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

This course provides a foundation for studies in Social Education (Þroskaþjálfafræði) and offers an overview of the professional field and role of the social educator (þroskaþjálfi). Emphasis is placed on human rights perspectives and the importance of professional support for social participation and advocacy of the rights of disabled people and others who use social educator services.

The course covers the following topics:

• Key concepts in the field of Social Education

• Competencies and roles of the social educator

• Teamwork and group collaboration

• History and development of the social educator profession in Iceland

• Human rights and international human rights conventions

• Laws and regulations relevant to the profession

• Ethical guidelines and professional values of social educators

• Service models and professional approaches

• The role of social educators in a diverse and inclusive society

• Recent research in the field

Students will also become familiar with professional practices and service models in the field. 

Teaching Methods
The course uses a flipped classroom approach and collaborative learning. Lectures and study materials are accessible on Canvas. Students are expected to come well prepared to weekly teaching sessions and intensive in-person sessions (so-called staðlotur), whether these take place in the classroom or live online. The schedule is available on the course website.

Collaboration in student workgroups and active participation in discussions and assignments during class are important components of the course.

Attendance and participation are mandatory. Attendance and active participation account for 20% of the final grade. Students must achieve a minimum grade of 5 (out of 10) in this part of the course assessment to pass the course (further details are provided in the course syllabus).

On-site teaching (Staðkennsla): On-site students attend weekly classes and intensive sessions in the classroom.
Distance learning (Fjarkennsla): Distance students attend weekly live online classes and intensive sessions. 

There are two intensive sessions (staðlotur) during the semester.

The main goal of this course is to shed light on the historical development of theories and perspectives on disability and how they have influenced and shaped the lives and circumstances of disabled people. An emphasis will be placed on the period from the beginning of the twentieth century to today. A particular focus will be placed on topics such as institutionalization, de-institutionalization, disability and eugenics, the medical understanding of disability, the ideology of normalization and disabled people‘s rights to education and parenting. In addition, the disability rights movement and the UN Convention on the Rights of Persons with Disabilities will be discussed. The course draws on the social understanding of disability and highlights the interconnection of the various social and cultural factors that impact and influence how disability is understood and interpreted. The course places a special emphasis on connecting historical ideas and theories with the daily lives and experiences of disabled people.

In this course, the lived experience of disabled people throughout the life course, from childhood to old age, will be explored, along with the societal and structural barriers that they face along the way. Critical theories on the life course will be employed to discuss the multiple and intersecting forms of discrimination and biases that disabled people experience in different stages of their lives, and how they undermine their ability to fully participate in society, including in education, employment, culture, recreation, politics and family life. A special focus will be directed at the criticism voiced by representative organizations of disabled people with regard to the first and final stages of the life course, i.e. fetal ultrasounds and assisted suicide. In addition, the course will examine the teenage years as a distinct life stage, and access of disabled people to the digital world, in the context of the right to full and active participation in adulthood. The course will also discuss how the prevailing discourse around the different stages of the life course, that is childhood, teenage years, adulthood and senior year, can be both be oppressive and liberating for disabled people and the development of their self-identity. Policymaking in matters pertaining to disabled people and international human rights treaties will be examined from the perspective of the human rights approach to disability.

Methods of work: Lectures, working in groups and class discussion. An emphasis will be placed on active participation of students in discussions and that they follow public coverage of disability in the media and politics with the life course in mind. Students will need to adopt academic methods of work in their writing and documentation.

The aim of the course is that students learn to know and use different sociological theories related to physical and mental attainment. Concept related to power, such as stigma, power, microaggression, and ableism, will be explored and students can use to analyse how norms are maintained and how societal definitions of norms come about. The theories that will be taught should be useful to students to understand how the marginalization of groups is maintained in the community and how discipline of the body takes place.

This course provides students an overview of human development across the lifespan. Major theories in the field will be introduced, including theories of cognitive, emotional, moral, and social development.

The impact of social and cultural factors on human development will be emphasized. The characteristics of different phases of life will be discussed, as well as developmental changes throughout the lifespan. 

Course format: presentations/lectures (visual and audio recordings accessible via Canvas) and group discussions/assignments either in class or online (synchronous).

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

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

Subject: The course material is based on three threads: Firstly, etiology of different impairments of disabled people. Secondly, health and health risks related to people with disabilities. Thirdly, we look at  how environments can influence health with special emphasis on people with disability. The focus is on both medical models of health as well as social models of health and disability.

The course is taught partly in a flipped classroom format and partly as on-site teaching with recordings.

Attendance is mandatory. See the course syllabus for further details. To pass the course, a minimum grade of 5.0 must be attained in all assessment components.

