Ríkisútvarpið). Students will be introduced to public radio as a medium and trained in radio programming and in presenting theoretical material in simple manners suitable for broadcasting in public radio.

This course is designed for students in leisure studies, tourism, and teachers’ education (including sport, kindergarten and primary school educators). Also ideal for outdoor educators and field researchers. Emphasis is placed on knowledge and essential skills in risk management and safety planning for outdoor environments. It combines theoretical knowledge with practical application, equipping students to manage risks effectively in diverse outdoor settings.

Learning Activities:

Lectures/classes: Weekly from Mid-August to end of October. Field trip (3 days): Last week of September or beginning of October.

• Virtual and in house classes focusing on theoretical knowledge and group discussions.
• Independent group work: Collaborative projects where students develop risk management plans and solutions for outdoor education scenarios. Emphases on students tackling real-world outdoor education challenges and applying knowledge to practical scenarios.
• Guest lectures: insights from experts in outdoor education, safety management, and risk assessment.
• Fieldwork (3 days): hands-on learning in outdoor settings to practice risk management and safety skills. Part of the field work is a first aid course focusing on comprehensive training in outdoor-specific first aid.

A significant portion of the course is conducted outdoors and includes hands-on exercises to build practical experience.

Direct costs related to field-trips and travel will be approximately ISK 16.000.

Aim:

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

Issues:

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

An introduction to leisure and leisure studies. The aim of this course is that students will get an introdution to leisure in historical context, the meaning of leisure in today's society, the important roles of leaders, trends in leisure, leisure research, laws and regulations. Also that they will understand the nature of leisure and get to know the management and provision of Icelandic leisure services.

ISK 7,000 for staying overnight and foodcosts

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

The course evaluation is built on weekly assignments and a short written essay is submitted at the end of the course.

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

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

The subject of the course is the human lifespan and the changes that occur in cognition, motor skills and social relations. Major theories in the field will be introduced, concerning nature, nurture, emotions, self and morality.

Age-specific phases in development will be covered looking at physical, intellectual, social and emotional factors, linking it to the fields which the students will most likely work in the future. As our students will take on diverse responsibilities in their profession, emphasis will be placed on the role of genetics, lifestyle, parenting and social situation on individual development.

Teaching will be done through lectures, visual and audio recordings on CANVAS, and in discussion groups. Assignments are aimed at helping students to make a connection between their field of interest, research and theory.

Emphasis will be placed on ways to get individuals to change their attitudes and behaviour to align them with better mental and physical health.

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

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

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

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

The objective of this course is to equip students with the ability to connect their community, professional field, and academic discipline to theoretical frameworks addressing discrimination and privilege. The course introduces a range of theories that provide insights into understanding contemporary society. Topics include social discrimination and privilege, with a particular emphasis on social class, gender, race, disability and sexuality, specifically within the context of the professional practice of leisure and youth workers.

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

Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).

Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.

Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.

Students take one two-night journey 6.10.-8.10. and one overnight stay 11.11.-12.11, 2025.

Students have to pay all travel costs.

Course Assessment

To finish the course students need to:
- Plan, prepare and carrie out an outdoor learning project with peer-students.
- Write a chapter about defined subject in "a student book" on Outdoor Education.
- Reflection and self evaluation about the mutual trips / journeys and the course.
- Go on the mutual trips / journeys and attend classes.
- Distance students have to write summaries from lectures and participate in a class and/or web discussions.
- Reading exames.
5.0 is the minimum grade for each assignment.
Minimum attendanse is 80%

This course is about moral philosophy with emphasis on consequentialist and deontological theories, human rights and ethical concepts, e.g. autonomy, welfare, right to privacy, and human dignity. It also deals with the relationship between ethics and professionalism.

Special emphasis is on relating the theoretical knowledge with issues and dilemmas in the work of professionals who work with diverse groups in the society

In this research methodology course the focus is on how to conduct research with qualitative and quantitative methods.  Ethical issues in science will also be discussed.

Common research designs and methods for data collection and analysis will be introduced for both qualitative and quantitative purposes and students will focus on research related to their studies.

In the quantitative part of the course the focus is on variables, descriptive statistics including presentation of results in texts, tables and pictures. The qualitative part of the course will cover methods of data collection, analysis and interpretation. Students will be given assignments focusing on these above mentioned issues.

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

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

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

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

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

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

The course Leisure Literacy is intended for students in leisure studies and students who want to work with different types of literacy with children and young people and adopt and implement them through play and informal ways of work. The course strengthens the participants' ability to work in creative ways with children and young people, in the field of leisure.

The handbook and it´s homepage Leisure Literacy will be used as the main material of the course and seven different literacy types will be introduced. They are: Social literacy, arts and culture literacy, media literacy, social literacy, nature and environmental literacy, science literacy and health literacy.

Students will be encouraged to use their own experience in their workplace as a tool in the course. Students will keep a work-related journal and will be encouraged to share their knowledge with colleagues.

The course's tasks will be varied and conducted in teams, pairs as well as individually.

Specific group work. The course discusses the main group theories, diagnostic models and how group work can be used in youth and social work as a part of purposeful educational work and in solving specific problems that may arise in the local community of children and young people.

The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools. 

Students make use of their knowledge from courses previously studied and put into practice in the working field. Students will study the work of leisure activities workers on field who will involve them in their work and design a special learning program inside the working place. Students will also have an opportunity to visit other organizations and institutions who organise leisure activities. Students make use of their knowledge from courses previously studied and put into practice in the working field. Students will study the work of leisure activities workers in the field who will involve them in their work and design a special learning program inside the working place. Students will also have an opportunity to visit other organisations and institutions who organise leisure activities.

