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

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

The sessions are organised as a series of workshops to develop students' academic skills. Emphasis is placed on planning, drafting and dissemination of students’ work through oral/written presentations.

The main activities include:
- Recognising and improving how you learn.
- Identifying ideas and points in a written argument.
- Recognising good writing.
- Critical analysis of ideas and points in an argument.
- Peer and self-reviews.
- Planning and drafting skills.
- Delivering an oral presentation based on your own writing.
- Developing academic papers.

Course textbook: They Say / I Say, 6th edition by Gerald Graff and Cathy Birkenstein. Published by Norton.

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

Content:
The course will discuss research methods, main research theories, scientific norms and values, as well as research ethics. The research process will be considered. Students will become acquainted with some of the main methods used in educational research and critically examine some examples of research. They will understand and appreciate differences between qualitative and quantitative research traditions and choose appropriate research methods. Students will develop their skills in finding and reading peer-reviewed articles and drawing conclusions from research and recognizing quality indicators of good research. Students will be required to read research in order to increase their understanding of methods used. Thorough preparation for classes will be expected and the course will rely on the active participation of students in classes. The course is taught in English.

This course explores the relationship between education and society through a range of theoretical perspectives and empirical studies in sociology. It provides students with a critical understanding of how education both reflects and shapes broader social structures, inequalities, and cultural dynamics. The course begins with an examination of the historical development of sociology and the sociology of education, highlighting the emergence of key concepts and debates. From this foundation, students will move into the study of discrimination and social mobility, focusing on the issue of class and status and the ways in which educational institutions reproduce or challenge patterns of inequality.
In addition, the course engages with concepts from gender studies, queer studies, disability studies, cultural studies, childhood and youth studies and critical race theory. An intersectional approach is emphasized throughout, encouraging students to reflect on how race, ethnicity, class, gender, sexuality, and disability intersect in shaping experiences and outcomes in society and educational spaces. 

Textbook:

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

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

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

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

The aim of the course is to increase students' understanding of (i) how education can develop in today's multicultural societies, and the associated challenges and implications. (ii) globalisation and its local impact (iii) concepts such as culture, religion, language, gender, and race in the context of globalisation and migration.

Content The course will address the challenges and implications of globalisation and migration in the context of education in multicultural societies. Core themes such as gender, race, and the environment will be discussed and related to ethical considerations, human rights, and democracy. International and domestic, legal and political frames will inform the discussion. The course draws on empirical research in Iceland and other country contexts.

Teaching methods The course is based on participatory pedagogies involving critical analysis of core concepts and themes. Students prepare for in-class sessions by reviewing a range of teaching and learning materials, including videos, articles, and audio recordings. Individual, pair, and group work can be expected in this course.

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

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

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

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

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

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

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

From the mundane to the dangerous, conspiracy theories are exerting a troublingly central influence on contemporary society. You may have heard the critiques — but what would it mean to think of the modern conspiracy theory less as a product of “fake news” or “media diets,” consumed by the “crazy” and/or “ignorant” individuals, and more as a specific narrative form in popular culture? From its roots in the 19^th century, and its ferment in the rise of genre fiction of the 19^th and early 20^th Century, modern conspiracy theory begins to coalesce and take shape in the latter decades of the 20^th century, eventually carrying through to the present as it evolves and is exacerbated by our rapidly transforming media environment and ongoing social crises. In this course we will analyze a series of novels, films, and TV shows that take the conspiracy theory as their object, asking why and how the conspiracy emerges as a form for making sense of the world at certain historical moments. Attention will be paid to the difference (and congruities) between literary form and film language, as well as discrete periods of conspiracy in film and literature (post-Watergate New Hollywood thrillers, 1980s/90s internet forums, digital UFO cultures, new age spirituality, etc).

This course will introduce the key methods of psycholinguistics and cognitive neuroscience in research on language. We will discuss how the brain processes meaning and syntax, in addition to topics such as bilingualism, speech production, language development and comprehension of indirect language (such as irony). At the end of the course students will get insights into recent research on the genetics of language.

The course is taught in English alongside a masters level course, but the course requirements will be different.

