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Language skills
required, minimum level of B2
Programme length
1 years.
Study mode
Face-to-face learning Distance learning
Application status
International students:
Students with Icelandic or Nordic citizenship:
Overview

  • Are you interested in a programme that is both theoretical and practical?
  • Would you like a more in-depth understanding of key topics in the fields of education, schools and personal development?
  • Would you like to learn about equality in working with children and young people?
  • Are you looking for a short programme?
  • Are you looking for a flexible programme?

This programme is designed for students who have completed a BA in education studies or related subjects, educators and administrators at all levels of the education system, and other people who work closely with children and young people.

Students complete assignments connected to schools and other educational settings and are given opportunities to improve their understanding of key topics in the fields of education, schools and personal development. 

Programme structure

The programme is 60 ECTS and is organised as one year of full-time study.

Students choose between the following specialisations:

  • Risky behaviour and well-being in young people
  • Prosperity and diversity
  • Adult learning and human resource development
  • Education for equality

The programme is made up of:

  • Mandatory courses, 40 ECTS
  • Elective courses, 20 ECTS

Organisation of teaching

Teaching and exams are in Icelandic.

Students can complete the programme at their own pace and there is a focus on flexibility, with a mix of face-to-face learning and distance learning.

Main objectives

The programme aims to strengthen links with the education sector and provide flexibility by offering a qualification for people who want to study at the Master’s level without completing a full Master’s degree.

Other

Completing this programme with a first-class grade may allow you to apply for the Master's programme in education studies.

Students must have completed a Bachelor's degree, normally with a first class grade (7,25) but never lower than 6.5.

60 ECTS credits are required for for completion of the post-graduate diploma.

The following documents must accompany an application for this programme:
  • CV
  • Statement of purpose
  • Reference 1, Name and email
  • Reference 2, Name and email
  • Certified copies of diplomas and transcripts

Further information on supporting documents can be found here

Programme structure

Check below to see how the programme is structured.

First year | Fall
Adult Learners and human resource development (NAF003F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the charcteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.

The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.

Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Not taught this semester
First year | Fall
Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students (MAL004F)
Free elective course within the programme
10 ECTS, credits
Course Description

The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.

Teaching arrangement:

Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Attendance required in class
First year | Spring 1
Instructional design and learning processes with adult learners (NAF002F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

In this course participants learn how to design learning interventions for adults. Its main objectives are that participants can individually or with a group, design courses or other learning events for adults.

During the course participants deal with most aspects of designing, organizing and implementing learning events organized for adults, ranging from learning needs asessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.

The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Year unspecified
Theories in Sociology and Philosophy of Education (MVS101F, MVS009F, UME103F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Learning theories: Application and research (MVS101F, MVS009F, UME103F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

  • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
  • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
  • Students will read research articles where these learning theories are studied and applied in practice.
  • Emphasis will be placed on understanding what constitutes evidence-based practice. 
  • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Diversity and social justice (MVS101F, MVS009F, UME103F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Marketing and adult education (NAF005F, NAF001F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

Adult educators can profit from ideas and tools both from the disciplin of Marketing as well as Andragogy in order to plan and promote learning opportunities: programs and courses, for adult learners.

In this course participants will learn how to combine ideas developed within the field of marketing with similar ideas developed within the field of andragogy, when planning and implementing courses and programmes for adult learners

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
First year | Year unspecified
Quality and evaluation in continuing education (NAF005F, NAF001F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

The aims of this course are to prepare participants to use theories and methods to evaluate, assess and critically analize the results of educational programmes aimed at adults.

During this course participants acquaint themselves with central ideas of quality management and programme evaluation, and familiarize themselves with a few prominent models of quality assurance and evaluation. Participants  engage themselves with the critical discussion on quality management with the aim of being able to critically discern founding ideas various models build on and their consequences. 

Contents
Quality assurance and quality management, programme evaluation. Important ideas, models and methods for quality assurance and programme evaluation.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Not taught this semester
First year | Year unspecified
Analysis of education needs (NAF201F, NAF004F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

One of the first steps in designing learning activities for adults is to analyse and assess learning needs the potential learners might have. Recently the task of analysing and assessing learning needs has become a task adult educators have to take on in cooperation with their or their organisations clients. Companies which contact so called "learning providers" more and more expect their partners to enter into cooperation with them in order to talormake learning interventions aimed at raising the competencies of their staff.

Form of instruction: 
Blended learning: A mix of contact sessions and collaborative online learning.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Not taught this semester
First year | Year unspecified
Assessment and Validation of adult learning and skills (NAF201F, NAF004F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

This course has the general aim of helping students to deepen their knowledge and skills in assessing adults' skills and knowledge. Assessment is a central aspect of all organized learning interventions. Professionals in this field therefore need to master various aspects of assessing learning achieved during specific courses or knowledge and skills acquired through informal ways. During this course students learn both theories and methods which can be seen as a useful basis to organize and carry out various forms of assessment of lerning, both formally and informally in various situations where adult knowledge and skills need to be measured for one reason or another. 

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
First year | Year unspecified
Inclusive education in a multicultural society: Theory and research (MAL104F)
Free elective course within the programme
10 ECTS, credits
Course Description

Ideas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.

The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.

Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.

The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.

Language of instruction: Icelandic
Distance learning
Prerequisites
Attendance required in class
Not taught this semester
First year | Year unspecified
Wicked Problems, democracy and change (UME101F)
Free elective course within the programme
10 ECTS, credits
Course Description

Modern businesses, organisations and society as a whole have to deal with many very complicated issues, and in many cases traditional methods come up short. In this course participants will train themselves in analysing specific aspects of modern times, gather data about specific actual problems and analyse them. These problems will be tackled from the points of view of systems theories, ideas on wicked problems and the problems modern democracy faces to tackle such problems. Participants will acquaint themselves with various approaches to deal with such problems such as design approaches, entrepeneurship, creative problem solving and others.