The course addresses Alternative and augmentative communication (AAC) for individuals with speech and communication difficulties of various kinds. Students are introduced to diverse communication approaches that may be suitable for different age groups and varying needs. Instruction is provided in the use of the communication app TD Snap, and various strategies for engaging in conversation with individuals who are unable to rely on spoken language for communication are presented. Emphasis is placed on what it means to be a good communication partner, and students learn to create materials related to different communication methods. The course also reflects on the impact of autism and atypical sensory processing on communication, as well as the circumstances of individuals who use informal or subtle communication signals. In addition, tools related to visual structure and visual supports are introduced. Strong emphasis is placed on the practical application of AAC and course assignments are designed to develop students’ skills in this area.

The subject of the practicum is connecting theory and practice with focus on person-centered planning and family centered services. Students will be located in selected service establishments, each under the guidance of an social educator working on-site. These supervisors will design a special learning program within the working place. Students will also have an opportunity to visit other organizations. The aim of the practicum is to give students an opportunity to analyze and observe the implementation of person-centered programs and services. Students will attend weekly meetings with their supervisors for advice and support. The praticum takes about six weeks in spring semester for six hours per day.

The course prepares students for ÞRS401G Field Practice in the 4th semester of the BA programme in Social Education.

The course introduces key concepts, methods, and tools in person-centred support. Emphasis is placed on person-centred approaches and empowering communication strategies that support people of all ages in exercising autonomy and participation.

The course reviews definitions of individualised services and interdisciplinary support teams as presented in Act No. 38/2018 on services for people with long-term support needs, as well as the main methods used to assess support needs. Basic principles of planning will be addressed, and students will become familiar with practical approaches, methods, and tools in person-centred support and practise using them.

Teaching methods:

Lectures, assignments, and discussions. Active student participation is expected. The course is taught both on campus and online.

The course prepares students for ÞRS401G Field Practice in the 4th semester of the BA programme in Social Education.

The course covers well-being and support services and the developments that have taken place in recent years. The roles of support providers in collaboration with families will be examined, as well as the characteristics of high-quality support. Trauma-informed approaches and universal design for support will also be introduced.

Fundamental aspects of communication will be addressed, and students will receive practical instruction in conversation techniques, providing a foundation for effective communication in collaborative and team-based work. The course explores the importance of cooperation and teamwork in relation to well-being and support services, as well as within person-centred approaches. Attention will also be given to professionalism and boundaries in practice.

The aim of this course is for students to gain insight into quantitative research methodology in the social sciences. The main research methods of quantitative research will be discussed, and the research process will be presented. Students examine research in their field of study to increase their ability to use the results of quantitative research and adopt a critical mindset. The course covers the main points of descriptive statistics and some concepts from inferential statistics. Students get practice through homework in statistics. The focus will be on research in the field of leisure and sociology, pedagogy and education and social education and the methodological issues in research that may arise. Students will learn how to use the software Jamovi.

Method of work: Lectures, discussions and practical sessions, with homework and examples in statistics for students to practice.

The aim of the course is for students to gain insight into qualitative research methodology in the social sciences. The course will cover basic concepts in epistemology and philosophy of science. Emphasis will be placed on research ethics and various ethical issues that are particularly related to qualitative research and methodological issues when working with vulnerable groups. The main research methods of qualitative research will be discussed, and the research process will be presented. Students examine research in their field of study in order to increase their ability to use the results of research and adopt a critical mindset. The course will discuss the beginning and development of qualitative research tradition and the main methods within it. Special emphasis will be placed on the connection with research in the field of disability, leisure and educational studies. Among them will be presented the methods of participatory and collaborative research, which have been developing in recent years in research with vulnerable groups. Method of work: Lectures, discussions and practical sessions. The students also conduct an interview survey in the field.

The main theories of professionalism, leadership and leadership vision will be discussed and students will write their own professional theory. Subsequently, the importance of self-knowledge for professionals and leaders will be discussed in relation to theories of Internal Family Systems.

The importance of students strengthening their own leadership skills as well as promoting leadership skills among people with disabilities will be explored. In relation to that students will get insight into work criteria and values of the human rights approach to service and understand how trauma informed practices can be used to lessen the psychological effects of discrimination and inequility.

One of the most common and problematic ethical issues in professional work with marginalized people who need support and services is finding the right balance between their autonomy and well-being. A too one-sided focus on well-being can lead to an unjustified paternalism and inhibit the independence and development of the individual. Too much or premature emphasis on the individual's autonomy can, on the other hand, lead to neglect and lead to the individual's various basic needs not being taken care of properly. In the course, the tension between the duty to respect autonomy on the one hand and the duty to look after the welfare of service users will be taken into special consideration. Among other things, the main perspectives, ethical and legal, that underlie these obligations will be discussed, how various professional methods can be used to bridge the gap between them, and how professionals on the ground try to take them into account and reconcile them in their daily work. Coursework will mainly focus on the analysis and discussion of stories and examples from the professional arena where questions arise about the importance and tension of autonomy and well-being in the work of professionals.

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

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

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

The syllabus will typically include:

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

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

Costs for students: ISK 15000

Work Methods:

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

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

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

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

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

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

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

Compulsory attendance is in all aspects of the course.