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

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

Examples of issues to be dealt with:

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

This course provides a critical and practice-oriented exploration of professionalism in education. Students examine how the concepts of profession, professionalisation, and professionalism have evolved, and how they are shaped by social, cultural, political, economic, and environmental forces within and beyond schools. Emphasis is placed on understanding the professional mandate of educators, the influence of governments and stakeholders, and the dynamic expectations placed on teachers, leaders, and the teaching profession today.

Through readings, discussion, experiential activities, and applied tasks, students analyse contemporary approaches to professionalism, including collaborative professionalism, democratic professionalism, and the development of professional capital. The course also explores how professional identity is formed and sustained, the role of ethics and values in educational decision-making, and how intercultural competence, trust, conflict management, and leadership practices shape the work of professionals in learning communities.

A central focus of the course is the development of reflective practice, collective responsibility, and an understanding of what it means to inhabit a culture of learning as an educational professional. Students will examine ethical frameworks, navigate real-world dilemmas, analyse cultural influences on professionalism, and connect educational philosophies to personal teaching and leadership visions. The course concludes with an exploration of hope, imagination, and futures thinking as essential dimensions of professional life in education.

The class structure is grounded in experiential and relational pedagogies, in which students reflect on and analyse their experiences to construct meaning in real time. This work is supported by targeted readings, short lectures, critical dialogue, and collaborative inquiry. Throughout the course, students will further develop their reflective writing, case analysis skills, and oral presentation abilities.

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

Primary goals of multicultural education are to:

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

The course includes a 2-credit educational project that integrates course content with the educational pillars of the Icelandic National Curriculum. Students receive practice in lesson planning and use of a variety of activities and materials which take into account students’ diverse needs and backgrounds. 

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. 

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

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

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

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

Environmental problems and nature conservation in Iceland will be discussed.

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

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

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

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

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

Environmental problems and nature conservation in Iceland will be discussed.

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

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

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

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

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

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

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

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

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

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

This course explores the evolving relationship between artificial intelligence and creative practices, focusing on the artistic, philosophical, ethical, and socio-cultural dimensions of AI-driven creativity. Grounded in the humanities, with emphasis on creativity studies, the course will enable students to critically assess how generative AI is reshaping traditional notions of creativity, authorship, and artistic production. Having explored key definitions of creativity itself, the course covers key issues such as the automation of creative work, the implications of AI-generated content for intellectual property and copyright, and the ethical dilemmas surrounding cultural appropriation in the digital age. Students will engage with debates on the tension between industrial AI big-data-driven systems versus small-data approaches, examining the consequences for artistic innovation and originality. Through hands-on exercises and real-world case studies, students will explore a variety of creative works, study production platforms where AI technologies are used, and gain practical experience in the application of AI for creative purposes. The course integrates modern theories of creativity with critical analysis of AI, and it will challenge students to rethink the boundaries of human and machine creativity. Course assessment will be based on creative work diaries that students will keep during the course, active participation in class, as well as an oral presentation of a short, written piece.

This course explores parenting roles and experiences across diverse and international contexts. Students will expand their awareness of a range of parenting roles, values, and perspectives and consider multiple cultural, social, political and ecological factors which may influence parenting. Such factors include cultural traditions and expectations of parents, children, and the parent-child relationship. Students will also reflect on how their own experiences with and perspectives on parenting and family life may influence their lens for viewing parental practices and connecting with children and families. 

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

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

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

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

This course explores how international organizations, national governments, and research communities shape adult education policy globally. Students co-lead interactive webinars featuring policymakers, institutional representatives, and researchers who are actively shaping educational landscapes. Drawing on comparative policy frameworks from UNESCO, OECD, the EU, and the World Bank, the course encourages critical engagement with issues of human rights, employability, social inclusion, and sustainability.  

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

Primary goals of multicultural education are to:

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

The course includes a 2-credit educational project that integrates course content with the educational pillars of the Icelandic National Curriculum. Students receive practice in lesson planning and use of a variety of activities and materials which take into account students’ diverse needs and backgrounds. 

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. 

