https://journals.oslomet.no/index.php/nordiccie/issue/feed Nordic Journal of Comparative and International Education (NJCIE) 2024-12-06T19:32:55+01:00 Halla Holmarsdottir hallab@oslomet.no Open Journal Systems <p><em>The Nordic Journal of Comparative and International Education (NJCIE) </em>is the only journal in the Nordic countries specifically addressing themes within our field and serves as a connecting node for comparative scholars in, or interested in, the region. NJCIE is a <a href="https://www.scienceeurope.org/our-priorities/open-access/diamond-open-access/">Diamond Open Access</a> journal following the Science Europe initiative working to strengthen Diamond Open Access in scholarly publishing.</p> <p>We invite papers that seek to analyze educational discourse, policy and practice and their implications for teaching and learning, and particularly invite papers investigating topics through an interdisciplinary lens focusing on new insights and fostering critical debate about the role of education in diverse societies. <em>NJCIE</em> is concerned with the interplay of local, national, regional and global contexts shaping education. The ways in which local understandings can bring to light the trends, effects and influences that exist in different contexts globally highlight the general understanding of Comparative and International Education in <em>NJCIE</em>.</p> <p>All papers should include a comparative and/or international dimension. Furthermore, all contributions must engage with wider theories and debates in the field of comparative and international education and include a Nordic and/or global perspective.</p> <p><em>NJCIE</em> invites Nordic and international contributions alike. The journal includes research from all geographic regions in the world. The journal invites contributions in English and all official Nordic languages. <em>NJCIE</em> aims for four issues per year.</p> https://journals.oslomet.no/index.php/nordiccie/article/view/6036 The Shadows of Internationalisation 2024-10-03T23:24:22+02:00 Svetlana Shenderova svetlana.shenderova@tuni.fi Suvi Jokila suvi.jokila@utu.fi Saule Anafinova saule.anafinova@gmail.com Yingxin (Margaret) Liu liuyingxin@cuhk.edu.cn Harshita Sharma harshita2792@gmail.com Natalya Steane steanen@uni.coventry.ac.uk <p>This forum proposes the use of concept of “shadows” in the analysis of internationalisation policies to make visible the decision-making processes and practices appearing at all levels of internationalisation policies. We focus on the problematic effects appeared at the intersect of internationalisation policies implemented by the countries perceived academic values differently on example of Finland as the EU member state and pre-war Russia. We consider these effects as preventing equal access to quality higher education and life-long learning for all (SDG4, target 4.3). The forum conceptualises the lessons of the EU/Finnish-Russian internationalisation for further usage the suggested theoretical lens in policy implementation in other countries developed their own internationalisation policy on different value basis. This study address to what happens when the internationalisation policies promoted European view on fundamental academic values, are implemented with such policies in the countries where these values are perceived in another way. We answer the question of how and why the shadows of internationalisation appear and have an impact at a macro-, meso-, and micro-level, and conceptualize them for future policy improvement. The forum discusses the implications of internationalisation policies from the practice perspective and what might be learnt by the stakeholders previously involved in these cooperation partnerships.</p> 2024-11-12T00:00:00+01:00 Copyright (c) 2024 Svetlana Shenderova, Suvi Jokila, Saule Anafinova, Yingxin (Margaret) Liu, Harshita Sharma, Natalya Steane https://journals.oslomet.no/index.php/nordiccie/article/view/6031 Teacher competencies in job advertisements for teachers 2024-12-06T19:32:55+01:00 Ville Mankki ville.a.mankki@jyu.fi Mirva Heikkilä mirva.heikkila@utu.fi Lauri Kemppinen laukem@utu.fi Riitta-Leena Metsäpelto riitta-leena.metsapelto@jyu.fi <p>Teaching requires a diverse range of competencies. This study investigates teacher competencies articulated in job advertisements for teaching positions in Finland. Given the global teacher recruitment challenges, particularly in rural schools, and the regional differentiation within Finland, the study also examines the variations across rural, semi-urban, and urban municipalities. Data were collected from a centralized recruitment website, resulting in 596 job advertisements for class teacher positions. A deductive qualitative content analysis was performed using the individual teacher competencies defined in the multidimensional adapted process model of teaching (Metsäpelto et al., 2022) as a framework. The findings highlight the prevalence of teacher competencies related to knowledge base of teaching and learning, social skills, and personal orientations. Notably, advertisements from rural municipalities featured fewer competencies compared to those from semi-urban and urban municipalities. By illustrating the desired teacher competencies in the field, this study provides a valuable tool for evaluating and developing teacher education goals and teacher recruitment strategies.</p> 2024-12-06T00:00:00+01:00 Copyright (c) 2024 Ville Mankki, Mirva Heikkilä, Lauri Kemppinen, Riitta-Leena Metsäpelto https://journals.oslomet.no/index.php/nordiccie/article/view/5969 Reimagining Global Education Policy Research 2024-08-06T12:29:36+02:00 Oshie Nishimura-Sahi oshie.nishimura-sahi@tuni.fi <p>In Finland, doctoral candidates are required to give an introductory lecture as part of their public dissertation defense. This lecture provides the audience with background information on the phenomenon studied in the dissertation, discusses the main results and central arguments, and proposes the potential contributions of the research. This paper is based on the author’s dissertation, entitled ‘Reimagining Global Education Policy Research: The Case of the European Language Framework (CEFR) Transfer to Japan’ (Nishimura-Sahi, 2024; 2020; 2022; Nishimura-Sahi &amp; Piattoeva, 2024).