Assessment

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

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

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

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

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

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

Teaching and learning

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

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

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

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

This course covers the basics of a trauma-informed practices, with a special focus on disabled people and other marginalized groups. Students learn to recognize the prevalence of trauma and the impact of trauma as well as the impact of different types of power imbalances on individuals' lives, behaviour, and coping strategies. Also, how to build empowering and person-centred support that aims to reduce the negative consequences of trauma and prevent re-experiences of trauma. Special emphasis is placed on practices that support emotional regulation, communication, and resilience in life and work.

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.

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

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

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

This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.

This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”. 

Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.

The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.

This course is the second of a pair of two courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this set of courses is to give opportunity to be a part of a learning community and join on a personal journey.

This second course takes over from the first course and looks at practical applications in various educational and pedagogical settings. Throughout the course critical attitude will be adopted towards diverse philosophies of life through dialogues about the ideas discussed and the methods proposed. The teaching methods used in these courses will emphasize students’ autonomy.

This course is “hands on” course with various activity-based instruction and instructional methods that support both individual and group reflection, compassion, sharing of ideas and values, active listening and dialogue. Methods will be drawn from coaching, mindfulness, compassion, philosophy with children, and character education. 

Please note that only individuals who have already completed the foundational course The Life Worth living – Theoretical views and personal values (or a similar one) will be eligible to attend the practical course.

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

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

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

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

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

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

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

The 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.

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.

Aim: That students can express themselves in simple language and participate in conversations in Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course.

Course subject: A continuation of Proficiency Course I which is a required prerequisite. Students will learn and exercise more complex language functions found in Icelandic Sign Language. Grammatical non-manual features and their importance in sign language will continue to be a topic. 

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

Assessment: Video assignments. Students have to pass all parts of the assessment with minimum grade (5,0) and 80% attendance.

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.

This course prepares students for implementing professional supervision in their future career development and develop their own skills as future mentors for student training and first year professionals. Key factors in supervision and supervisees‘ role will be discussed as well as commonly used theories and models of supervision.

Students gain understanding on the values of belonging to a learning communitiy and being supported at all stages of their professional development and career.  Students also learn about coping skills concerning work-related stress and protection against burnout and obtain tools for increased self-knowledge, protection, and responsiveness at work.

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.

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

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

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

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

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

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

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

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

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

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

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

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

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

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

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

The 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.

Students will be introduced to theories about effective, responsible, and respectful social relationships within families, schools, and other institutions. Children's and adolescent’s social competencies are discussed, their friendships, peer relations, and play within and outside schools. Students study and do assignments about projects that aim to promote the social, ethical, and emotional growth of children and adolescents in diverse societies.

The course focuses on adolescents’ risk behavior and wellbeing. Several pedagogical, social, and psychological issues that relate to adolescents’ strengths and challenges are discussed. Students will become familiar with the major theories and research on adolescence with regard to biological and social changes; psychosocial development; self-image; health and wellbeing; preventions and drug abuse; school climate; communication with friends and family; as well as future goals. 

Course assignments aim to enhance students’ knowledge and understanding of different preventive measures as well as on how young people can best be empowered and supported to healthy lifestyles and view on life. 

In discussion-lessons student's will come familiar with looking at subjects from various angles.

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 (90 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.

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

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

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

This course provides a foundation for studies in Social Education (Þroskaþjálfafræði) and offers an overview of the professional field and role of the social educator (þroskaþjálfi). Emphasis is placed on human rights perspectives and the importance of professional support for social participation and advocacy of the rights of disabled people and others who use social educator services.

The course covers the following topics:

• Key concepts in the field of Social Education

• Competencies and roles of the social educator

• Teamwork and group collaboration

• History and development of the social educator profession in Iceland

• Human rights and international human rights conventions

• Laws and regulations relevant to the profession

• Ethical guidelines and professional values of social educators

• Service models and professional approaches

• The role of social educators in a diverse and inclusive society

• Recent research in the field

Students will also become familiar with professional practices and service models in the field. 

Teaching Methods
The course uses a flipped classroom approach and collaborative learning. Lectures and study materials are accessible on Canvas. Students are expected to come well prepared to weekly teaching sessions and intensive in-person sessions (so-called staðlotur), whether these take place in the classroom or live online. The schedule is available on the course website.

Collaboration in student workgroups and active participation in discussions and assignments during class are important components of the course.

Attendance and participation are mandatory. Attendance and active participation account for 20% of the final grade. Students must achieve a minimum grade of 5 (out of 10) in this part of the course assessment to pass the course (further details are provided in the course syllabus).

On-site teaching (Staðkennsla): On-site students attend weekly classes and intensive sessions in the classroom.
Distance learning (Fjarkennsla): Distance students attend weekly live online classes and intensive sessions. 

There are two intensive sessions (staðlotur) during the semester.