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

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

This is an elective course designed for third-year undergraduate students. Each time it is offered, the course focuses on a single theme identified by course coordinators, addressing critical issues that shape contemporary education. Each module centers on a key challenge or debate affecting educational systems and practices worldwide. Topics may include, but are not limited to, educational equity and access, human rights, AI and the future of learning, ecological education and sustainability, inclusion and diversity, violence in education, and social and emotional well-being. Students will engage in critical analysis of these issues through readings, lectures, discussions, and case studies, developing critical perspectives on how we can provide educational and pedagogical responses to these critical issues and concerns. 

The students will develop competencies in the methodology of teaching English to students at lower secondary level based on the objectives of the National Curriculum for English. They will get practice in lesson planning, use of a variety of activities and materials, such as literature and film, and lesson evaluation.

The course includes a final project that integrates the learning approaches explored throughout 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.

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

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

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

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

Environmental problems and nature conservation in Iceland will be discussed.

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

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

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

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

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

Environmental problems and nature conservation in Iceland will be discussed.

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

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

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

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

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

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

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

This course explores how international organizations, national governments, and research communities shape adult education policy globally. Students co-lead interactive webinars featuring policymakers, institutional representatives, and researchers who are actively shaping educational landscapes. Drawing on comparative policy frameworks from UNESCO, OECD, the EU, and the World Bank, the course encourages critical engagement with issues of human rights, employability, social inclusion, and sustainability.

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.

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

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

The sessions are organised as a series of workshops to develop students' academic skills. Emphasis is placed on planning, drafting and dissemination of students’ work through oral/written presentations.

The main activities include:
- Recognising and improving how you learn.
- Identifying ideas and points in a written argument.
- Recognising good writing.
- Critical analysis of ideas and points in an argument.
- Peer and self-reviews.
- Planning and drafting skills.
- Delivering an oral presentation based on your own writing.
- Developing academic papers.

Course textbook: They Say / I Say, 6th edition by Gerald Graff and Cathy Birkenstein. Published by Norton.

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

Content:
The course will discuss research methods, main research theories, scientific norms and values, as well as research ethics. The research process will be considered. Students will become acquainted with some of the main methods used in educational research and critically examine some examples of research. They will understand and appreciate differences between qualitative and quantitative research traditions and choose appropriate research methods. Students will develop their skills in finding and reading peer-reviewed articles and drawing conclusions from research and recognizing quality indicators of good research. Students will be required to read research in order to increase their understanding of methods used. Thorough preparation for classes will be expected and the course will rely on the active participation of students in classes. The course is taught in English.

This course explores the relationship between education and society through a range of theoretical perspectives and empirical studies in sociology. It provides students with a critical understanding of how education both reflects and shapes broader social structures, inequalities, and cultural dynamics. The course begins with an examination of the historical development of sociology and the sociology of education, highlighting the emergence of key concepts and debates. From this foundation, students will move into the study of discrimination and social mobility, focusing on the issue of class and status and the ways in which educational institutions reproduce or challenge patterns of inequality.
In addition, the course engages with concepts from gender studies, queer studies, disability studies, cultural studies, childhood and youth studies and critical race theory. An intersectional approach is emphasized throughout, encouraging students to reflect on how race, ethnicity, class, gender, sexuality, and disability intersect in shaping experiences and outcomes in society and educational spaces. 

Textbook:

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

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

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

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

The aim of the course is to increase students' understanding of (i) how education can develop in today's multicultural societies, and the associated challenges and implications. (ii) globalisation and its local impact (iii) concepts such as culture, religion, language, gender, and race in the context of globalisation and migration.

Content The course will address the challenges and implications of globalisation and migration in the context of education in multicultural societies. Core themes such as gender, race, and the environment will be discussed and related to ethical considerations, human rights, and democracy. International and domestic, legal and political frames will inform the discussion. The course draws on empirical research in Iceland and other country contexts.

Teaching methods The course is based on participatory pedagogies involving critical analysis of core concepts and themes. Students prepare for in-class sessions by reviewing a range of teaching and learning materials, including videos, articles, and audio recordings. Individual, pair, and group work can be expected in this course.