Language of instruction: Icelandic
First year | Year unspecified
Interdisciplinary Collaboration within Leisure- and School Systems (TÓS202F)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Year unspecified
The pedagogy and organisation of support (MAL204F)
Free elective course within the programme
10 ECTS, credits
2 fieldwork credits
Course Description

The main goal of the course is for participants to learn about and be able to apply methods in organizing, teaching, and evaluating learning and teaching in diverse student groups. An emphasis is placed on participants becoming familiar with selected research findings, and the main concepts and ideas regarding inclusion and diversity (multicultural schooling and inclusive schooling). Upon completion of the course, students should be familiar with research on teaching and learning in the field, be capable of preparing and following through with a group and/or individual curriculum for diverse groups or individuals, have obtained skills to be able to adapt curricula to the needs of individuals and groups so that the needs of all students are met, be able to organize teaching and learning for diverse groups or individuals, be able to apply teaching methods and assessment techniques appropriate for diverse student groups, be able to work with parents and experts involved in the schooling and/or individual students.
Content:
Concepts of social justice, equality, participation, and democracy, as well as ideologies of multicultural education, inclusion, bilingualism, and multilingualism, will be introduced and discussed. Research and pedagogy related to multicultural education and inclusion will be discussed. Emphasis is on developing individual curricula and plans related to individual needs. Methods for gathering information and assessing needs are introduced. Cooperative learning, critical thinking, pedagogy related to bi- and multilingualism, home-school cooperation, and cooperation with institutions and specialists related to individual students will be introduced and discussed.
Procedure and methods of teaching: Lectures, discussion, evaluation and applying theory to practice, cooperation in groups. Students work on assignments related to the field. Teaching is in on-site sessions, a few afternoon sessions, and on the web (Canvas).

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Counselling Theories (NSR007F)
Free elective course within the programme
10 ECTS, credits
Course Description

The focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.

Language of instruction: Icelandic
Face-to-face learning
Not taught this semester
First year | Year unspecified
Trans children and the society (UME204M)
Free elective course within the programme
5 ECTS, credits
Course Description

Aim:

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

 

Issues:

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

Language of instruction: Icelandic/English
Distance learning
Prerequisites
Attendance required in class
Not taught this semester
First year | Fall
Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students (MAL004F)
Free elective course within the programme
10 ECTS, credits
Course Description

The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.

Teaching arrangement:

Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Attendance required in class
Not taught this semester
First year | Year unspecified
Education, social justice and critical studies (SFG102M)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process. 

Language of instruction: Icelandic
Distance learning
Prerequisites
Attendance required in class
First year | Year unspecified
The competent parent? Discourses on parenting (FFU102M, SFG004M)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
First year | Year unspecified
Queer pedagogy (FFU102M, SFG004M)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Not taught this semester
First year | Year unspecified
Relational autonomy and sexuality (ÞRS102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

This course addresses the concept of relational autonomy in the life of people who need intensive support and how to use it to increase autonomy in daily life. It also addresses the issue of gender and sexuality in relation to disability and the lived experiences of disabled people. In the module, the feminist idea of relational autonomy will be regarded as a key element for personal autonomy to flourish. Different perspectives of autonomy will be explored, e.g. how to increase respect for personal characteristics, independency, sexuality, and gender roles. The module explores how disabled people have been simultaneously viewed as asexual, eternal children or sexual predators. These contradicting stereotypes have hindered access to adult roles. The Convention on the rights of Persons with Disabilities (CRPD) will also be under discussion and its relevance in the concept of autonomy, sexuality, diversity, and gender.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Inclusive education and the irregular school and society (INT002M)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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

Language of instruction: English
Face-to-face learning
Prerequisites
Attendance required in class
First year | Year unspecified
Equality and schooling (FAG101M)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Prerequisites
Attendance required in class
First year | Year unspecified
Diversity and social justice (UME103F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

Language of instruction: Icelandic
Distance learning
Attendance required in class
First year | Year unspecified
General Gender Studies (KYN101F, UME004M)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

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

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

Language of instruction: Icelandic
Face-to-face learning
Online learning
First year | Year unspecified
Gender and education (KYN101F, UME004M)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

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

Language of instruction: Icelandic
Face-to-face learning
Online learning
First year | Year unspecified
Universal Design (ÞRS002M)
Free elective course within the programme
5 ECTS, credits
Course Description

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

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Course taught first half of the semester
Not taught this semester
First year | Year unspecified
Multicultural society and migration (MAN017F)
Free elective course within the programme
10 ECTS, credits
Course Description

Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.

The teaching methods are lectures and discussions.

Language of instruction: Icelandic/English
Face-to-face learning
Distance learning
First year | Year unspecified
Gender Studies for Practical Purposes (KYN202F)
Free elective course within the programme
10 ECTS, credits
Course Description

The course provides practical preparation for jobs in management, public administration, training, education, media, and other specialized fields. The objective of the course is to introduce students to the basic concepts of practical work for gender equality and provide them with practical training in the field. The course covers the history and meaning of the concept of gender equality, with a special emphasis on gender mainstreaming and gender budgeting. It addresses the representation of gender and the importance of gender responsiveness in social discourse and policy. It also introduces ideas on diversity mainstreaming and intersectionality. Modern societies make ever increasing demands for knowledge on gender equality. Iceland is party to numerous international agreements on gender equality, and the Act on Equal Status and Equal Rights of Women and Men calls for gender mainstreaming in policymaking and public decision making at all levels. That kind of mainstreaming requires knowledge of gender equality, and the Act calls for education in that field at all levels of education. 

Language of instruction: Icelandic
Face-to-face learning
Online learning
Not taught this semester
First year | Year unspecified
Volunteering: Projects aiming at education and welfare (UME005M, KYN211F)
Free elective course within the programme
10 ECTS, credits
Course Description

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

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

Language of instruction: Icelandic/English
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
Not taught this semester
First year | Year unspecified
Theories in Gender Studies (UME005M, KYN211F)
Free elective course within the programme
10 ECTS, credits
Course Description

The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.