The main goal of this course is to shed light on the historical development of theories and perspectives on disability and how they have influenced and shaped the lives and circumstances of disabled people. An emphasis will be placed on the period from the beginning of the twentieth century to today. A particular focus will be placed on topics such as institutionalization, de-institutionalization, disability and eugenics, the medical understanding of disability, the ideology of normalization and disabled people‘s rights to education and parenting. In addition, the disability rights movement and the UN Convention on the Rights of Persons with Disabilities will be discussed. The course draws on the social understanding of disability and highlights the interconnection of the various social and cultural factors that impact and influence how disability is understood and interpreted. The course places a special emphasis on connecting historical ideas and theories with the daily lives and experiences of disabled people.

In this course, the lived experience of disabled people throughout the life course, from childhood to old age, will be explored, along with the societal and structural barriers that they face along the way. Critical theories on the life course will be employed to discuss the multiple and intersecting forms of discrimination and biases that disabled people experience in different stages of their lives, and how they undermine their ability to fully participate in society, including in education, employment, culture, recreation, politics and family life. A special focus will be directed at the criticism voiced by representative organizations of disabled people with regard to the first and final stages of the life course, i.e. fetal ultrasounds and assisted suicide. In addition, the course will examine the teenage years as a distinct life stage, and access of disabled people to the digital world, in the context of the right to full and active participation in adulthood. The course will also discuss how the prevailing discourse around the different stages of the life course, that is childhood, teenage years, adulthood and senior year, can be both be oppressive and liberating for disabled people and the development of their self-identity. Policymaking in matters pertaining to disabled people and international human rights treaties will be examined from the perspective of the human rights approach to disability.

Methods of work: Lectures, working in groups and class discussion. An emphasis will be placed on active participation of students in discussions and that they follow public coverage of disability in the media and politics with the life course in mind. Students will need to adopt academic methods of work in their writing and documentation.

The aim of the course is that students learn to know and use different sociological theories related to physical and mental attainment. Concept related to power, such as stigma, power, microaggression, and ableism, will be explored and students can use to analyse how norms are maintained and how societal definitions of norms come about. The theories that will be taught should be useful to students to understand how the marginalization of groups is maintained in the community and how discipline of the body takes place.

This course provides students an overview of human development across the lifespan. Major theories in the field will be introduced, including theories of cognitive, emotional, moral, and social development.

The impact of social and cultural factors on human development will be emphasized. The characteristics of different phases of life will be discussed, as well as developmental changes throughout the lifespan. 

Course format: presentations/lectures (visual and audio recordings accessible via Canvas) and group discussions/assignments either in class or online (synchronous).

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

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

Subject: The course material is based on three threads: Firstly, etiology of different impairments of disabled people. Secondly, health and health risks related to people with disabilities. Thirdly, we look at  how environments can influence health with special emphasis on people with disability. The focus is on both medical models of health as well as social models of health and disability.

The course is taught partly in a flipped classroom format and partly as on-site teaching with recordings.

Attendance is mandatory. See the course syllabus for further details. To pass the course, a minimum grade of 5.0 must be attained in all assessment components.

The course addresses Alternative and augmentative communication (AAC) for individuals with speech and communication difficulties of various kinds. Students are introduced to diverse communication approaches that may be suitable for different age groups and varying needs. Instruction is provided in the use of the communication app TD Snap, and various strategies for engaging in conversation with individuals who are unable to rely on spoken language for communication are presented. Emphasis is placed on what it means to be a good communication partner, and students learn to create materials related to different communication methods. The course also reflects on the impact of autism and atypical sensory processing on communication, as well as the circumstances of individuals who use informal or subtle communication signals. In addition, tools related to visual structure and visual supports are introduced. Strong emphasis is placed on the practical application of AAC and course assignments are designed to develop students’ skills in this area.

The subject of the practicum is connecting theory and practice with focus on person-centered planning and family centered services. Students will be located in selected service establishments, each under the guidance of an social educator working on-site. These supervisors will design a special learning program within the working place. Students will also have an opportunity to visit other organizations. The aim of the practicum is to give students an opportunity to analyze and observe the implementation of person-centered programs and services. Students will attend weekly meetings with their supervisors for advice and support. The praticum takes about six weeks in spring semester for six hours per day.

The course prepares students for ÞRS401G Field Practice in the 4th semester of the BA programme in Social Education.

The course introduces key concepts, methods, and tools in person-centred support. Emphasis is placed on person-centred approaches and empowering communication strategies that support people of all ages in exercising autonomy and participation.

The course reviews definitions of individualised services and interdisciplinary support teams as presented in Act No. 38/2018 on services for people with long-term support needs, as well as the main methods used to assess support needs. Basic principles of planning will be addressed, and students will become familiar with practical approaches, methods, and tools in person-centred support and practise using them.

Teaching methods:

Lectures, assignments, and discussions. Active student participation is expected. The course is taught both on campus and online.

The course prepares students for ÞRS401G Field Practice in the 4th semester of the BA programme in Social Education.