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

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

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

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

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

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

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

From the mundane to the dangerous, conspiracy theories are exerting a troublingly central influence on contemporary society. You may have heard the critiques — but what would it mean to think of the modern conspiracy theory less as a product of “fake news” or “media diets,” consumed by the “crazy” and/or “ignorant” individuals, and more as a specific narrative form in popular culture? From its roots in the 19^th century, and its ferment in the rise of genre fiction of the 19^th and early 20^th Century, modern conspiracy theory begins to coalesce and take shape in the latter decades of the 20^th century, eventually carrying through to the present as it evolves and is exacerbated by our rapidly transforming media environment and ongoing social crises. In this course we will analyze a series of novels, films, and TV shows that take the conspiracy theory as their object, asking why and how the conspiracy emerges as a form for making sense of the world at certain historical moments. Attention will be paid to the difference (and congruities) between literary form and film language, as well as discrete periods of conspiracy in film and literature (post-Watergate New Hollywood thrillers, 1980s/90s internet forums, digital UFO cultures, new age spirituality, etc).

This course will introduce the key methods of psycholinguistics and cognitive neuroscience in research on language. We will discuss how the brain processes meaning and syntax, in addition to topics such as bilingualism, speech production, language development and comprehension of indirect language (such as irony). At the end of the course students will get insights into recent research on the genetics of language.

The course is taught in English alongside a masters level course, but the course requirements will be different.

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

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

Examples of issues to be dealt with:

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

This course provides a critical and practice-oriented exploration of professionalism in education. Students examine how the concepts of profession, professionalisation, and professionalism have evolved, and how they are shaped by social, cultural, political, economic, and environmental forces within and beyond schools. Emphasis is placed on understanding the professional mandate of educators, the influence of governments and stakeholders, and the dynamic expectations placed on teachers, leaders, and the teaching profession today.

Through readings, discussion, experiential activities, and applied tasks, students analyse contemporary approaches to professionalism, including collaborative professionalism, democratic professionalism, and the development of professional capital. The course also explores how professional identity is formed and sustained, the role of ethics and values in educational decision-making, and how intercultural competence, trust, conflict management, and leadership practices shape the work of professionals in learning communities.

A central focus of the course is the development of reflective practice, collective responsibility, and an understanding of what it means to inhabit a culture of learning as an educational professional. Students will examine ethical frameworks, navigate real-world dilemmas, analyse cultural influences on professionalism, and connect educational philosophies to personal teaching and leadership visions. The course concludes with an exploration of hope, imagination, and futures thinking as essential dimensions of professional life in education.

The class structure is grounded in experiential and relational pedagogies, in which students reflect on and analyse their experiences to construct meaning in real time. This work is supported by targeted readings, short lectures, critical dialogue, and collaborative inquiry. Throughout the course, students will further develop their reflective writing, case analysis skills, and oral presentation abilities.

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

Primary goals of multicultural education are to:

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

The course includes a 2-credit educational project that integrates course content with the educational pillars of the Icelandic National Curriculum. Students receive practice in lesson planning and use of a variety of activities and materials which take into account students’ diverse needs and backgrounds. 

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. 

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

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

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

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

Environmental problems and nature conservation in Iceland will be discussed.

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

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

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

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

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

Environmental problems and nature conservation in Iceland will be discussed.

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

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

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

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

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

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

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

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

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

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

This course explores the evolving relationship between artificial intelligence and creative practices, focusing on the artistic, philosophical, ethical, and socio-cultural dimensions of AI-driven creativity. Grounded in the humanities, with emphasis on creativity studies, the course will enable students to critically assess how generative AI is reshaping traditional notions of creativity, authorship, and artistic production. Having explored key definitions of creativity itself, the course covers key issues such as the automation of creative work, the implications of AI-generated content for intellectual property and copyright, and the ethical dilemmas surrounding cultural appropriation in the digital age. Students will engage with debates on the tension between industrial AI big-data-driven systems versus small-data approaches, examining the consequences for artistic innovation and originality. Through hands-on exercises and real-world case studies, students will explore a variety of creative works, study production platforms where AI technologies are used, and gain practical experience in the application of AI for creative purposes. The course integrates modern theories of creativity with critical analysis of AI, and it will challenge students to rethink the boundaries of human and machine creativity. Course assessment will be based on creative work diaries that students will keep during the course, active participation in class, as well as an oral presentation of a short, written piece.