Students will keep a learning log while staying on field and will hand it in to the course teacher at the end of the term. They will attend meetings with their course teacher according to schedule, as well as meeting their field mentor to seek advice and support.

Students' performance will be evaluated by their mentors and the learning log reports by their course teacher. They are rated finished or unfinished based on the teacher's given information on report demands and performance.

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

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

In this course students get the oppurtunity to deepen their knowledge in their chosen field. Students choose a place to conduct their field based studies and also do their BA thesis in the same field. The focus is on active pariticipation of the students, role of the leader, management, organization and development of well planned leisure activities. Students will sharpen their abilities and attitudes in the light of the practical and academic knowledge they have accumulated in their studies so far and get a deeper understanding of the responsibilities of leisure workers now and in the future.

Leisure and the elderly. Leisure activities for the elderly in Iceland, the meaning of leisure, roles of leaders, leisure studies, importance of participation and visits to various organisations.

Content: Theories, working methods and idealogic in working with these groups are discussed. The course has two main topics, on the one hand, the age group from 25 years to over 50 years old is covered, and on the other hand, the age group over 50 years old and up, the so-called third stage of life. Practical theories, research, procedures, field experience and, not least, the value of leisure for these age groups are discussed. 

Classes are held two times a week. The teaching is based on lectures, project work, discussions and field visits. A lot of emphases is placed on a good connection with the professional area. 

The aim of the course is for students to: 

• Get to know leisure work. With a focus on the age group of 25 and over and knowing the structure of the work and management, 

• Acquire skills and knowledge to plan and manage leisure activities for these groups. 

• Know the main theories about leisure, 

• Knowledge of laws and regulations, 

• Know the structure of services for these age groups, 

• Get to know the situation of the relevant groups in Iceland today. 

The course lasts 13 weeks. 

Method of work: Lectures, projects, group work, reading, discussions, field visits. The entire content of the course is in the Canvas learning management system. 

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

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

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

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

This course is interwoven with another course, TÓS261L Lokaverkefni, where students work on their final project for a bachelor's degree. Preparation for the graduation conference of BA students in leisure studies is part of the course. During the course, students have the opportunity to discuss the subject of their final project in an academic and critical manner with teachers and fellow students.

Various topics related to the leadership role in leisure and out-of-school time will be covered, including leadership styles, leadership skills, professionalism and self-awareness, team and interdisciplinary collaboration and the role of the leader in identifying pressing issues in society and leading developmental projects in the field of leisure

Method of work: Lectures, discussions, writing a journal, teamwork, participation in a conference, a trip outside the city and individual guidance. The course ends with a public conference where students present their final projects and discuss the main results.

Travelling cost: ISK 15000

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

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

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

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

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

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

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

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

The Flexitarian Diet course aims to introduce students to how food choices affect human and earth health. It is important to keep in mind that what we eat affects not only our own health but also our earth's health. With human and earth health in mind, our diet includes more vegetables, fruits, nuts, beans, and whole grains than a more traditional diet. The course will cover the basics of flexitarian diet and how we can change food choices for the benefit of ourselves and the planet. By changing food choices, it would be possible to reduce the risk of various diseases, produce enough food for everyone and reduce greenhouse gas emissions.

This module will focus on nature and landscape as resources for tourism. Emphasis will be on the interaction between man and nature. Introduction to the history, planning and management of national parks and protected areas will be given and discussed in an international context. Impact of tourism on the environment will be discussed with emphasis on tourism pressure and tourism carrying capacity. The ideology and practices of sustainable tourism and ecotourism will be given special attention. Students will further gain insight into the ethics of nature as well as some methods of estimating the value of nature. The course will include both theoretical lectures as well as practical exercises. Students must pass all sections of the evaluation.

The course deals with tourism planning and policy in the context of environment, society and economy. Broadly speaking planning issues touch on every aspect of tourism. Students will learn about the ideological premises of tourism planning and policy, historical development of policy making in Iceland and internationally with a special emphasis put on sustainable development and UN Sustainable Development Goals. The course will give students tools to describe, analyse and evaluate the premises, development and deployment of planning and policy work in tourism. The aim is to bridge between conceputal discussion and practical application.

Fieldwork is within the capital area

The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.

Fieldwork is within the capital area

The course teaches methods that use play to promote proficiency in music. Play based methods that  enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.

The course is divided into four main components: painting, drawing, printmaking, and ceramics. Emphasis is placed on the creative process, idea development, and sketching, with a focus on composition, form, and material approach. Students work from nature and the human figure in space using diverse artistic methods.

In painting, the focus is on the use and texture of colour, tonal relationships, and exploratory sketching. In drawing, attention is given to form analysis, life drawing, and object-based drawing. Museum and gallery visits are an integral part of the course and involve both practical and written assignments based on observation and research.

The course is taught in six sessions plus one exhibition day. Attendance is mandatory for all sessions. The course places strong emphasis on independent work practices and student initiative.

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

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Coaching, equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. At the end of the course, students receive  confirmation that they have completed the course which they can, for example, use in their CV.  

The Collaboration with fellow students usually take three lessons a week. The collaboration may include educational assistance, for example in project work or spending time together at the library or Háma and participation in social events on behalf of student associations. There will be five meetings with teachers in the first half off the semester  as well as one working day where students receive support and training. In addition, students can book meetings as needed with the course teachers.