The course covers well-being and support services and the developments that have taken place in recent years. The roles of support providers in collaboration with families will be examined, as well as the characteristics of high-quality support. Trauma-informed approaches and universal design for support will also be introduced.

Fundamental aspects of communication will be addressed, and students will receive practical instruction in conversation techniques, providing a foundation for effective communication in collaborative and team-based work. The course explores the importance of cooperation and teamwork in relation to well-being and support services, as well as within person-centred approaches. Attention will also be given to professionalism and boundaries in practice.

The aim of this course is for students to gain insight into quantitative research methodology in the social sciences. The main research methods of quantitative research will be discussed, and the research process will be presented. Students examine research in their field of study to increase their ability to use the results of quantitative research and adopt a critical mindset. The course covers the main points of descriptive statistics and some concepts from inferential statistics. Students get practice through homework in statistics. The focus will be on research in the field of leisure and sociology, pedagogy and education and social education and the methodological issues in research that may arise. Students will learn how to use the software Jamovi.

Method of work: Lectures, discussions and practical sessions, with homework and examples in statistics for students to practice.

The aim of the course is for students to gain insight into qualitative research methodology in the social sciences. The course will cover basic concepts in epistemology and philosophy of science. Emphasis will be placed on research ethics and various ethical issues that are particularly related to qualitative research and methodological issues when working with vulnerable groups. The main research methods of qualitative research will be discussed, and the research process will be presented. Students examine research in their field of study in order to increase their ability to use the results of research and adopt a critical mindset. The course will discuss the beginning and development of qualitative research tradition and the main methods within it. Special emphasis will be placed on the connection with research in the field of disability, leisure and educational studies. Among them will be presented the methods of participatory and collaborative research, which have been developing in recent years in research with vulnerable groups. Method of work: Lectures, discussions and practical sessions. The students also conduct an interview survey in the field.

The main theories of professionalism, leadership and leadership vision will be discussed and students will write their own professional theory. Subsequently, the importance of self-knowledge for professionals and leaders will be discussed in relation to theories of Internal Family Systems.

The importance of students strengthening their own leadership skills as well as promoting leadership skills among people with disabilities will be explored. In relation to that students will get insight into work criteria and values of the human rights approach to service and understand how trauma informed practices can be used to lessen the psychological effects of discrimination and inequility.

One of the most common and problematic ethical issues in professional work with marginalized people who need support and services is finding the right balance between their autonomy and well-being. A too one-sided focus on well-being can lead to an unjustified paternalism and inhibit the independence and development of the individual. Too much or premature emphasis on the individual's autonomy can, on the other hand, lead to neglect and lead to the individual's various basic needs not being taken care of properly. In the course, the tension between the duty to respect autonomy on the one hand and the duty to look after the welfare of service users will be taken into special consideration. Among other things, the main perspectives, ethical and legal, that underlie these obligations will be discussed, how various professional methods can be used to bridge the gap between them, and how professionals on the ground try to take them into account and reconcile them in their daily work. Coursework will mainly focus on the analysis and discussion of stories and examples from the professional arena where questions arise about the importance and tension of autonomy and well-being in the work of professionals.

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

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

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

The syllabus will typically include:

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

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

Costs for students: ISK 15000

Work Methods:

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

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

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

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

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

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

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

Compulsory attendance is in all aspects of the course.

Assessment

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

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

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

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

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

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

Teaching and learning

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

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

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

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

This course covers the basics of a trauma-informed practices, with a special focus on disabled people and other marginalized groups. Students learn to recognize the prevalence of trauma and the impact of trauma as well as the impact of different types of power imbalances on individuals' lives, behaviour, and coping strategies. Also, how to build empowering and person-centred support that aims to reduce the negative consequences of trauma and prevent re-experiences of trauma. Special emphasis is placed on practices that support emotional regulation, communication, and resilience in life and work.

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.

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

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

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

This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.

This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”. 

Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.

The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.

This course is the second of a pair of two courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this set of courses is to give opportunity to be a part of a learning community and join on a personal journey.

This second course takes over from the first course and looks at practical applications in various educational and pedagogical settings. Throughout the course critical attitude will be adopted towards diverse philosophies of life through dialogues about the ideas discussed and the methods proposed. The teaching methods used in these courses will emphasize students’ autonomy.

This course is “hands on” course with various activity-based instruction and instructional methods that support both individual and group reflection, compassion, sharing of ideas and values, active listening and dialogue. Methods will be drawn from coaching, mindfulness, compassion, philosophy with children, and character education. 

Please note that only individuals who have already completed the foundational course The Life Worth living – Theoretical views and personal values (or a similar one) will be eligible to attend the practical course.

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

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

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

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

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

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

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

The 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.

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.

Aim: That students can express themselves in simple language and participate in conversations in Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course.

Course subject: A continuation of Proficiency Course I which is a required prerequisite. Students will learn and exercise more complex language functions found in Icelandic Sign Language. Grammatical non-manual features and their importance in sign language will continue to be a topic. 

