Educational praxis incorporating intercultural wisdom, transdisciplinary cooperation, and nature-culture dialogues can arguably contribute to the UN's education for sustainable development (ESD) and ameliorate current social-ecological challenges. This article elucidates how 14 Norwegian pupils aged 11-13 reflect on their experiences and feelings…

This paper reports on the perspectives and operational practices of teachers implementing interdisciplinary units in five International Baccalaureate schools in Norway and Denmark with fewer than 100 students in their Middle Years Programme. The results help explain why interdisciplinary practice in secondary schools is relatively rare. The…

This article reviews Education for Sustainability (EfS) in the secondary sector across a range of countries. Drawing on journal articles, book chapters and official reports, it identifies some of the more successful approaches to implementing EfS within the secondary sector. The authors first discuss the importance of educating for sustainability…

This cross-sectional study aimed to investigate how perceived social-emotional competencies (SECs), relationship skills, emotional regulation, and the ability to structure schoolwork at school and at home were associated with academic efficacy belief (AEB) and emotional distress among 1142 Norwegian eighth-grade students. The students answered an…

This article explores how collaborative self-study, initiated by experienced challenges and insecurity in new roles, contributes to the professional development of teacher educators. We document how four vocational teacher educators created a free space for self-development in a self-study process of dialogue and collective reflective inquiry.…

Our study examines the organising of transitions in Vocational Education and Training in a rural Norwegian municipality. In Norway, Vocational Education and Training is diverse and interlinked in continual organising. Organising, in this context, is a continuous set of actions forming recognisable patterns that become institutions. An upper…

This article investigates policymaking for Norwegian lower secondary education, with a focus on policy problems and solutions emphasising pre-vocational education. The data consist of official policy documents such as Green and White Papers, hearings, propositions to the parliament, protocols of parliamentary debates and votes in the parliament.…

Formative assessment, including vocational education and training (VET), has been included in the assessment regulations in Norway since 2006. This study examines how a continuing education course entitled "Assessment for learning in vocational education" (15 credits) might contribute to vocational teachers' professional development…

This article reports on the design of interdisciplinary units in five International Baccalaureate schools in Norway and Denmark, each with fewer than 100 students in their Middle Years Programme. The mixed methods study describes subject combinations and time frames of 37 enacted units and 111 hypothetical interdisciplinary units, and the…

This study investigates the associations between students' developmental changes in academic self-efficacy, academic initiative, and grade point average (GPA) during a three-year upper secondary education. The sample consisted of 1453 students aged 16-19 (60.6% girls; baseline mean age = 17.00, SD = 0.91; 56.1% high perceived family wealth; and…

International trends promoting school diversity and choice have reshaped education across Europe, leading towards a multiplicity in ownership structures and varied governance configurations. More recently, this can also be seen in European countries with a long history of state-owned and governed public schools, such as in the Nordic states. The…

Over the last 15 years, different countries have developed low-level vocational education and training (VET) programmes for young people who struggle to enter or complete education at upper secondary level. Switzerland introduced nationally standardised two-year initial VET programmes in 2005, Norway in 2016. Data of interviews with curriculum…

Studies have documented numerous positive effects of mentoring, but few studies have focused on mentor education and mentors' professional development and learning. In Norway, the focus on mentoring and mentor education has been visible in political documents and teacher education for several years. However, the scale of mentor education has been…

School improvement efforts rely on teachers' capacity for professional development and learning. We investigate the kind of roles taken by early career teachers (ECTs) with a master's degree from a research-based teacher education programme in relation to professional learning and school development in Norwegian schools after five years in the…

This article reports from a case study investigating enactment of teacher evaluation (TE) policies in two lower secondary schools in a large Norwegian municipality. The aim of the study was to explore teachers' perceptions of TE, and to unpack how new policy initiatives were shaped by translations, mediations, and negotiations in a national…