Language of instruction: Icelandic/English
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
Not taught this semester
First year | Year unspecified
Internalised oppression (ÞRS003M)
Free elective course within the programme
5 ECTS, credits
Course Description

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

Language of instruction: Icelandic
Distance learning
Prerequisites
Course taught first half of the semester
First year | Year unspecified
Sexual Violence, Law and Justice (FÉL601M, FÉL601M)
Free elective course within the programme
10/10 ECTS, credits
Course Description

Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

Language of instruction: English
Face-to-face learning
Prerequisites
First year | Year unspecified
Sexual Violence, Law and Justice (FÉL601M, FÉL601M)
Free elective course within the programme
10/10 ECTS, credits
Course Description

Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

Language of instruction: English
Face-to-face learning
Prerequisites
Not taught this semester
First year | Year unspecified
Queer Studies (KYN212F)
Free elective course within the programme
6 ECTS, credits
Course Description

This is an introductory course that sheds light on the history of LGBTQI people in Iceland, their experiences, movement, and culture. The history is placed in an international context and the main milestones in their fight for human rights are addressed, as are their legal rights. Important aspects of socialization are addressed, such as the forming of one’s identity and the development of visibility, relationships with families of origin and the search for one’s own family of choice. The difference between lesbian and gay studies and queer studies is addressed and theories on the shaping of sex, gender, and gender trouble are reviewed. The discourse between LGBTQ people and social institutions are covered, as is their condition and quality of life. The role of sexuality in cultural representations is examined, exemplified in how the reality of LGBTQI appears in arts and culture. 

Language of instruction: Icelandic
Face-to-face learning
Online learning
First year | Year unspecified
Critical Theories in education in an international context (INT004F)
Free elective course within the programme
10 ECTS, credits
Course Description

In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored.  The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.

Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

Language of instruction: English
Face-to-face learning
Attendance required in class
Not taught this semester
First year | Year unspecified
Equity in education and equality for all (SFG203M)
Free elective course within the programme
5 ECTS, credits
Course Description

In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Year unspecified
Youth culture and youth transition (UME009M)
Free elective course within the programme
5 ECTS, credits
Course Description

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Not taught this semester
First year | Year unspecified
Trans children and the society (UME204M)
Free elective course within the programme
5 ECTS, credits
Course Description

Aim:

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

 

Issues:

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

Language of instruction: Icelandic/English
Distance learning
Prerequisites
Attendance required in class
Not taught this semester
First year | Fall
Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students (MAL004F)
Free elective course within the programme
10 ECTS, credits
Course Description

The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.

Teaching arrangement:

Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Attendance required in class
First year | Spring 1
Children‘s rights and contemporary challenges (UME203M)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Not taught this semester
First year | Year unspecified
Multicultural society and migration (MAN017F, UME206F, SFG207F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.

The teaching methods are lectures and discussions.

Language of instruction: Icelandic/English
Face-to-face learning
Distance learning
Not taught this semester
First year | Year unspecified
Risk behavior and resilience among adolescents (MAN017F, UME206F, SFG207F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic/English
Face-to-face learning
Distance learning
Not taught this semester
First year | Year unspecified
Sustainability education and learning (MAN017F, UME206F, SFG207F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.

Examples of issues to be dealt with:

  • Activism in learning and teaching
  • Place-based and experiential education
  • Behavioural change
  • Science learning, technology and sustainability
  • Creativity, creation of knowledge and social sustainability
  • University education, adult learning
  • Formal, informal and non-formal learning
  • Social Entrepreneurship Education

Language of instruction: Icelandic/English
Face-to-face learning
Distance learning
First year | Year unspecified
Theories in Sociology and Philosophy of Education (MVS101F, UME103F, MVS009F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Diversity and social justice (MVS101F, UME103F, MVS009F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Learning theories: Application and research (MVS101F, UME103F, MVS009F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

  • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
  • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
  • Students will read research articles where these learning theories are studied and applied in practice.
  • Emphasis will be placed on understanding what constitutes evidence-based practice. 
  • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Human rights: Advancing social and ecological wellbeing (UME011M, SFG003F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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

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

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

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

Language of instruction: Icelandic/English
Face-to-face learning
Prerequisites
First year | Year unspecified
Sustainability education and leadership (UME011M, SFG003F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

  • Education for sustainability in formal and informal settings (e.g. in workplaces)
  • Leadership for sustainability (e.g. whole school or leisure activity change)
  • Relations between science and sustainability (e.g. tactic/principle)
  • Wicked problems
  • Rural development and sustainability
  • Creating shared values (including corporate social responsibility) 
  • Curriculum change
Language of instruction: Icelandic/English
Face-to-face learning
Prerequisites
Not taught this semester
First year | Year unspecified
Volunteering: Projects aiming at education and welfare (UME005M, FFU102M, TÓS103F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

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

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

Language of instruction: Icelandic/English
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
Not taught this semester
First year | Year unspecified
The competent parent? Discourses on parenting (UME005M, FFU102M, TÓS103F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

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

Language of instruction: Icelandic/English
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
Not taught this semester
First year | Year unspecified
Well-being of educators: Reflection and peer supervision (UME005M, FFU102M, TÓS103F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

In this course, the focus is on three main areas: Peer supervision, trauma-informed approach, and the development of learning communities with an emphasis on inter-professional collaboration. The course will also explore laws regarding the integration of services for the well-being of children, considering the enhancement of social and emotional skills in school and leisure activities.

Students receive training in acquiring peer supervision and engaging in in-depth discussions within their work, involving practical exercises in groups. Students become acquainted with a trauma-informed approach within school and leisure activities and work on a plan for a child, a group of children or a workplace, keeping this approach at the forefront.

Inter-professional collaboration is discussed, emphasizing its significance in the successful implementation of new legislation concerning the integration of services for the well-being of children and youth. Additionally, students receive guidance on how to take initiative in the development of learning communities within their workplaces.

The aim of the course content is to enhance students' abilities to promote their own well-being and that of their peers in their workplace and take on leadership roles in school and leisure activities related to enhancing the social and emotional skills of children and youth.

Language of instruction: Icelandic/English
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Year unspecified
Global Citizenship Education – from policy to practice.  (UME002F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

Language of instruction: Icelandic
Distance learning
Attendance required in class
First year | Year unspecified
Social and emotional learning in education (UME208F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

Theoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
Students’ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Mentor in Sprettur (GKY001M)
Free elective course within the programme
5 ECTS, credits
Course Description

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students fill out a digital application form and the teacher will contact them. 