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

Assessment: Video assignments. Students have to pass all parts of the assessment with minimum grade (5,0) and 80% attendance.

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.

This course prepares students for implementing professional supervision in their future career development and develop their own skills as future mentors for student training and first year professionals. Key factors in supervision and supervisees‘ role will be discussed as well as commonly used theories and models of supervision.

Students gain understanding on the values of belonging to a learning communitiy and being supported at all stages of their professional development and career.  Students also learn about coping skills concerning work-related stress and protection against burnout and obtain tools for increased self-knowledge, protection, and responsiveness at work.

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.

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

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

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

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

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

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

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

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

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

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

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

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

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

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

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

The 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.

Students will be introduced to theories about effective, responsible, and respectful social relationships within families, schools, and other institutions. Children's and adolescent’s social competencies are discussed, their friendships, peer relations, and play within and outside schools. Students study and do assignments about projects that aim to promote the social, ethical, and emotional growth of children and adolescents in diverse societies.

The course focuses on adolescents’ risk behavior and wellbeing. Several pedagogical, social, and psychological issues that relate to adolescents’ strengths and challenges are discussed. Students will become familiar with the major theories and research on adolescence with regard to biological and social changes; psychosocial development; self-image; health and wellbeing; preventions and drug abuse; school climate; communication with friends and family; as well as future goals. 

Course assignments aim to enhance students’ knowledge and understanding of different preventive measures as well as on how young people can best be empowered and supported to healthy lifestyles and view on life. 

In discussion-lessons student's will come familiar with looking at subjects from various angles.

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 (90 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.

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

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

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

This course provides a foundation for studies in Social Education (Þroskaþjálfafræði) and offers an overview of the professional field and role of the social educator (þroskaþjálfi). Emphasis is placed on human rights perspectives and the importance of professional support for social participation and advocacy of the rights of disabled people and others who use social educator services.

The course covers the following topics:

• Key concepts in the field of Social Education

• Competencies and roles of the social educator

• Teamwork and group collaboration

• History and development of the social educator profession in Iceland

• Human rights and international human rights conventions

• Laws and regulations relevant to the profession

• Ethical guidelines and professional values of social educators

• Service models and professional approaches

• The role of social educators in a diverse and inclusive society

• Recent research in the field

Students will also become familiar with professional practices and service models in the field. 

Teaching Methods
The course uses a flipped classroom approach and collaborative learning. Lectures and study materials are accessible on Canvas. Students are expected to come well prepared to weekly teaching sessions and intensive in-person sessions (so-called staðlotur), whether these take place in the classroom or live online. The schedule is available on the course website.

Collaboration in student workgroups and active participation in discussions and assignments during class are important components of the course.

Attendance and participation are mandatory. Attendance and active participation account for 20% of the final grade. Students must achieve a minimum grade of 5 (out of 10) in this part of the course assessment to pass the course (further details are provided in the course syllabus).

On-site teaching (Staðkennsla): On-site students attend weekly classes and intensive sessions in the classroom.
Distance learning (Fjarkennsla): Distance students attend weekly live online classes and intensive sessions. 

There are two intensive sessions (staðlotur) during the semester.

The main goal of this course is to shed light on the historical development of theories and perspectives on disability and how they have influenced and shaped the lives and circumstances of disabled people. An emphasis will be placed on the period from the beginning of the twentieth century to today. A particular focus will be placed on topics such as institutionalization, de-institutionalization, disability and eugenics, the medical understanding of disability, the ideology of normalization and disabled people‘s rights to education and parenting. In addition, the disability rights movement and the UN Convention on the Rights of Persons with Disabilities will be discussed. The course draws on the social understanding of disability and highlights the interconnection of the various social and cultural factors that impact and influence how disability is understood and interpreted. The course places a special emphasis on connecting historical ideas and theories with the daily lives and experiences of disabled people.

In this course, the lived experience of disabled people throughout the life course, from childhood to old age, will be explored, along with the societal and structural barriers that they face along the way. Critical theories on the life course will be employed to discuss the multiple and intersecting forms of discrimination and biases that disabled people experience in different stages of their lives, and how they undermine their ability to fully participate in society, including in education, employment, culture, recreation, politics and family life. A special focus will be directed at the criticism voiced by representative organizations of disabled people with regard to the first and final stages of the life course, i.e. fetal ultrasounds and assisted suicide. In addition, the course will examine the teenage years as a distinct life stage, and access of disabled people to the digital world, in the context of the right to full and active participation in adulthood. The course will also discuss how the prevailing discourse around the different stages of the life course, that is childhood, teenage years, adulthood and senior year, can be both be oppressive and liberating for disabled people and the development of their self-identity. Policymaking in matters pertaining to disabled people and international human rights treaties will be examined from the perspective of the human rights approach to disability.