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

This is a practical course requiring hands-on experiences and assignments where students get acquainted with common electric instruments, such as, the electric guitar and bass, drum kit and keyboard. Students learn the basics pertaining the use of microphones for singing and recording, as well as the use of standard sound systems and sound mixing. The various tasks of the course are intended to reflect realistic assignments for teen-age students in school settings. Students are encouraged to improve their skills on all basic instruments of the garage-band og use those to arrange and play their own covers of popular music, folk tunes, as well as for improvisation and experimental purposes. Students practice using recording equipment and software for producing music. Students will explore electronic music and will be introduced to software that has applications for teaching electronic music in schools. Furthermore, students will explore multiple approaches to creating new instruments and sound scapes.

This course strengthens students’ abilities in ideation and creative development within art and craft education. Through hands-on and reflective practice, students deepen their understanding of a chosen subject and explore diverse artistic and creative methods. Emphasis is placed on originality, independent work, and professional presentation.

The course combines a shared core—covering key methods and theories in ideation and innovation—with an individual project developed in consultation with the instructor. Projects involve data collection, experimentation, and creative development.

Students carry out part of their project in connection with Loftskeytastöðin (a cultural venue dedicated to Vigdís Finnbogadóttir), working from themes linked to her legacy. Projects should follow recognised approaches in creative and artistic practice.

Students are expected to justify and present their outcomes professionally. The course concludes with an exhibition, offering practical experience in the exhibition process.

Working methods: Lectures, data collection, visual and written documentation, reflective writing, studio work, and critical discussion.

The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.

This course focuses on understanding and addressing the diverse needs of students in school-based physical education. Building on students’ prior knowledge of movement and sports instruction, the course introduces a variety of strategies for adapting exercises and games to suit individuals within heterogeneous groups. Emphasis is placed on meeting each student on their own terms, fostering engagement in physical activity and promoting participation in sports.

Students will also participate in field visits to observe training sessions of athletes with disabilities who are pursuing excellence in their disciplines. These visits provide insight into specialized training methods and adaptive coaching techniques.

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

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

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

Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.

Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.

The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.

Fieldwork is within the capital area

This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.

The aim of the course is to prepare students for empowering young learners with different needs in inclusive settings, and support them inside and outside the classroom.

The focus is on how to support different groups of young learners in the school settings and how to organize the environment for learning and social activities. Some practical solutions and resources in and outside the classroom will be discussed and students will hear experienced teachers and social educators talk about their teaching and resources for specific learning groups. There will also be discussions on ethical issues concerning teaching and supporting different learning groups.

In this module the main emphasis is on the main emphasis of Sport Psychology, such as motivation both internal and external, anxiety state, reflections, self-esteem, over training and many other aspects of psycology.

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

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

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

Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.

The aim is to teach students how local woods can be used as a basis for craft and other school activities. 

The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students. 

Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.

Aim: To learn to design and make toys in a pedagogical context. 

General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age. 

Ways of working: Teaching methods are based on lectures and practical work. 

Support material: Websites and photocopies from the teacher.

Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.

The aim of the course is provide knowledge about tourism in Iceland and main tourist destinations and routes. Students also undergo practical training in organising trips, for example through the use of relevant mapping tools and methods. Travel routes are examined with regard to recreational services, and characteristics and attractions (f. ex. nature, history, culture). 

Emphasis is placed on training in:

• Collecting data to organise trips within Iceland for different tourist groups.
• Communication of information to tourists and writing brief information columns.
• Spatial thinking and use of geographical data in organisation of travel routes.

Students go on visual tours around the country. 

This course deals with different types of tourism and manifestations of the tourism industry in various regions of the world. The course looks at particular currnets of tourism, such as masstourism, pro-poor tourism and backpacking tourism as well as introducing theories about the driving forces of travelling. The discussion is put in societal context of specific areas. Emphasis is put on providing insight into geographical context of tourism in the world today and the challenges and solutions that the tourism industry is dealing with in different places.

In this course the aim is to introduce the traditional Icelandic glíma (wrestling) and judo. The students will learn some techniques, both offensive and defensive. Students will wrestle with each other and get the chance to act as referee.

To introduce to students, golf and racket sport for beginners and the possibility to use these sports in physical education in elementary schools.  Students will need to learn the basic skill in mentioned sports and need to able to teach fundamentals of these sports to beginners in those sports. Emphasis will be on pedagogical view through all classes and how these sports can be used to develop motor control, physical fitness and positive attitude towards sport and physical activity.

Further students will be given opportunities to experience some popular nontraditional sport by first hand. The students will be encouraged to use nontraditional sport to increase physical activity for children and adolescent.

Most classes are practical and students are obligated to take part in 90% of them, and hand in 100% of all projects.

This module’s aim is to provide an understanding of the basic principles of nature conservation and the role of management and planning for nature conservation in Iceland. Emphasis will be on the interaction between conservation and the recreational use of protected areas. The module also provides students with increased knowledge of the complex relationships between tourism practices and the preservation of biodiversity and geodiversity. Tourism planning within protected area will be discussed. Also conflicts as regard different interest groups in land use and conservation, as well as regulations and laws in nature conservation. Basics in nature interpretation and guidance of protected areas will further be covered. In addition, students will gain practical experience of day-to-day management. The module will develop awareness and understanding of factors and influences that need to be taken into account in management for conservation. This will be achieved through a series of lectures, specified readings, and practical training in field. 

The course Leisure Literacy is intended for students in leisure studies and students who want to work with different types of literacy with children and young people and adopt and implement them through play and informal ways of work. The course strengthens the participants' ability to work in creative ways with children and young people, in the field of leisure.