This course explores parenting roles and experiences across diverse and international contexts. Students will expand their awareness of a range of parenting roles, values, and perspectives and consider multiple cultural, social, political and ecological factors which may influence parenting. Such factors include cultural traditions and expectations of parents, children, and the parent-child relationship. Students will also reflect on how their own experiences with and perspectives on parenting and family life may influence their lens for viewing parental practices and connecting with children and families. 

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

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

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

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

This course explores how international organizations, national governments, and research communities shape adult education policy globally. Students co-lead interactive webinars featuring policymakers, institutional representatives, and researchers who are actively shaping educational landscapes. Drawing on comparative policy frameworks from UNESCO, OECD, the EU, and the World Bank, the course encourages critical engagement with issues of human rights, employability, social inclusion, and sustainability.  

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

Primary goals of multicultural education are to:

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

The course includes a 2-credit educational project that integrates course content with the educational pillars of the Icelandic National Curriculum. Students receive practice in lesson planning and use of a variety of activities and materials which take into account students’ diverse needs and backgrounds. 

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. 

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

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

This is an elective course designed for third-year undergraduate students. Each time it is offered, the course focuses on a single theme identified by course coordinators, addressing critical issues that shape contemporary education. Each module centers on a key challenge or debate affecting educational systems and practices worldwide. Topics may include, but are not limited to, educational equity and access, human rights, AI and the future of learning, ecological education and sustainability, inclusion and diversity, violence in education, and social and emotional well-being. Students will engage in critical analysis of these issues through readings, lectures, discussions, and case studies, developing critical perspectives on how we can provide educational and pedagogical responses to these critical issues and concerns. 

The students will develop competencies in the methodology of teaching English to students at lower secondary level based on the objectives of the National Curriculum for English. They will get practice in lesson planning, use of a variety of activities and materials, such as literature and film, and lesson evaluation.

The course includes a final project that integrates the learning approaches explored throughout 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.

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

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

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

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

Environmental problems and nature conservation in Iceland will be discussed.

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

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

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

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

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

Environmental problems and nature conservation in Iceland will be discussed.

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

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

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

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

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

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

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

This course explores how international organizations, national governments, and research communities shape adult education policy globally. Students co-lead interactive webinars featuring policymakers, institutional representatives, and researchers who are actively shaping educational landscapes. Drawing on comparative policy frameworks from UNESCO, OECD, the EU, and the World Bank, the course encourages critical engagement with issues of human rights, employability, social inclusion, and sustainability.

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.

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

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

The sessions are organised as a series of workshops to develop students' academic skills. Emphasis is placed on planning, drafting and dissemination of students’ work through oral/written presentations.

The main activities include:
- Recognising and improving how you learn.
- Identifying ideas and points in a written argument.
- Recognising good writing.
- Critical analysis of ideas and points in an argument.
- Peer and self-reviews.
- Planning and drafting skills.
- Delivering an oral presentation based on your own writing.
- Developing academic papers.

Course textbook: They Say / I Say, 6th edition by Gerald Graff and Cathy Birkenstein. Published by Norton.

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

Content:
The course will discuss research methods, main research theories, scientific norms and values, as well as research ethics. The research process will be considered. Students will become acquainted with some of the main methods used in educational research and critically examine some examples of research. They will understand and appreciate differences between qualitative and quantitative research traditions and choose appropriate research methods. Students will develop their skills in finding and reading peer-reviewed articles and drawing conclusions from research and recognizing quality indicators of good research. Students will be required to read research in order to increase their understanding of methods used. Thorough preparation for classes will be expected and the course will rely on the active participation of students in classes. The course is taught in English.

