The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.

Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).

In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

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

The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed.  Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.

The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.

Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.

Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.

Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5,0 is needed in each project and exam.

The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.

Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.

Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.

Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.

Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.

Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.

Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5.0 in each project and exam is needed.

The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.

The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.

The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.

The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.

A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.

The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.

The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.

The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development

Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Course Description:

The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.

Topics:

The course has six themes, with the first four being the main focus:

1. Strong Groups – Their characteristics and the role of professionals in building them.
2. Empathy – What research says and how we teach empathy.
3. Collaboration – What research says and how we teach collaboration.
4. Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
5. Social and Emotional Competence
6. Flourishing – Its interplay with the societal context to which children and youth belong.

Approach and Methodology:

The course emphasizes balancing various types of learning:

• Acquisition learning
• Discussions
• Investigation/research
• Collaboration
• Activity and practice
• Production

The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.

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

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

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

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

Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.

The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience  from the field, with the subject of the course.

The emphasis of the course

Students are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.

The course focuses on achieving a balance between various types of study:

• Acquisition
• Discussion
• Investigation
• Collaboration
• Practice
• Product 

The setting of the course 

Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.

Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course. 

Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work. 

At the end of the course, students organize seminars related to the subject of the course.

The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.

The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.

Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.  

The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences. 

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.

Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.

Global health priorities are the focus of this course. The global burden of disease across countries will be scrutinized, as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health from a global perspective, as well as health systems designed to provide good and timely services. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the Sustainable Development Goals.

In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.

Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored. 

Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools. 

Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland  were the core of the conflict will be defined and underlying values will be drawn out.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.

Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).

The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.

In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland  were the core of the conflict will be defined and underlying values will be drawn out.

Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.

In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.

In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.

Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.

The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.

The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland. 

The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.

The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.

The learning arrangements consist of lectures and group work.

Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, antropology, and political science.

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. 

Work Methods:

The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day.  Preparation day is June xx  at 16.30-18.

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

Learning Activities:

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

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

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

The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.

Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).

In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

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

The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed.  Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.

The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.

Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.

Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.

Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5,0 is needed in each project and exam.

The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.

Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.

Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.

Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.

Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.

Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.

Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5.0 in each project and exam is needed.

The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.

The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.

The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.

The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.

A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.

The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.

The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.

The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development

Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Course Description:

The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.

Topics:

The course has six themes, with the first four being the main focus:

1. Strong Groups – Their characteristics and the role of professionals in building them.
2. Empathy – What research says and how we teach empathy.
3. Collaboration – What research says and how we teach collaboration.
4. Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
5. Social and Emotional Competence
6. Flourishing – Its interplay with the societal context to which children and youth belong.

Approach and Methodology:

The course emphasizes balancing various types of learning:

• Acquisition learning
• Discussions
• Investigation/research
• Collaboration
• Activity and practice
• Production

The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.

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

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

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

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

Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.

The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience  from the field, with the subject of the course.

The emphasis of the course

Students are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.

The course focuses on achieving a balance between various types of study:

• Acquisition
• Discussion
• Investigation
• Collaboration
• Practice
• Product 

The setting of the course 

Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.

Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course. 

Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work. 

At the end of the course, students organize seminars related to the subject of the course.

The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.

The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.

Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.  

The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences. 

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.

Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.

Global health priorities are the focus of this course. The global burden of disease across countries will be scrutinized, as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health from a global perspective, as well as health systems designed to provide good and timely services. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the Sustainable Development Goals.

In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.

Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored. 

Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools. 

Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland  were the core of the conflict will be defined and underlying values will be drawn out.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.

Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).

The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.

In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland  were the core of the conflict will be defined and underlying values will be drawn out.

Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.

In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.

In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.

Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.

The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.

The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland. 

The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.

The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.

The learning arrangements consist of lectures and group work.

Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, antropology, and political science.

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. 

Work Methods:

The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day.  Preparation day is June xx  at 16.30-18.

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

Learning Activities:

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

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

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

The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.

Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).

In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

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

The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed.  Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.

The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.

Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.

Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.

Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5,0 is needed in each project and exam.

The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.

Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.

Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.

Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.

Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.

Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.

Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5.0 in each project and exam is needed.

The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.

The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.

The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.

The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.

A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.

The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.

The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.

The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development

Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Course Description:

The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.

Topics:

The course has six themes, with the first four being the main focus:

1. Strong Groups – Their characteristics and the role of professionals in building them.
2. Empathy – What research says and how we teach empathy.
3. Collaboration – What research says and how we teach collaboration.
4. Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
5. Social and Emotional Competence
6. Flourishing – Its interplay with the societal context to which children and youth belong.

Approach and Methodology:

The course emphasizes balancing various types of learning:

• Acquisition learning
• Discussions
• Investigation/research
• Collaboration
• Activity and practice
• Production

The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.

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

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

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

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

Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.

The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience  from the field, with the subject of the course.

The emphasis of the course

Students are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.

The course focuses on achieving a balance between various types of study:

• Acquisition
• Discussion
• Investigation
• Collaboration
• Practice
• Product 

The setting of the course 

Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.

Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course. 

Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work. 

At the end of the course, students organize seminars related to the subject of the course.

The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.

The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.

Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.  

The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences. 

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.

Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.

Global health priorities are the focus of this course. The global burden of disease across countries will be scrutinized, as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health from a global perspective, as well as health systems designed to provide good and timely services. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the Sustainable Development Goals.

In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.

Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored. 

Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools. 

Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland  were the core of the conflict will be defined and underlying values will be drawn out.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.

Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).

The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.

In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland  were the core of the conflict will be defined and underlying values will be drawn out.

Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.

In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.

In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.

Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.

The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.

The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland. 

The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.

The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.

The learning arrangements consist of lectures and group work.

Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, antropology, and political science.

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. 

Work Methods:

The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day.  Preparation day is June xx  at 16.30-18.