The handbook and it´s homepage Leisure Literacy will be used as the main material of the course and seven different literacy types will be introduced. They are: Social literacy, arts and culture literacy, media literacy, social literacy, nature and environmental literacy, science literacy and health literacy.

Students will be encouraged to use their own experience in their workplace as a tool in the course. Students will keep a work-related journal and will be encouraged to share their knowledge with colleagues.

The course's tasks will be varied and conducted in teams, pairs as well as individually.

Two dimensional form 2-D

Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.

Nature will be a primary source through the course.

Photography will be used for documentation.

Field trips and visits to art exhibitions and lectures on art will be held.

This course emphazises on knowledge necessary to work with visual arts in education.

Students are to hand in a portfolio towards a final grade.

• Children's literature as a literary field: characteristics and literary concepts.
• Cultural and artistic assessment of a variety of children's books with special emphasis on recent books and selected themes.
• Children's books as an essential part of youth culture and common cultural awareness.
• Children's books as a foundation for experience, creation, expression and communication.
• The value of literature in children's education.
• Children's books in elementary school: reading for pleasure, reading and literacy, writing and written expression, life skills and ethics.
• Children's books regarding multicultural issues and equality.
• The relationship between children's literature with other forms of literature and art.

The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.

Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.

Methods: Hands-on work shops in composition, improvisation and team projects.

Students will work with ideas and design in connection with clothing and textiles, patterns, colors and shapes, fashion design, look and format. They also experiments with textile methods and textile materials. Special emphasis is placed on the work process from the idea of implementation and registration of information. Students will work on organized research and development work. Experiments in various methods in textile and clothing will be linked to historical and contemporary trends. Emphasis is also placed on the preparation and presentation of projects.

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

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

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

Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports  are made on the results of the course with a connection to pedagogical emphases and teaching assignments.

Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports  are made on the results of the course with a connection to pedagogical emphases and teaching assignments.

Emphasis is placed on the history of Egyptian design to the present day, focusing on clothing and utilities. The furniture and building history will also be seen in the context of decorations in homes such as upholstery and curtains. in an international context compared to the development of clothing and textile history in Iceland and connections with the economy, culture, museums and education.The program is organized with lectures and practical research projects involving a wide range of data collection and presentation of projects.

The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.

The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.

The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.

At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.

The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.

Teaching and learning

An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special      emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.

The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.

The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.

Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.

The course will cover the relationship between man and nature and the reflection of their own experiences.  Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.

The layout will be as follows:
Preparatory day 21 May 2025 17-18.30.

Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.

The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.

The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel. 

Compulsory attendance is in all aspects of the course.

Assessment

To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical reflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete/incomplete. It is not possible to complete part of the course.

Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.

In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.

A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.

The syllabus will typically include:

• an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
• opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
• an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
• development of personal experience in adventurous activities used in an outdoor pedagogy;
• development of higher education research skills: reading, digital research, and exploration of local museums and archives.

This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum. 

Costs for students: ISK 15000

Work Methods:

The course is based on active students and participation. The course takes place August xx and xx the year 2027 and is based on teaching throughout the day.  Preparation day is June xx  at 16.30-18.

The goal of this course is to give students an opportunity to present their theoretical knowledge and research to listeners of the Icelandic Public Broadcasting Service (Ríkisútvarpið). Students will be introduced to public radio as a medium and trained in radio programming and in presenting theoretical material in simple manners suitable for broadcasting in public radio.

This course is designed for students in leisure studies, tourism, and teachers’ education (including sport, kindergarten and primary school educators). Also ideal for outdoor educators and field researchers. Emphasis is placed on knowledge and essential skills in risk management and safety planning for outdoor environments. It combines theoretical knowledge with practical application, equipping students to manage risks effectively in diverse outdoor settings.

Learning Activities:

Lectures/classes: Weekly from Mid-August to end of October. Field trip (3 days): Last week of September or beginning of October.

• Virtual and in house classes focusing on theoretical knowledge and group discussions.
• Independent group work: Collaborative projects where students develop risk management plans and solutions for outdoor education scenarios. Emphases on students tackling real-world outdoor education challenges and applying knowledge to practical scenarios.
• Guest lectures: insights from experts in outdoor education, safety management, and risk assessment.
• Fieldwork (3 days): hands-on learning in outdoor settings to practice risk management and safety skills. Part of the field work is a first aid course focusing on comprehensive training in outdoor-specific first aid.

A significant portion of the course is conducted outdoors and includes hands-on exercises to build practical experience.

Direct costs related to field-trips and travel will be approximately ISK 16.000.

Aim:

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

Issues:

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

An introduction to leisure and leisure studies. The aim of this course is that students will get an introdution to leisure in historical context, the meaning of leisure in today's society, the important roles of leaders, trends in leisure, leisure research, laws and regulations. Also that they will understand the nature of leisure and get to know the management and provision of Icelandic leisure services.

ISK 7,000 for staying overnight and foodcosts

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

The course evaluation is built on weekly assignments and a short written essay is submitted at the end of the course.

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

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

The subject of the course is the human lifespan and the changes that occur in cognition, motor skills and social relations. Major theories in the field will be introduced, concerning nature, nurture, emotions, self and morality.

Age-specific phases in development will be covered looking at physical, intellectual, social and emotional factors, linking it to the fields which the students will most likely work in the future. As our students will take on diverse responsibilities in their profession, emphasis will be placed on the role of genetics, lifestyle, parenting and social situation on individual development.