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

Language of instruction: Icelandic/English
Face-to-face learning
The course is taught if the specified conditions are met
Attendance required in class
First year | Year unspecified
Interdisciplinary Collaboration within Leisure- and School Systems (TÓS202F)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Year unspecified
Determinants of Health (HÍT504M)
Free elective course within the programme
10 ECTS, credits
Course Description

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

Language of instruction: Icelandic
Distance learning
Prerequisites
Attendance required in class
First year | Year unspecified
Child protection - Children's rights and interests (KME118F)
Free elective course within the programme
10 ECTS, credits
Course Description

The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Year unspecified
Youth culture and youth transition (UME009M, KME119F)
Free elective course within the programme
10 ECTS, credits
Course Description

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
First year | Year unspecified
Language and literacy: Children at risk (UME009M, KME119F)
Free elective course within the programme
10 ECTS, credits
Course Description

The course focuses on how language and language development influence learning and the learning progress and explores the language demand in schools in the context of learning and the orgnaization of teaching. The relationship between language impairments and autism, ADHD, reading and learning problems, mathematics and social difficulties is explored. Students learn to evaluate the factors in the school work which influence effective schoolwork for children with learning difficulties and look at the interrelationship between these factors and the community. Finally, the course looks at ways to indentify children at risk in pre- and elementary schools using the whole-approach view which evaluates how teachers can decrease the risk factors with early intervention, preventive teaching and effective teaching programs.

Goal: Students gain acquire knowledge and understanding in :

  • fundamental concepts and theories about risk-factors which are related to language development and literacy and understand their connection to learning and social behavior
  • the role of language and communication ability in the school community
  • theories about the connection of language- and literacy development to learning
    • communication, reading, comprehension, spelling and mathematics
  • relationship of language and social communication
    • in group-work, in friendship, in play and social interaction
  • theories about early intervention and preventive teaching
  • school-planning which meets the needs of all students in pre-school and elementary schools
  • rescearhes in effective learning and teaching methods/organizing for children at risk
  • the role and nature of related institutions and other specialists

On completing the course students should be able to:

  • find pupils at risk
  • know how to use early intervention and individual approach
  • apply appropiate and organized teaching methods which decrease risk factors and strengthen the students.
  • plan curriculum and create a school-culture which meets all the pupils learning- and social needs
  • provide information to parents and other specialists
  • team-work with other specialists
  • cooperate and counsil the teachers about teaching-methods and teaching-material
  • organize strong parent-cooperation

Course organisation: Lectures, discussions, groupwork, case studies, and individual work.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
First year | Year unspecified
Positive psychology and well-being (UME106F)
Free elective course within the programme
10 ECTS, credits
Course Description

Theoretical background of the course is based on positive psychology or the science of well-being and happiness. It includes topics such as mindset, motivation, emotions, flourishing, autonomy, self-regulation, meaning and life-goals. Methods for working on personal development, well-being and self-knowledge are presented – such as mindfulness, goal setting and working with character strengts and values - all empirically validated intervention strategies.
Students‘ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation in work-shops.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Not taught this semester
First year | Year unspecified
Trans children and the society (UME204M)
Free elective course within the programme
5 ECTS, credits
Course Description

Aim:

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

 

Issues:

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

Language of instruction: Icelandic/English
Distance learning
Prerequisites
Attendance required in class
First year | Fall
Determinants of Health (HÍT504M)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

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

Language of instruction: Icelandic
Distance learning
Prerequisites
Attendance required in class
First year | Fall
Bullying prevention, best practices and interventions (TÓS509M)
Free elective course within the programme
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Fall
Introduction to Parenting and Counseling for Parents (FFU101M)
Free elective course within the programme
10 ECTS, credits
Course Description

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Not taught this semester
First year | Fall
Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students (MAL004F)
Free elective course within the programme
10 ECTS, credits
Course Description

The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.

Teaching arrangement:

Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Attendance required in class
First year | Spring 1
Risk behavior and resilience among adolescents (UME206F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Parent-child interaction (FFU201F)
Free elective course within the programme
15 ECTS, credits
Course Description

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Health promotion (ÍÞH209F, UME009M, UME208F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Course taught first half of the semester
First year | Year unspecified
Youth culture and youth transition (ÍÞH209F, UME009M, UME208F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Course taught first half of the semester
First year | Year unspecified
Social and emotional learning in education (ÍÞH209F, UME009M, UME208F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Theoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
Students’ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Course taught first half of the semester
First year | Year unspecified
Theories in Sociology and Philosophy of Education (MVS101F, MVS009F, UME103F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Learning theories: Application and research (MVS101F, MVS009F, UME103F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

  • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
  • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
  • Students will read research articles where these learning theories are studied and applied in practice.
  • Emphasis will be placed on understanding what constitutes evidence-based practice. 
  • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Diversity and social justice (MVS101F, MVS009F, UME103F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Positive psychology and well-being (UME106F, SFG104F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

Theoretical background of the course is based on positive psychology or the science of well-being and happiness. It includes topics such as mindset, motivation, emotions, flourishing, autonomy, self-regulation, meaning and life-goals. Methods for working on personal development, well-being and self-knowledge are presented – such as mindfulness, goal setting and working with character strengts and values - all empirically validated intervention strategies.
Students‘ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation in work-shops.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Life Skills - The Self (UME106F, SFG104F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Child protection - Children's rights and interests (KME118F)
Free elective course within the programme
10 ECTS, credits
Course Description

The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Year unspecified
Religions in a multicultural society (KME003M)
Free elective course within the programme
10 ECTS, credits
Course Description

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

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

Language of instruction: Icelandic
Distance learning
Prerequisites
First year | Year unspecified
Human rights: Advancing social and ecological wellbeing (UME011M)
Free elective course within the programme
10 ECTS, credits
Course Description

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

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

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

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

Language of instruction: Icelandic/English
Face-to-face learning
Prerequisites
Not taught this semester
First year | Year unspecified
Language and literacy: Children at risk (KME119F)
Free elective course within the programme
10 ECTS, credits
2 fieldwork credits
Course Description

The course focuses on how language and language development influence learning and the learning progress and explores the language demand in schools in the context of learning and the orgnaization of teaching. The relationship between language impairments and autism, ADHD, reading and learning problems, mathematics and social difficulties is explored. Students learn to evaluate the factors in the school work which influence effective schoolwork for children with learning difficulties and look at the interrelationship between these factors and the community. Finally, the course looks at ways to indentify children at risk in pre- and elementary schools using the whole-approach view which evaluates how teachers can decrease the risk factors with early intervention, preventive teaching and effective teaching programs.