This course explores the relationship between education and society through a range of theoretical perspectives and empirical studies in sociology. It provides students with a critical understanding of how education both reflects and shapes broader social structures, inequalities, and cultural dynamics. The course begins with an examination of the historical development of sociology and the sociology of education, highlighting the emergence of key concepts and debates. From this foundation, students will move into the study of discrimination and social mobility, focusing on the issue of class and status and the ways in which educational institutions reproduce or challenge patterns of inequality.
In addition, the course engages with concepts from gender studies, queer studies, disability studies, cultural studies, childhood and youth studies and critical race theory. An intersectional approach is emphasized throughout, encouraging students to reflect on how race, ethnicity, class, gender, sexuality, and disability intersect in shaping experiences and outcomes in society and educational spaces. 

Textbook:

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

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

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

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

The aim of the course is to increase students' understanding of (i) how education can develop in today's multicultural societies, and the associated challenges and implications. (ii) globalisation and its local impact (iii) concepts such as culture, religion, language, gender, and race in the context of globalisation and migration.

Content The course will address the challenges and implications of globalisation and migration in the context of education in multicultural societies. Core themes such as gender, race, and the environment will be discussed and related to ethical considerations, human rights, and democracy. International and domestic, legal and political frames will inform the discussion. The course draws on empirical research in Iceland and other country contexts.

Teaching methods The course is based on participatory pedagogies involving critical analysis of core concepts and themes. Students prepare for in-class sessions by reviewing a range of teaching and learning materials, including videos, articles, and audio recordings. Individual, pair, and group work can be expected in this course.

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

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

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

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

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

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

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

From the mundane to the dangerous, conspiracy theories are exerting a troublingly central influence on contemporary society. You may have heard the critiques — but what would it mean to think of the modern conspiracy theory less as a product of “fake news” or “media diets,” consumed by the “crazy” and/or “ignorant” individuals, and more as a specific narrative form in popular culture? From its roots in the 19^th century, and its ferment in the rise of genre fiction of the 19^th and early 20^th Century, modern conspiracy theory begins to coalesce and take shape in the latter decades of the 20^th century, eventually carrying through to the present as it evolves and is exacerbated by our rapidly transforming media environment and ongoing social crises. In this course we will analyze a series of novels, films, and TV shows that take the conspiracy theory as their object, asking why and how the conspiracy emerges as a form for making sense of the world at certain historical moments. Attention will be paid to the difference (and congruities) between literary form and film language, as well as discrete periods of conspiracy in film and literature (post-Watergate New Hollywood thrillers, 1980s/90s internet forums, digital UFO cultures, new age spirituality, etc).

This course will introduce the key methods of psycholinguistics and cognitive neuroscience in research on language. We will discuss how the brain processes meaning and syntax, in addition to topics such as bilingualism, speech production, language development and comprehension of indirect language (such as irony). At the end of the course students will get insights into recent research on the genetics of language.

The course is taught in English alongside a masters level course, but the course requirements will be different.

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

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

Examples of issues to be dealt with:

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

This course provides a critical and practice-oriented exploration of professionalism in education. Students examine how the concepts of profession, professionalisation, and professionalism have evolved, and how they are shaped by social, cultural, political, economic, and environmental forces within and beyond schools. Emphasis is placed on understanding the professional mandate of educators, the influence of governments and stakeholders, and the dynamic expectations placed on teachers, leaders, and the teaching profession today.

Through readings, discussion, experiential activities, and applied tasks, students analyse contemporary approaches to professionalism, including collaborative professionalism, democratic professionalism, and the development of professional capital. The course also explores how professional identity is formed and sustained, the role of ethics and values in educational decision-making, and how intercultural competence, trust, conflict management, and leadership practices shape the work of professionals in learning communities.

A central focus of the course is the development of reflective practice, collective responsibility, and an understanding of what it means to inhabit a culture of learning as an educational professional. Students will examine ethical frameworks, navigate real-world dilemmas, analyse cultural influences on professionalism, and connect educational philosophies to personal teaching and leadership visions. The course concludes with an exploration of hope, imagination, and futures thinking as essential dimensions of professional life in education.

The class structure is grounded in experiential and relational pedagogies, in which students reflect on and analyse their experiences to construct meaning in real time. This work is supported by targeted readings, short lectures, critical dialogue, and collaborative inquiry. Throughout the course, students will further develop their reflective writing, case analysis skills, and oral presentation abilities.