Teaching will be done through lectures, visual and audio recordings on CANVAS, and in discussion groups. Assignments are aimed at helping students to make a connection between their field of interest, research and theory.

Emphasis will be placed on ways to get individuals to change their attitudes and behaviour to align them with better mental and physical health.

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

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

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

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

The objective of this course is to equip students with the ability to connect their community, professional field, and academic discipline to theoretical frameworks addressing discrimination and privilege. The course introduces a range of theories that provide insights into understanding contemporary society. Topics include social discrimination and privilege, with a particular emphasis on social class, gender, race, disability and sexuality, specifically within the context of the professional practice of leisure and youth workers.

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

Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).

Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.

Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.

Students take one two-night journey 6.10.-8.10. and one overnight stay 11.11.-12.11, 2025.

Students have to pay all travel costs.

Course Assessment

To finish the course students need to:
- Plan, prepare and carrie out an outdoor learning project with peer-students.
- Write a chapter about defined subject in "a student book" on Outdoor Education.
- Reflection and self evaluation about the mutual trips / journeys and the course.
- Go on the mutual trips / journeys and attend classes.
- Distance students have to write summaries from lectures and participate in a class and/or web discussions.
- Reading exames.
5.0 is the minimum grade for each assignment.
Minimum attendanse is 80%

This course is about moral philosophy with emphasis on consequentialist and deontological theories, human rights and ethical concepts, e.g. autonomy, welfare, right to privacy, and human dignity. It also deals with the relationship between ethics and professionalism.

Special emphasis is on relating the theoretical knowledge with issues and dilemmas in the work of professionals who work with diverse groups in the society

In this research methodology course the focus is on how to conduct research with qualitative and quantitative methods.  Ethical issues in science will also be discussed.

Common research designs and methods for data collection and analysis will be introduced for both qualitative and quantitative purposes and students will focus on research related to their studies.

In the quantitative part of the course the focus is on variables, descriptive statistics including presentation of results in texts, tables and pictures. The qualitative part of the course will cover methods of data collection, analysis and interpretation. Students will be given assignments focusing on these above mentioned issues.

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

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

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

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

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

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

The course Leisure Literacy is intended for students in leisure studies and students who want to work with different types of literacy with children and young people and adopt and implement them through play and informal ways of work. The course strengthens the participants' ability to work in creative ways with children and young people, in the field of leisure.

The handbook and it´s homepage Leisure Literacy will be used as the main material of the course and seven different literacy types will be introduced. They are: Social literacy, arts and culture literacy, media literacy, social literacy, nature and environmental literacy, science literacy and health literacy.

Students will be encouraged to use their own experience in their workplace as a tool in the course. Students will keep a work-related journal and will be encouraged to share their knowledge with colleagues.

The course's tasks will be varied and conducted in teams, pairs as well as individually.

Specific group work. The course discusses the main group theories, diagnostic models and how group work can be used in youth and social work as a part of purposeful educational work and in solving specific problems that may arise in the local community of children and young people.

The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools. 

Students make use of their knowledge from courses previously studied and put into practice in the working field. Students will study the work of leisure activities workers on field who will involve them in their work and design a special learning program inside the working place. Students will also have an opportunity to visit other organizations and institutions who organise leisure activities. Students make use of their knowledge from courses previously studied and put into practice in the working field. Students will study the work of leisure activities workers in the field who will involve them in their work and design a special learning program inside the working place. Students will also have an opportunity to visit other organisations and institutions who organise leisure activities.

Students will keep a learning log while staying on field and will hand it in to the course teacher at the end of the term. They will attend meetings with their course teacher according to schedule, as well as meeting their field mentor to seek advice and support.

Students' performance will be evaluated by their mentors and the learning log reports by their course teacher. They are rated finished or unfinished based on the teacher's given information on report demands and performance.

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

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

In this course students get the oppurtunity to deepen their knowledge in their chosen field. Students choose a place to conduct their field based studies and also do their BA thesis in the same field. The focus is on active pariticipation of the students, role of the leader, management, organization and development of well planned leisure activities. Students will sharpen their abilities and attitudes in the light of the practical and academic knowledge they have accumulated in their studies so far and get a deeper understanding of the responsibilities of leisure workers now and in the future.

Leisure and the elderly. Leisure activities for the elderly in Iceland, the meaning of leisure, roles of leaders, leisure studies, importance of participation and visits to various organisations.

Content: Theories, working methods and idealogic in working with these groups are discussed. The course has two main topics, on the one hand, the age group from 25 years to over 50 years old is covered, and on the other hand, the age group over 50 years old and up, the so-called third stage of life. Practical theories, research, procedures, field experience and, not least, the value of leisure for these age groups are discussed. 

Classes are held two times a week. The teaching is based on lectures, project work, discussions and field visits. A lot of emphases is placed on a good connection with the professional area. 

The aim of the course is for students to: 

• Get to know leisure work. With a focus on the age group of 25 and over and knowing the structure of the work and management, 

• Acquire skills and knowledge to plan and manage leisure activities for these groups. 

• Know the main theories about leisure, 

• Knowledge of laws and regulations, 

• Know the structure of services for these age groups, 

• Get to know the situation of the relevant groups in Iceland today. 

The course lasts 13 weeks. 

Method of work: Lectures, projects, group work, reading, discussions, field visits. The entire content of the course is in the Canvas learning management system. 