Goal: Students gain acquire knowledge and understanding in :

  • fundamental concepts and theories about risk-factors which are related to language development and literacy and understand their connection to learning and social behavior
  • the role of language and communication ability in the school community
  • theories about the connection of language- and literacy development to learning
    • communication, reading, comprehension, spelling and mathematics
  • relationship of language and social communication
    • in group-work, in friendship, in play and social interaction
  • theories about early intervention and preventive teaching
  • school-planning which meets the needs of all students in pre-school and elementary schools
  • rescearhes in effective learning and teaching methods/organizing for children at risk
  • the role and nature of related institutions and other specialists

On completing the course students should be able to:

  • find pupils at risk
  • know how to use early intervention and individual approach
  • apply appropiate and organized teaching methods which decrease risk factors and strengthen the students.
  • plan curriculum and create a school-culture which meets all the pupils learning- and social needs
  • provide information to parents and other specialists
  • team-work with other specialists
  • cooperate and counsil the teachers about teaching-methods and teaching-material
  • organize strong parent-cooperation

Course organisation: Lectures, discussions, groupwork, case studies, and individual work.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Research Ethics (MVS211F)
Free elective course within the programme
5 ECTS, credits
Course Description

In this course on research ethics special emphasis will be on research ethics in both health sciences as well as social sciences. Good conduct in research will be in focus as well as ethical dilemmas related to studies using both qualitative and quantitative method of research. Icelandic regulations and ethical committees regarding research in Iceland will be introduced.

Language of instruction: Icelandic
Face-to-face learning
Online learning
First year | Year unspecified
Interdisciplinary Collaboration within Leisure- and School Systems (TÓS202F)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
Not taught this semester
First year | Year unspecified
Trans children and the society (UME204M)
Free elective course within the programme
5 ECTS, credits
Course Description

Aim:

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

 

Issues:

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

Language of instruction: Icelandic/English
Distance learning
Prerequisites
Attendance required in class
First year
  • Fall
  • NAF003F
    Adult Learners and human resource development
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the charcteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.

    The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.

    Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.

    Face-to-face learning
    Distance learning
    Prerequisites
  • Not taught this semester
    MAL004F
    Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

    The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

    In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.

    Teaching arrangement:

    Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • NAF002F
    Instructional design and learning processes with adult learners
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    In this course participants learn how to design learning interventions for adults. Its main objectives are that participants can individually or with a group, design courses or other learning events for adults.

    During the course participants deal with most aspects of designing, organizing and implementing learning events organized for adults, ranging from learning needs asessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.

    The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.

    Face-to-face learning
    Distance learning
    Prerequisites
  • Year unspecified
  • MVS101F, MVS009F, UME103F
    Theories in Sociology and Philosophy of Education
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

    During the first half of the semester theoretical approaches are presented and discussed.

    During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS101F, MVS009F, UME103F
    Learning theories: Application and research
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Objectives
    The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

    Content

    • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
    • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
    • Students will read research articles where these learning theories are studied and applied in practice.
    • Emphasis will be placed on understanding what constitutes evidence-based practice. 
    • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS101F, MVS009F, UME103F
    Diversity and social justice
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

    Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

    Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • NAF005F, NAF001F
    Marketing and adult education
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    Adult educators can profit from ideas and tools both from the disciplin of Marketing as well as Andragogy in order to plan and promote learning opportunities: programs and courses, for adult learners.

    In this course participants will learn how to combine ideas developed within the field of marketing with similar ideas developed within the field of andragogy, when planning and implementing courses and programmes for adult learners

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • Not taught this semester
    NAF005F, NAF001F
    Quality and evaluation in continuing education
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    The aims of this course are to prepare participants to use theories and methods to evaluate, assess and critically analize the results of educational programmes aimed at adults.

    During this course participants acquaint themselves with central ideas of quality management and programme evaluation, and familiarize themselves with a few prominent models of quality assurance and evaluation. Participants  engage themselves with the critical discussion on quality management with the aim of being able to critically discern founding ideas various models build on and their consequences. 

    Contents
    Quality assurance and quality management, programme evaluation. Important ideas, models and methods for quality assurance and programme evaluation.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • Not taught this semester
    NAF201F, NAF004F
    Analysis of education needs
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    One of the first steps in designing learning activities for adults is to analyse and assess learning needs the potential learners might have. Recently the task of analysing and assessing learning needs has become a task adult educators have to take on in cooperation with their or their organisations clients. Companies which contact so called "learning providers" more and more expect their partners to enter into cooperation with them in order to talormake learning interventions aimed at raising the competencies of their staff.

    Form of instruction: 
    Blended learning: A mix of contact sessions and collaborative online learning.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • NAF201F, NAF004F
    Assessment and Validation of adult learning and skills
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    This course has the general aim of helping students to deepen their knowledge and skills in assessing adults' skills and knowledge. Assessment is a central aspect of all organized learning interventions. Professionals in this field therefore need to master various aspects of assessing learning achieved during specific courses or knowledge and skills acquired through informal ways. During this course students learn both theories and methods which can be seen as a useful basis to organize and carry out various forms of assessment of lerning, both formally and informally in various situations where adult knowledge and skills need to be measured for one reason or another. 

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • MAL104F
    Inclusive education in a multicultural society: Theory and research
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Ideas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.

    The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.

    Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.

    The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.

    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    UME101F
    Wicked Problems, democracy and change
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Modern businesses, organisations and society as a whole have to deal with many very complicated issues, and in many cases traditional methods come up short. In this course participants will train themselves in analysing specific aspects of modern times, gather data about specific actual problems and analyse them. These problems will be tackled from the points of view of systems theories, ideas on wicked problems and the problems modern democracy faces to tackle such problems. Participants will acquaint themselves with various approaches to deal with such problems such as design approaches, entrepeneurship, creative problem solving and others.