Methods of work: Lectures, working in groups and class discussion. An emphasis will be placed on active participation of students in discussions and that they follow public coverage of disability in the media and politics with the life course in mind. Students will need to adopt academic methods of work in their writing and documentation.

The aim of the course is that students learn to know and use different sociological theories related to physical and mental attainment. Concept related to power, such as stigma, power, microaggression, and ableism, will be explored and students can use to analyse how norms are maintained and how societal definitions of norms come about. The theories that will be taught should be useful to students to understand how the marginalization of groups is maintained in the community and how discipline of the body takes place.

This course provides students an overview of human development across the lifespan. Major theories in the field will be introduced, including theories of cognitive, emotional, moral, and social development.

The impact of social and cultural factors on human development will be emphasized. The characteristics of different phases of life will be discussed, as well as developmental changes throughout the lifespan. 

Course format: presentations/lectures (visual and audio recordings accessible via Canvas) and group discussions/assignments either in class or online (synchronous).

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

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

Subject: The course material is based on three threads: Firstly, etiology of different impairments of disabled people. Secondly, health and health risks related to people with disabilities. Thirdly, we look at  how environments can influence health with special emphasis on people with disability. The focus is on both medical models of health as well as social models of health and disability.

The course is taught partly in a flipped classroom format and partly as on-site teaching with recordings.

Attendance is mandatory. See the course syllabus for further details. To pass the course, a minimum grade of 5.0 must be attained in all assessment components.

The course addresses Alternative and augmentative communication (AAC) for individuals with speech and communication difficulties of various kinds. Students are introduced to diverse communication approaches that may be suitable for different age groups and varying needs. Instruction is provided in the use of the communication app TD Snap, and various strategies for engaging in conversation with individuals who are unable to rely on spoken language for communication are presented. Emphasis is placed on what it means to be a good communication partner, and students learn to create materials related to different communication methods. The course also reflects on the impact of autism and atypical sensory processing on communication, as well as the circumstances of individuals who use informal or subtle communication signals. In addition, tools related to visual structure and visual supports are introduced. Strong emphasis is placed on the practical application of AAC and course assignments are designed to develop students’ skills in this area.

The subject of the practicum is connecting theory and practice with focus on person-centered planning and family centered services. Students will be located in selected service establishments, each under the guidance of an social educator working on-site. These supervisors will design a special learning program within the working place. Students will also have an opportunity to visit other organizations. The aim of the practicum is to give students an opportunity to analyze and observe the implementation of person-centered programs and services. Students will attend weekly meetings with their supervisors for advice and support. The praticum takes about six weeks in spring semester for six hours per day.

The course prepares students for ÞRS401G Field Practice in the 4th semester of the BA programme in Social Education.

The course introduces key concepts, methods, and tools in person-centred support. Emphasis is placed on person-centred approaches and empowering communication strategies that support people of all ages in exercising autonomy and participation.

The course reviews definitions of individualised services and interdisciplinary support teams as presented in Act No. 38/2018 on services for people with long-term support needs, as well as the main methods used to assess support needs. Basic principles of planning will be addressed, and students will become familiar with practical approaches, methods, and tools in person-centred support and practise using them.

Teaching methods:

Lectures, assignments, and discussions. Active student participation is expected. The course is taught both on campus and online.

The course prepares students for ÞRS401G Field Practice in the 4th semester of the BA programme in Social Education.

The course covers well-being and support services and the developments that have taken place in recent years. The roles of support providers in collaboration with families will be examined, as well as the characteristics of high-quality support. Trauma-informed approaches and universal design for support will also be introduced.

Fundamental aspects of communication will be addressed, and students will receive practical instruction in conversation techniques, providing a foundation for effective communication in collaborative and team-based work. The course explores the importance of cooperation and teamwork in relation to well-being and support services, as well as within person-centred approaches. Attention will also be given to professionalism and boundaries in practice.

The aim of this course is for students to gain insight into quantitative research methodology in the social sciences. The main research methods of quantitative research will be discussed, and the research process will be presented. Students examine research in their field of study to increase their ability to use the results of quantitative research and adopt a critical mindset. The course covers the main points of descriptive statistics and some concepts from inferential statistics. Students get practice through homework in statistics. The focus will be on research in the field of leisure and sociology, pedagogy and education and social education and the methodological issues in research that may arise. Students will learn how to use the software Jamovi.

Method of work: Lectures, discussions and practical sessions, with homework and examples in statistics for students to practice.

The aim of the course is for students to gain insight into qualitative research methodology in the social sciences. The course will cover basic concepts in epistemology and philosophy of science. Emphasis will be placed on research ethics and various ethical issues that are particularly related to qualitative research and methodological issues when working with vulnerable groups. The main research methods of qualitative research will be discussed, and the research process will be presented. Students examine research in their field of study in order to increase their ability to use the results of research and adopt a critical mindset. The course will discuss the beginning and development of qualitative research tradition and the main methods within it. Special emphasis will be placed on the connection with research in the field of disability, leisure and educational studies. Among them will be presented the methods of participatory and collaborative research, which have been developing in recent years in research with vulnerable groups. Method of work: Lectures, discussions and practical sessions. The students also conduct an interview survey in the field.