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

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

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

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

This course is interwoven with another course, TÓS261L Lokaverkefni, where students work on their final project for a bachelor's degree. Preparation for the graduation conference of BA students in leisure studies is part of the course. During the course, students have the opportunity to discuss the subject of their final project in an academic and critical manner with teachers and fellow students.

Various topics related to the leadership role in leisure and out-of-school time will be covered, including leadership styles, leadership skills, professionalism and self-awareness, team and interdisciplinary collaboration and the role of the leader in identifying pressing issues in society and leading developmental projects in the field of leisure

Method of work: Lectures, discussions, writing a journal, teamwork, participation in a conference, a trip outside the city and individual guidance. The course ends with a public conference where students present their final projects and discuss the main results.

Travelling cost: ISK 15000

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

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

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

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

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

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

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

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

The Flexitarian Diet course aims to introduce students to how food choices affect human and earth health. It is important to keep in mind that what we eat affects not only our own health but also our earth's health. With human and earth health in mind, our diet includes more vegetables, fruits, nuts, beans, and whole grains than a more traditional diet. The course will cover the basics of flexitarian diet and how we can change food choices for the benefit of ourselves and the planet. By changing food choices, it would be possible to reduce the risk of various diseases, produce enough food for everyone and reduce greenhouse gas emissions.

This module will focus on nature and landscape as resources for tourism. Emphasis will be on the interaction between man and nature. Introduction to the history, planning and management of national parks and protected areas will be given and discussed in an international context. Impact of tourism on the environment will be discussed with emphasis on tourism pressure and tourism carrying capacity. The ideology and practices of sustainable tourism and ecotourism will be given special attention. Students will further gain insight into the ethics of nature as well as some methods of estimating the value of nature. The course will include both theoretical lectures as well as practical exercises. Students must pass all sections of the evaluation.

The course deals with tourism planning and policy in the context of environment, society and economy. Broadly speaking planning issues touch on every aspect of tourism. Students will learn about the ideological premises of tourism planning and policy, historical development of policy making in Iceland and internationally with a special emphasis put on sustainable development and UN Sustainable Development Goals. The course will give students tools to describe, analyse and evaluate the premises, development and deployment of planning and policy work in tourism. The aim is to bridge between conceputal discussion and practical application.

Fieldwork is within the capital area

The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.

Fieldwork is within the capital area

The course teaches methods that use play to promote proficiency in music. Play based methods that  enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.

The course is divided into four main components: painting, drawing, printmaking, and ceramics. Emphasis is placed on the creative process, idea development, and sketching, with a focus on composition, form, and material approach. Students work from nature and the human figure in space using diverse artistic methods.

In painting, the focus is on the use and texture of colour, tonal relationships, and exploratory sketching. In drawing, attention is given to form analysis, life drawing, and object-based drawing. Museum and gallery visits are an integral part of the course and involve both practical and written assignments based on observation and research.

The course is taught in six sessions plus one exhibition day. Attendance is mandatory for all sessions. The course places strong emphasis on independent work practices and student initiative.

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

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Coaching, equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. At the end of the course, students receive  confirmation that they have completed the course which they can, for example, use in their CV.  

The Collaboration with fellow students usually take three lessons a week. The collaboration may include educational assistance, for example in project work or spending time together at the library or Háma and participation in social events on behalf of student associations. There will be five meetings with teachers in the first half off the semester  as well as one working day where students receive support and training. In addition, students can book meetings as needed with the course teachers.

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

This is a practical course requiring hands-on experiences and assignments where students get acquainted with common electric instruments, such as, the electric guitar and bass, drum kit and keyboard. Students learn the basics pertaining the use of microphones for singing and recording, as well as the use of standard sound systems and sound mixing. The various tasks of the course are intended to reflect realistic assignments for teen-age students in school settings. Students are encouraged to improve their skills on all basic instruments of the garage-band og use those to arrange and play their own covers of popular music, folk tunes, as well as for improvisation and experimental purposes. Students practice using recording equipment and software for producing music. Students will explore electronic music and will be introduced to software that has applications for teaching electronic music in schools. Furthermore, students will explore multiple approaches to creating new instruments and sound scapes.

This course strengthens students’ abilities in ideation and creative development within art and craft education. Through hands-on and reflective practice, students deepen their understanding of a chosen subject and explore diverse artistic and creative methods. Emphasis is placed on originality, independent work, and professional presentation.

The course combines a shared core—covering key methods and theories in ideation and innovation—with an individual project developed in consultation with the instructor. Projects involve data collection, experimentation, and creative development.

Students carry out part of their project in connection with Loftskeytastöðin (a cultural venue dedicated to Vigdís Finnbogadóttir), working from themes linked to her legacy. Projects should follow recognised approaches in creative and artistic practice.

Students are expected to justify and present their outcomes professionally. The course concludes with an exhibition, offering practical experience in the exhibition process.

Working methods: Lectures, data collection, visual and written documentation, reflective writing, studio work, and critical discussion.

The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.

This course focuses on understanding and addressing the diverse needs of students in school-based physical education. Building on students’ prior knowledge of movement and sports instruction, the course introduces a variety of strategies for adapting exercises and games to suit individuals within heterogeneous groups. Emphasis is placed on meeting each student on their own terms, fostering engagement in physical activity and promoting participation in sports.

Students will also participate in field visits to observe training sessions of athletes with disabilities who are pursuing excellence in their disciplines. These visits provide insight into specialized training methods and adaptive coaching techniques.

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

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

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

Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.

Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.

The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.

Fieldwork is within the capital area

This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.