    Prerequisites
  • TÓS202F
    Interdisciplinary Collaboration within Leisure- and School Systems
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MAL204F
    The pedagogy and organisation of support
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    2 fieldwork credits
    Course Description

    The main goal of the course is for participants to learn about and be able to apply methods in organizing, teaching, and evaluating learning and teaching in diverse student groups. An emphasis is placed on participants becoming familiar with selected research findings, and the main concepts and ideas regarding inclusion and diversity (multicultural schooling and inclusive schooling). Upon completion of the course, students should be familiar with research on teaching and learning in the field, be capable of preparing and following through with a group and/or individual curriculum for diverse groups or individuals, have obtained skills to be able to adapt curricula to the needs of individuals and groups so that the needs of all students are met, be able to organize teaching and learning for diverse groups or individuals, be able to apply teaching methods and assessment techniques appropriate for diverse student groups, be able to work with parents and experts involved in the schooling and/or individual students.
    Content:
    Concepts of social justice, equality, participation, and democracy, as well as ideologies of multicultural education, inclusion, bilingualism, and multilingualism, will be introduced and discussed. Research and pedagogy related to multicultural education and inclusion will be discussed. Emphasis is on developing individual curricula and plans related to individual needs. Methods for gathering information and assessing needs are introduced. Cooperative learning, critical thinking, pedagogy related to bi- and multilingualism, home-school cooperation, and cooperation with institutions and specialists related to individual students will be introduced and discussed.
    Procedure and methods of teaching: Lectures, discussion, evaluation and applying theory to practice, cooperation in groups. Students work on assignments related to the field. Teaching is in on-site sessions, a few afternoon sessions, and on the web (Canvas).

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • NSR007F
    Counselling Theories
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.

    Face-to-face learning
    Prerequisites
  • Not taught this semester
    UME204M
    Trans children and the society
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    Aim:

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

     

    Issues:

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

    Distance learning
    Prerequisites
    Attendance required in class
First year
  • Fall
  • Not taught this semester
    MAL004F
    Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

    The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

    In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.

    Teaching arrangement:

    Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Year unspecified
  • Not taught this semester
    SFG102M
    Education, social justice and critical studies hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process. 

    Distance learning
    Prerequisites
    Attendance required in class
  • FFU102M, SFG004M
    The competent parent? Discourses on parenting hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • FFU102M, SFG004M
    Queer pedagogy hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Not taught this semester
    ÞRS102F
    Relational autonomy and sexuality hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course addresses the concept of relational autonomy in the life of people who need intensive support and how to use it to increase autonomy in daily life. It also addresses the issue of gender and sexuality in relation to disability and the lived experiences of disabled people. In the module, the feminist idea of relational autonomy will be regarded as a key element for personal autonomy to flourish. Different perspectives of autonomy will be explored, e.g. how to increase respect for personal characteristics, independency, sexuality, and gender roles. The module explores how disabled people have been simultaneously viewed as asexual, eternal children or sexual predators. These contradicting stereotypes have hindered access to adult roles. The Convention on the rights of Persons with Disabilities (CRPD) will also be under discussion and its relevance in the concept of autonomy, sexuality, diversity, and gender.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • INT002M
    Inclusive education and the irregular school and society hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

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

    Face-to-face learning
    Prerequisites
    Attendance required in class
  • FAG101M
    Equality and schooling hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

    The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

    The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • UME103F
    Diversity and social justice hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

    Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

    Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

    Distance learning
    Prerequisites
    Attendance required in class
  • KYN101F, UME004M
    General Gender Studies hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Online learning
    Prerequisites
  • KYN101F, UME004M
    Gender and education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

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

    Face-to-face learning
    Online learning
    Prerequisites
  • ÞRS002M
    Universal Design hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

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

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
    Course taught first half of the semester
  • Not taught this semester
    MAN017F
    Multicultural society and migration hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.

    The teaching methods are lectures and discussions.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KYN202F
    Gender Studies for Practical Purposes hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The course provides practical preparation for jobs in management, public administration, training, education, media, and other specialized fields. The objective of the course is to introduce students to the basic concepts of practical work for gender equality and provide them with practical training in the field. The course covers the history and meaning of the concept of gender equality, with a special emphasis on gender mainstreaming and gender budgeting. It addresses the representation of gender and the importance of gender responsiveness in social discourse and policy. It also introduces ideas on diversity mainstreaming and intersectionality. Modern societies make ever increasing demands for knowledge on gender equality. Iceland is party to numerous international agreements on gender equality, and the Act on Equal Status and Equal Rights of Women and Men calls for gender mainstreaming in policymaking and public decision making at all levels. That kind of mainstreaming requires knowledge of gender equality, and the Act calls for education in that field at all levels of education. 

    Face-to-face learning
    Online learning
    Prerequisites
  • Not taught this semester
    UME005M, KYN211F
    Volunteering: Projects aiming at education and welfare hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • UME005M, KYN211F
    Theories in Gender Studies hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    ÞRS003M
    Internalised oppression hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

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

    Distance learning
    Prerequisites
    Course taught first half of the semester
  • FÉL601M, FÉL601M
    Sexual Violence, Law and Justice hide
    Elective course
    10/10
    Free elective course within the programme
    10/10 ECTS, credits
    Course Description

    Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

    In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

    The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

    Face-to-face learning
    Prerequisites
  • Not taught this semester
    FÉL601M, FÉL601M
    Sexual Violence, Law and Justice hide
    Elective course
    10/10
    Free elective course within the programme
    10/10 ECTS, credits
    Course Description

    Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

    In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

    The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

    Face-to-face learning
    Prerequisites
  • Not taught this semester
    KYN212F
    Queer Studies hide
    Elective course
    6
    Free elective course within the programme
    6 ECTS, credits
    Course Description

    This is an introductory course that sheds light on the history of LGBTQI people in Iceland, their experiences, movement, and culture. The history is placed in an international context and the main milestones in their fight for human rights are addressed, as are their legal rights. Important aspects of socialization are addressed, such as the forming of one’s identity and the development of visibility, relationships with families of origin and the search for one’s own family of choice. The difference between lesbian and gay studies and queer studies is addressed and theories on the shaping of sex, gender, and gender trouble are reviewed. The discourse between LGBTQ people and social institutions are covered, as is their condition and quality of life. The role of sexuality in cultural representations is examined, exemplified in how the reality of LGBTQI appears in arts and culture. 

    Face-to-face learning
    Online learning
    Prerequisites
  • INT004F
    Critical Theories in education in an international context hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored.  The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.

    Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

    Face-to-face learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    SFG203M
    Equity in education and equality for all hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • UME009M
    Youth culture and youth transition hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Not taught this semester
    UME204M
    Trans children and the society hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    Aim:

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

     

    Issues:

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

    Distance learning
    Prerequisites
    Attendance required in class
First year
  • Fall
  • Not taught this semester
    MAL004F
    Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

    The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

    In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.

    Teaching arrangement:

    Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • UME203M
    Children‘s rights and contemporary challenges hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Year unspecified
  • Not taught this semester
    MAN017F, UME206F, SFG207F
    Multicultural society and migration hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.

    The teaching methods are lectures and discussions.

    Face-to-face learning
    Distance learning
    Prerequisites
  • MAN017F, UME206F, SFG207F
    Risk behavior and resilience among adolescents hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • MAN017F, UME206F, SFG207F
    Sustainability education and learning hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.

    Examples of issues to be dealt with:

    • Activism in learning and teaching
    • Place-based and experiential education
    • Behavioural change
    • Science learning, technology and sustainability
    • Creativity, creation of knowledge and social sustainability
    • University education, adult learning
    • Formal, informal and non-formal learning
    • Social Entrepreneurship Education

    Face-to-face learning
    Distance learning
    Prerequisites
  • MVS101F, UME103F, MVS009F
    Theories in Sociology and Philosophy of Education hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

    During the first half of the semester theoretical approaches are presented and discussed.

    During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS101F, UME103F, MVS009F
    Diversity and social justice hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

    Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

    Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS101F, UME103F, MVS009F
    Learning theories: Application and research hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Objectives
    The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

    Content

    • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
    • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
    • Students will read research articles where these learning theories are studied and applied in practice.
    • Emphasis will be placed on understanding what constitutes evidence-based practice. 
    • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • UME011M, SFG003F
    Human rights: Advancing social and ecological wellbeing hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

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

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

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

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

    Face-to-face learning
    Prerequisites
  • UME011M, SFG003F
    Sustainability education and leadership hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

    To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

    Examples of issues to be dealt with:

    • Education for sustainability in formal and informal settings (e.g. in workplaces)
    • Leadership for sustainability (e.g. whole school or leisure activity change)
    • Relations between science and sustainability (e.g. tactic/principle)
    • Wicked problems
    • Rural development and sustainability
    • Creating shared values (including corporate social responsibility) 
    • Curriculum change
    Face-to-face learning
    Prerequisites
  • Not taught this semester
    UME005M, FFU102M, TÓS103F
    Volunteering: Projects aiming at education and welfare hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • UME005M, FFU102M, TÓS103F
    The competent parent? Discourses on parenting hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • UME005M, FFU102M, TÓS103F
    Well-being of educators: Reflection and peer supervision hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    In this course, the focus is on three main areas: Peer supervision, trauma-informed approach, and the development of learning communities with an emphasis on inter-professional collaboration. The course will also explore laws regarding the integration of services for the well-being of children, considering the enhancement of social and emotional skills in school and leisure activities.

    Students receive training in acquiring peer supervision and engaging in in-depth discussions within their work, involving practical exercises in groups. Students become acquainted with a trauma-informed approach within school and leisure activities and work on a plan for a child, a group of children or a workplace, keeping this approach at the forefront.

    Inter-professional collaboration is discussed, emphasizing its significance in the successful implementation of new legislation concerning the integration of services for the well-being of children and youth. Additionally, students receive guidance on how to take initiative in the development of learning communities within their workplaces.

    The aim of the course content is to enhance students' abilities to promote their own well-being and that of their peers in their workplace and take on leadership roles in school and leisure activities related to enhancing the social and emotional skills of children and youth.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • UME002F
    Global Citizenship Education – from policy to practice.  hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

    Distance learning
    Prerequisites
    Attendance required in class
  • UME208F
    Social and emotional learning in education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    Theoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
    Students’ assignments will both be theoretical and applied to their field of work or interest.
    The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

    Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

    Students fill out a digital application form and the teacher will contact them. 

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

    Face-to-face learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • TÓS202F
    Interdisciplinary Collaboration within Leisure- and School Systems hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • HÍT504M
    Determinants of Health hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    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

    Distance learning
    Prerequisites
    Attendance required in class
  • KME118F
    Child protection - Children's rights and interests hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • UME009M, KME119F
    Youth culture and youth transition hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Not taught this semester
    UME009M, KME119F
    Language and literacy: Children at risk hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The course focuses on how language and language development influence learning and the learning progress and explores the language demand in schools in the context of learning and the orgnaization of teaching. The relationship between language impairments and autism, ADHD, reading and learning problems, mathematics and social difficulties is explored. Students learn to evaluate the factors in the school work which influence effective schoolwork for children with learning difficulties and look at the interrelationship between these factors and the community. Finally, the course looks at ways to indentify children at risk in pre- and elementary schools using the whole-approach view which evaluates how teachers can decrease the risk factors with early intervention, preventive teaching and effective teaching programs.

    Goal: Students gain acquire knowledge and understanding in :

    • fundamental concepts and theories about risk-factors which are related to language development and literacy and understand their connection to learning and social behavior
    • the role of language and communication ability in the school community
    • theories about the connection of language- and literacy development to learning
      • communication, reading, comprehension, spelling and mathematics
    • relationship of language and social communication
      • in group-work, in friendship, in play and social interaction
    • theories about early intervention and preventive teaching
    • school-planning which meets the needs of all students in pre-school and elementary schools
    • rescearhes in effective learning and teaching methods/organizing for children at risk
    • the role and nature of related institutions and other specialists

    On completing the course students should be able to:

    • find pupils at risk
    • know how to use early intervention and individual approach
    • apply appropiate and organized teaching methods which decrease risk factors and strengthen the students.
    • plan curriculum and create a school-culture which meets all the pupils learning- and social needs
    • provide information to parents and other specialists
    • team-work with other specialists
    • cooperate and counsil the teachers about teaching-methods and teaching-material
    • organize strong parent-cooperation

    Course organisation: Lectures, discussions, groupwork, case studies, and individual work.