The main theories of professionalism, leadership and leadership vision will be discussed and students will write their own professional theory. Subsequently, the importance of self-knowledge for professionals and leaders will be discussed in relation to theories of Internal Family Systems.

The importance of students strengthening their own leadership skills as well as promoting leadership skills among people with disabilities will be explored. In relation to that students will get insight into work criteria and values of the human rights approach to service and understand how trauma informed practices can be used to lessen the psychological effects of discrimination and inequility.

One of the most common and problematic ethical issues in professional work with marginalized people who need support and services is finding the right balance between their autonomy and well-being. A too one-sided focus on well-being can lead to an unjustified paternalism and inhibit the independence and development of the individual. Too much or premature emphasis on the individual's autonomy can, on the other hand, lead to neglect and lead to the individual's various basic needs not being taken care of properly. In the course, the tension between the duty to respect autonomy on the one hand and the duty to look after the welfare of service users will be taken into special consideration. Among other things, the main perspectives, ethical and legal, that underlie these obligations will be discussed, how various professional methods can be used to bridge the gap between them, and how professionals on the ground try to take them into account and reconcile them in their daily work. Coursework will mainly focus on the analysis and discussion of stories and examples from the professional arena where questions arise about the importance and tension of autonomy and well-being in the work of professionals.

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

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

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

The syllabus will typically include:

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

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

Costs for students: ISK 15000

Work Methods:

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

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

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

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

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

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

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

Compulsory attendance is in all aspects of the course.

Assessment

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

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

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

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

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

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

Teaching and learning

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

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

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

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

This course covers the basics of a trauma-informed practices, with a special focus on disabled people and other marginalized groups. Students learn to recognize the prevalence of trauma and the impact of trauma as well as the impact of different types of power imbalances on individuals' lives, behaviour, and coping strategies. Also, how to build empowering and person-centred support that aims to reduce the negative consequences of trauma and prevent re-experiences of trauma. Special emphasis is placed on practices that support emotional regulation, communication, and resilience in life and work.

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.

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

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

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

This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.

This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”. 

Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.

The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.

This course is the second of a pair of two courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this set of courses is to give opportunity to be a part of a learning community and join on a personal journey.

This second course takes over from the first course and looks at practical applications in various educational and pedagogical settings. Throughout the course critical attitude will be adopted towards diverse philosophies of life through dialogues about the ideas discussed and the methods proposed. The teaching methods used in these courses will emphasize students’ autonomy.

This course is “hands on” course with various activity-based instruction and instructional methods that support both individual and group reflection, compassion, sharing of ideas and values, active listening and dialogue. Methods will be drawn from coaching, mindfulness, compassion, philosophy with children, and character education. 

Please note that only individuals who have already completed the foundational course The Life Worth living – Theoretical views and personal values (or a similar one) will be eligible to attend the practical course.

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

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

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

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

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

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

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

The 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.

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.

Aim: That students can express themselves in simple language and participate in conversations in Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course.

Course subject: A continuation of Proficiency Course I which is a required prerequisite. Students will learn and exercise more complex language functions found in Icelandic Sign Language. Grammatical non-manual features and their importance in sign language will continue to be a topic. 

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

Assessment: Video assignments. Students have to pass all parts of the assessment with minimum grade (5,0) and 80% attendance.

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.

This course prepares students for implementing professional supervision in their future career development and develop their own skills as future mentors for student training and first year professionals. Key factors in supervision and supervisees‘ role will be discussed as well as commonly used theories and models of supervision.

Students gain understanding on the values of belonging to a learning communitiy and being supported at all stages of their professional development and career.  Students also learn about coping skills concerning work-related stress and protection against burnout and obtain tools for increased self-knowledge, protection, and responsiveness at work.

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.

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

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

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

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

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

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

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

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

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

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

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

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

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

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

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

The 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.

Students will be introduced to theories about effective, responsible, and respectful social relationships within families, schools, and other institutions. Children's and adolescent’s social competencies are discussed, their friendships, peer relations, and play within and outside schools. Students study and do assignments about projects that aim to promote the social, ethical, and emotional growth of children and adolescents in diverse societies.

The course focuses on adolescents’ risk behavior and wellbeing. Several pedagogical, social, and psychological issues that relate to adolescents’ strengths and challenges are discussed. Students will become familiar with the major theories and research on adolescence with regard to biological and social changes; psychosocial development; self-image; health and wellbeing; preventions and drug abuse; school climate; communication with friends and family; as well as future goals. 

Course assignments aim to enhance students’ knowledge and understanding of different preventive measures as well as on how young people can best be empowered and supported to healthy lifestyles and view on life. 

In discussion-lessons student's will come familiar with looking at subjects from various angles.

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 (90 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.

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

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