The aim of the course is to prepare students for empowering young learners with different needs in inclusive settings, and support them inside and outside the classroom.

The focus is on how to support different groups of young learners in the school settings and how to organize the environment for learning and social activities. Some practical solutions and resources in and outside the classroom will be discussed and students will hear experienced teachers and social educators talk about their teaching and resources for specific learning groups. There will also be discussions on ethical issues concerning teaching and supporting different learning groups.

In this module the main emphasis is on the main emphasis of Sport Psychology, such as motivation both internal and external, anxiety state, reflections, self-esteem, over training and many other aspects of psycology.

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

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

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

Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.

The aim is to teach students how local woods can be used as a basis for craft and other school activities. 

The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students. 

Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.

Aim: To learn to design and make toys in a pedagogical context. 

General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age. 

Ways of working: Teaching methods are based on lectures and practical work. 

Support material: Websites and photocopies from the teacher.

Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.

The aim of the course is provide knowledge about tourism in Iceland and main tourist destinations and routes. Students also undergo practical training in organising trips, for example through the use of relevant mapping tools and methods. Travel routes are examined with regard to recreational services, and characteristics and attractions (f. ex. nature, history, culture). 

Emphasis is placed on training in:

• Collecting data to organise trips within Iceland for different tourist groups.
• Communication of information to tourists and writing brief information columns.
• Spatial thinking and use of geographical data in organisation of travel routes.

Students go on visual tours around the country. 

This course deals with different types of tourism and manifestations of the tourism industry in various regions of the world. The course looks at particular currnets of tourism, such as masstourism, pro-poor tourism and backpacking tourism as well as introducing theories about the driving forces of travelling. The discussion is put in societal context of specific areas. Emphasis is put on providing insight into geographical context of tourism in the world today and the challenges and solutions that the tourism industry is dealing with in different places.

In this course the aim is to introduce the traditional Icelandic glíma (wrestling) and judo. The students will learn some techniques, both offensive and defensive. Students will wrestle with each other and get the chance to act as referee.

To introduce to students, golf and racket sport for beginners and the possibility to use these sports in physical education in elementary schools.  Students will need to learn the basic skill in mentioned sports and need to able to teach fundamentals of these sports to beginners in those sports. Emphasis will be on pedagogical view through all classes and how these sports can be used to develop motor control, physical fitness and positive attitude towards sport and physical activity.

Further students will be given opportunities to experience some popular nontraditional sport by first hand. The students will be encouraged to use nontraditional sport to increase physical activity for children and adolescent.

Most classes are practical and students are obligated to take part in 90% of them, and hand in 100% of all projects.

This module’s aim is to provide an understanding of the basic principles of nature conservation and the role of management and planning for nature conservation in Iceland. Emphasis will be on the interaction between conservation and the recreational use of protected areas. The module also provides students with increased knowledge of the complex relationships between tourism practices and the preservation of biodiversity and geodiversity. Tourism planning within protected area will be discussed. Also conflicts as regard different interest groups in land use and conservation, as well as regulations and laws in nature conservation. Basics in nature interpretation and guidance of protected areas will further be covered. In addition, students will gain practical experience of day-to-day management. The module will develop awareness and understanding of factors and influences that need to be taken into account in management for conservation. This will be achieved through a series of lectures, specified readings, and practical training in field. 

The course Leisure Literacy is intended for students in leisure studies and students who want to work with different types of literacy with children and young people and adopt and implement them through play and informal ways of work. The course strengthens the participants' ability to work in creative ways with children and young people, in the field of leisure.

The handbook and it´s homepage Leisure Literacy will be used as the main material of the course and seven different literacy types will be introduced. They are: Social literacy, arts and culture literacy, media literacy, social literacy, nature and environmental literacy, science literacy and health literacy.

Students will be encouraged to use their own experience in their workplace as a tool in the course. Students will keep a work-related journal and will be encouraged to share their knowledge with colleagues.

The course's tasks will be varied and conducted in teams, pairs as well as individually.

Two dimensional form 2-D

Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.

Nature will be a primary source through the course.

Photography will be used for documentation.

Field trips and visits to art exhibitions and lectures on art will be held.

This course emphazises on knowledge necessary to work with visual arts in education.

Students are to hand in a portfolio towards a final grade.

• Children's literature as a literary field: characteristics and literary concepts.
• Cultural and artistic assessment of a variety of children's books with special emphasis on recent books and selected themes.
• Children's books as an essential part of youth culture and common cultural awareness.
• Children's books as a foundation for experience, creation, expression and communication.
• The value of literature in children's education.
• Children's books in elementary school: reading for pleasure, reading and literacy, writing and written expression, life skills and ethics.
• Children's books regarding multicultural issues and equality.
• The relationship between children's literature with other forms of literature and art.

The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.

Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.

Methods: Hands-on work shops in composition, improvisation and team projects.

Students will work with ideas and design in connection with clothing and textiles, patterns, colors and shapes, fashion design, look and format. They also experiments with textile methods and textile materials. Special emphasis is placed on the work process from the idea of implementation and registration of information. Students will work on organized research and development work. Experiments in various methods in textile and clothing will be linked to historical and contemporary trends. Emphasis is also placed on the preparation and presentation of projects.

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

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

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

Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports  are made on the results of the course with a connection to pedagogical emphases and teaching assignments.

Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports  are made on the results of the course with a connection to pedagogical emphases and teaching assignments.