    Face-to-face learning
    Distance learning
    Prerequisites
  • UME106F
    Positive psychology and well-being hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Theoretical background of the course is based on positive psychology or the science of well-being and happiness. It includes topics such as mindset, motivation, emotions, flourishing, autonomy, self-regulation, meaning and life-goals. Methods for working on personal development, well-being and self-knowledge are presented – such as mindfulness, goal setting and working with character strengts and values - all empirically validated intervention strategies.
    Students‘ assignments will both be theoretical and applied to their field of work or interest.
    The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation in work-shops.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    UME204M
    Trans children and the society hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    Aim:

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

     

    Issues:

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

    Distance learning
    Prerequisites
    Attendance required in class
First year
  • Fall
  • HÍT504M
    Determinants of Health hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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

    Distance learning
    Prerequisites
    Attendance required in class
  • TÓS509M
    Bullying prevention, best practices and interventions hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FFU101M
    Introduction to Parenting and Counseling for Parents hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Not taught this semester
    MAL004F
    Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

    The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

    In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.

    Teaching arrangement:

    Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • UME206F
    Risk behavior and resilience among adolescents hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FFU201F
    Parent-child interaction hide
    Elective course
    15
    Free elective course within the programme
    15 ECTS, credits
    Course Description

    Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Year unspecified
  • ÍÞH209F, UME009M, UME208F
    Health promotion hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
    Course taught first half of the semester
  • ÍÞH209F, UME009M, UME208F
    Youth culture and youth transition hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
    Course taught first half of the semester
  • ÍÞH209F, UME009M, UME208F
    Social and emotional learning in education hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Theoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
    Students’ assignments will both be theoretical and applied to their field of work or interest.
    The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
    Course taught first half of the semester
  • MVS101F, MVS009F, UME103F
    Theories in Sociology and Philosophy of Education hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

    During the first half of the semester theoretical approaches are presented and discussed.

    During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS101F, MVS009F, UME103F
    Learning theories: Application and research hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Objectives
    The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

    Content

    • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
    • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
    • Students will read research articles where these learning theories are studied and applied in practice.
    • Emphasis will be placed on understanding what constitutes evidence-based practice. 
    • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS101F, MVS009F, UME103F
    Diversity and social justice hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

    Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

    Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • UME106F, SFG104F
    Positive psychology and well-being hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Theoretical background of the course is based on positive psychology or the science of well-being and happiness. It includes topics such as mindset, motivation, emotions, flourishing, autonomy, self-regulation, meaning and life-goals. Methods for working on personal development, well-being and self-knowledge are presented – such as mindfulness, goal setting and working with character strengts and values - all empirically validated intervention strategies.
    Students‘ assignments will both be theoretical and applied to their field of work or interest.
    The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation in work-shops.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • UME106F, SFG104F
    Life Skills - The Self hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME118F
    Child protection - Children's rights and interests hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME003M
    Religions in a multicultural society hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

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

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

    Distance learning
    Prerequisites
  • UME011M
    Human rights: Advancing social and ecological wellbeing hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

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

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

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

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

    Face-to-face learning
    Prerequisites
  • Not taught this semester
    KME119F
    Language and literacy: Children at risk hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    2 fieldwork credits
    Course Description

    The course focuses on how language and language development influence learning and the learning progress and explores the language demand in schools in the context of learning and the orgnaization of teaching. The relationship between language impairments and autism, ADHD, reading and learning problems, mathematics and social difficulties is explored. Students learn to evaluate the factors in the school work which influence effective schoolwork for children with learning difficulties and look at the interrelationship between these factors and the community. Finally, the course looks at ways to indentify children at risk in pre- and elementary schools using the whole-approach view which evaluates how teachers can decrease the risk factors with early intervention, preventive teaching and effective teaching programs.

    Goal: Students gain acquire knowledge and understanding in :

    • fundamental concepts and theories about risk-factors which are related to language development and literacy and understand their connection to learning and social behavior
    • the role of language and communication ability in the school community
    • theories about the connection of language- and literacy development to learning
      • communication, reading, comprehension, spelling and mathematics
    • relationship of language and social communication
      • in group-work, in friendship, in play and social interaction
    • theories about early intervention and preventive teaching
    • school-planning which meets the needs of all students in pre-school and elementary schools
    • rescearhes in effective learning and teaching methods/organizing for children at risk
    • the role and nature of related institutions and other specialists

    On completing the course students should be able to:

    • find pupils at risk
    • know how to use early intervention and individual approach
    • apply appropiate and organized teaching methods which decrease risk factors and strengthen the students.
    • plan curriculum and create a school-culture which meets all the pupils learning- and social needs
    • provide information to parents and other specialists
    • team-work with other specialists
    • cooperate and counsil the teachers about teaching-methods and teaching-material
    • organize strong parent-cooperation

    Course organisation: Lectures, discussions, groupwork, case studies, and individual work.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS211F
    Research Ethics hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    In this course on research ethics special emphasis will be on research ethics in both health sciences as well as social sciences. Good conduct in research will be in focus as well as ethical dilemmas related to studies using both qualitative and quantitative method of research. Icelandic regulations and ethical committees regarding research in Iceland will be introduced.

    Face-to-face learning
    Online learning
    Prerequisites
  • TÓS202F
    Interdisciplinary Collaboration within Leisure- and School Systems hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    UME204M
    Trans children and the society hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    Aim:

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

     

    Issues:

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

    Distance learning
    Prerequisites
    Attendance required in class

The timetable shown below is for the current academic year and is FOR REFERENCE ONLY.

Changes may occur for the autumn semester in August and September and for the spring semester in December and January. You will find your final timetable in Ugla when the studies start.

Note! This timetable is not suitable for planning your work schedule if you are a part-time employee.





Additional information

The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.

Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.

Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.

  • Consultancy in inclusive education
  • Leadership
  • Adult education
  • Lifelong learning within companies
  • Development in educational institutions

This list is not exhaustive

The organisation for students of education studies at UI is called Tumi. Tumi organises workplace tours, annual galas, pub quizzes and end-of-exams parties. Tumi works with other student organisations at the School to put on several joint events. Tumi also advocates for members and is there to advise students. 

Students' comments
Portrait photo of Móey Pála Rúnarsdóttir
My passion for working with children led me to this field. The programme offers diverse career opportunities, including working at a children's hospital, preschool, and implementing educational strategies abroad. It’s a versatile and rewarding field.
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