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

Primary goals of multicultural education are to:

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

The course includes a 2-credit educational project that integrates course content with the educational pillars of the Icelandic National Curriculum. Students receive practice in lesson planning and use of a variety of activities and materials which take into account students’ diverse needs and backgrounds. 

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. 

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

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

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

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

Environmental problems and nature conservation in Iceland will be discussed.

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

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

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

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

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

Environmental problems and nature conservation in Iceland will be discussed.

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

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

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

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

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

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

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

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

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

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

This course explores the evolving relationship between artificial intelligence and creative practices, focusing on the artistic, philosophical, ethical, and socio-cultural dimensions of AI-driven creativity. Grounded in the humanities, with emphasis on creativity studies, the course will enable students to critically assess how generative AI is reshaping traditional notions of creativity, authorship, and artistic production. Having explored key definitions of creativity itself, the course covers key issues such as the automation of creative work, the implications of AI-generated content for intellectual property and copyright, and the ethical dilemmas surrounding cultural appropriation in the digital age. Students will engage with debates on the tension between industrial AI big-data-driven systems versus small-data approaches, examining the consequences for artistic innovation and originality. Through hands-on exercises and real-world case studies, students will explore a variety of creative works, study production platforms where AI technologies are used, and gain practical experience in the application of AI for creative purposes. The course integrates modern theories of creativity with critical analysis of AI, and it will challenge students to rethink the boundaries of human and machine creativity. Course assessment will be based on creative work diaries that students will keep during the course, active participation in class, as well as an oral presentation of a short, written piece.

This course explores parenting roles and experiences across diverse and international contexts. Students will expand their awareness of a range of parenting roles, values, and perspectives and consider multiple cultural, social, political and ecological factors which may influence parenting. Such factors include cultural traditions and expectations of parents, children, and the parent-child relationship. Students will also reflect on how their own experiences with and perspectives on parenting and family life may influence their lens for viewing parental practices and connecting with children and families. 

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

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

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

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

This course explores how international organizations, national governments, and research communities shape adult education policy globally. Students co-lead interactive webinars featuring policymakers, institutional representatives, and researchers who are actively shaping educational landscapes. Drawing on comparative policy frameworks from UNESCO, OECD, the EU, and the World Bank, the course encourages critical engagement with issues of human rights, employability, social inclusion, and sustainability.  

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

Primary goals of multicultural education are to:

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

The course includes a 2-credit educational project that integrates course content with the educational pillars of the Icelandic National Curriculum. Students receive practice in lesson planning and use of a variety of activities and materials which take into account students’ diverse needs and backgrounds. 

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. 

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

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

This is an elective course designed for third-year undergraduate students. Each time it is offered, the course focuses on a single theme identified by course coordinators, addressing critical issues that shape contemporary education. Each module centers on a key challenge or debate affecting educational systems and practices worldwide. Topics may include, but are not limited to, educational equity and access, human rights, AI and the future of learning, ecological education and sustainability, inclusion and diversity, violence in education, and social and emotional well-being. Students will engage in critical analysis of these issues through readings, lectures, discussions, and case studies, developing critical perspectives on how we can provide educational and pedagogical responses to these critical issues and concerns. 

The students will develop competencies in the methodology of teaching English to students at lower secondary level based on the objectives of the National Curriculum for English. They will get practice in lesson planning, use of a variety of activities and materials, such as literature and film, and lesson evaluation.

The course includes a final project that integrates the learning approaches explored throughout 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.

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

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

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

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

Environmental problems and nature conservation in Iceland will be discussed.

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

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

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

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

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

Environmental problems and nature conservation in Iceland will be discussed.

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

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

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

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

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

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

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

This course explores how international organizations, national governments, and research communities shape adult education policy globally. Students co-lead interactive webinars featuring policymakers, institutional representatives, and researchers who are actively shaping educational landscapes. Drawing on comparative policy frameworks from UNESCO, OECD, the EU, and the World Bank, the course encourages critical engagement with issues of human rights, employability, social inclusion, and sustainability.

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.