Emphasis is placed on the history of Egyptian design to the present day, focusing on clothing and utilities. The furniture and building history will also be seen in the context of decorations in homes such as upholstery and curtains. in an international context compared to the development of clothing and textile history in Iceland and connections with the economy, culture, museums and education.The program is organized with lectures and practical research projects involving a wide range of data collection and presentation of projects.

The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.

The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.

The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.

At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.

The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.

Teaching and learning

An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special      emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.

The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.

The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.

Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.

The course will cover the relationship between man and nature and the reflection of their own experiences.  Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.

The layout will be as follows:
Preparatory day 21 May 2025 17-18.30.

Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.

The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.

The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel. 

Compulsory attendance is in all aspects of the course.

Assessment

To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical reflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete/incomplete. It is not possible to complete part of the course.

Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.

In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.

A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.

The syllabus will typically include:

• an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
• opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
• an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
• development of personal experience in adventurous activities used in an outdoor pedagogy;
• development of higher education research skills: reading, digital research, and exploration of local museums and archives.

This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum. 

Costs for students: ISK 15000

Work Methods:

The course is based on active students and participation. The course takes place August xx and xx the year 2027 and is based on teaching throughout the day.  Preparation day is June xx  at 16.30-18.

The goal of this course is to give students an opportunity to present their theoretical knowledge and research to listeners of the Icelandic Public Broadcasting Service (Ríkisútvarpið). Students will be introduced to public radio as a medium and trained in radio programming and in presenting theoretical material in simple manners suitable for broadcasting in public radio.

This course is designed for students in leisure studies, tourism, and teachers’ education (including sport, kindergarten and primary school educators). Also ideal for outdoor educators and field researchers. Emphasis is placed on knowledge and essential skills in risk management and safety planning for outdoor environments. It combines theoretical knowledge with practical application, equipping students to manage risks effectively in diverse outdoor settings.

Learning Activities:

Lectures/classes: Weekly from Mid-August to end of October. Field trip (3 days): Last week of September or beginning of October.

• Virtual and in house classes focusing on theoretical knowledge and group discussions.
• Independent group work: Collaborative projects where students develop risk management plans and solutions for outdoor education scenarios. Emphases on students tackling real-world outdoor education challenges and applying knowledge to practical scenarios.
• Guest lectures: insights from experts in outdoor education, safety management, and risk assessment.
• Fieldwork (3 days): hands-on learning in outdoor settings to practice risk management and safety skills. Part of the field work is a first aid course focusing on comprehensive training in outdoor-specific first aid.

A significant portion of the course is conducted outdoors and includes hands-on exercises to build practical experience.

Direct costs related to field-trips and travel will be approximately ISK 16.000.

Aim:

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

Issues:

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

An introduction to leisure and leisure studies. The aim of this course is that students will get an introdution to leisure in historical context, the meaning of leisure in today's society, the important roles of leaders, trends in leisure, leisure research, laws and regulations. Also that they will understand the nature of leisure and get to know the management and provision of Icelandic leisure services.

ISK 7,000 for staying overnight and foodcosts

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

The course evaluation is built on weekly assignments and a short written essay is submitted at the end of the course.

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

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

The subject of the course is the human lifespan and the changes that occur in cognition, motor skills and social relations. Major theories in the field will be introduced, concerning nature, nurture, emotions, self and morality.

Age-specific phases in development will be covered looking at physical, intellectual, social and emotional factors, linking it to the fields which the students will most likely work in the future. As our students will take on diverse responsibilities in their profession, emphasis will be placed on the role of genetics, lifestyle, parenting and social situation on individual development.

Teaching will be done through lectures, visual and audio recordings on CANVAS, and in discussion groups. Assignments are aimed at helping students to make a connection between their field of interest, research and theory.

Emphasis will be placed on ways to get individuals to change their attitudes and behaviour to align them with better mental and physical health.

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

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

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

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

The objective of this course is to equip students with the ability to connect their community, professional field, and academic discipline to theoretical frameworks addressing discrimination and privilege. The course introduces a range of theories that provide insights into understanding contemporary society. Topics include social discrimination and privilege, with a particular emphasis on social class, gender, race, disability and sexuality, specifically within the context of the professional practice of leisure and youth workers.

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

Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).

Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.

Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.

Students take one two-night journey 6.10.-8.10. and one overnight stay 11.11.-12.11, 2025.

Students have to pay all travel costs.

Course Assessment

To finish the course students need to:
- Plan, prepare and carrie out an outdoor learning project with peer-students.
- Write a chapter about defined subject in "a student book" on Outdoor Education.
- Reflection and self evaluation about the mutual trips / journeys and the course.
- Go on the mutual trips / journeys and attend classes.
- Distance students have to write summaries from lectures and participate in a class and/or web discussions.
- Reading exames.
5.0 is the minimum grade for each assignment.
Minimum attendanse is 80%

This course is about moral philosophy with emphasis on consequentialist and deontological theories, human rights and ethical concepts, e.g. autonomy, welfare, right to privacy, and human dignity. It also deals with the relationship between ethics and professionalism.

Special emphasis is on relating the theoretical knowledge with issues and dilemmas in the work of professionals who work with diverse groups in the society

In this research methodology course the focus is on how to conduct research with qualitative and quantitative methods.  Ethical issues in science will also be discussed.

Common research designs and methods for data collection and analysis will be introduced for both qualitative and quantitative purposes and students will focus on research related to their studies.

In the quantitative part of the course the focus is on variables, descriptive statistics including presentation of results in texts, tables and pictures. The qualitative part of the course will cover methods of data collection, analysis and interpretation. Students will be given assignments focusing on these above mentioned issues.

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

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

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

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

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

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