</p> 2024-10-17T00:00:00+02:00 Copyright (c) 2024 Oshie Nishimura-Sahi https://journals.oslomet.no/index.php/nordiccie/article/view/5937 Global asymmetries in international doctoral education 2024-09-06T12:52:07+02:00 Elizabeth Agbor Eta elizabeth.eta@helsinki.fi Nico Stockmann nico.stockmann@helsinki.fi Hanna Kontio hanna.kontio@helsinki.fi Elina Lehtomäki elina.lehtomaki@oulu.fi <p class="Abstract" style="text-align: left; line-height: 125%;" align="left"><span lang="EN-GB">Critical discourses of internationalisation of higher education and decoloniality have motivated this study unfolding global asymmetries present in Finnish doctoral education in the field of educational sciences. The data are doctoral dissertations related to education development in Africa completed at Finnish universities between 2000–2021 (N=100). We first describe the regional distribution and educational contexts where the research is located through a content analysis. Second, we conduct a network analysis of the institutional affiliations of co-authors of article-based dissertations, supervisors, and examiners of the doctoral dissertations and map the institutional connections in doctoral education. Then we present and discuss the findings from the content analysis, the dissertation mapping, and the institutional network analysis against the discourses of internationalisation and decoloniality that influence doctoral education in Finland and beyond. Finally, we reflect on implications for internationalisation of doctoral education in internationalised contexts, especially in North-South collaborations.</span></p> 2024-11-19T00:00:00+01:00 Copyright (c) 2024 Elizabeth Agbor Eta, Nico Stockmann , Hanna Kontio, Elina Lehtomäki https://journals.oslomet.no/index.php/nordiccie/article/view/5926 Evaluation of Digital Technology Management in Mathematics Learning 2024-09-03T06:25:40+02:00 Muh. Fitrah muhfitrah.2023@student.uny.ac.id Caly Setiawan csetiawan@uny.ac.id Widihastuti widihastuti@uny.ac.id Yudince Marinding yudincemarinding.2021@student.uny.ac.id Herianto herianto3pasca.2022@student.uny.ac.id <p>The rapid advancement of digital technology necessitates that teachers enhance their competencies in the teaching and learning process of mathematics. This study aims to evaluate the demographic factors affecting teachers' use of digital technology and their digital skills, explore the frequency of online learning platform usage in relation to teachers' digital skills, and identify challenges while providing recommendations for integrating technology into mathematics instruction through a Sequential Explanatory Design mixed-methods approach. The quantitative sample consisted of 104 mathematics teachers, with 14 teachers selected as respondents for the qualitative phase. Data collection instruments included questionnaires, structured interviews, and non-participant observations, with quantitative data analyzed using Jamovi 2.4.8.0 software, and qualitative data manually coded and thematically analyzed using an inductive-deductive approach. The findings indicate that employment status, teaching experience, and school level significantly influence the use of digital technology in teaching mathematics. Teachers who are government employees under contract, have over 10 years of teaching experience, and teach at the middle or high school level tend to integrate technology more effectively. Consequently, government policies and educational programs for technology development should prioritize teachers irrespective of their employment status, offering continuous training (both online and offline) focused on mathematics.</p> 2024-09-24T00:00:00+02:00 Copyright (c) 2024 Muh. Fitrah, Caly Setiawan, Widihastuti, Yudince Marinding, Herianto https://journals.oslomet.no/index.php/nordiccie/article/view/5877 Exploring Interdisciplinary Approaches to Education for Sustainable Development 2024-05-21T23:23:47+02:00 Robert J. Didham robert.didham@inn.no Hiroki Fujii fujii-hi@okayama-u.ac.jp Gregor Torkar Gregor.Torkar@pef.uni-lj.si 2024-05-24T00:00:00+02:00 Copyright (c) 2024 Robert J. Didham, Hiroki Fujii, Gregor Torkar https://journals.oslomet.no/index.php/nordiccie/article/view/5855 Sustainable Development, Education and Learning: The Challenge of Inclusive, Quality Education for All 2024-05-08T15:26:13+02:00 Hiroki Fujii fujii-hi@okayama-u.ac.jp <p><em>Review of the book authored by Victoria W. Thoresen, Agenda Publishing, 2023</em></p> 2024-05-24T00:00:00+02:00 Copyright (c) 2024 Hiroki Fujii https://journals.oslomet.no/index.php/nordiccie/article/view/5820 Redefining TVET Leadership in Kenya 2024-08-28T19:25:48+02:00 Jeffrey Matu jum1740@psu.edu William Rothwell wjr9@psu.edu <p>The alignment of technical and vocational education and training (TVET) with industry needs is pivotal for achieving sustainable development goals (SDGs) in Kenya. Yet, reliance on global commitment mechanisms, primarily voluntary national reviews (VNRs), has proven insufficient. This forum piece argues for a strategic transition towards voluntary local reviews (VLRs) and <span style="margin: 0px; padding: 0px;">incorporating indigenous philosophies, such as <em>Harambee</em>, to better align TVET with SDG objectives</span>. This transition is essential for fostering inclusive, equitable learning environments, enhancing workforce preparedness, and facilitating a community-centric educational model that effectively addresses local needs while contributing to global sustainability goals. Additionally, this forum piece underscores the need for institutional social change to resolve contradictions in current policies that hinder educational systems from reaching their goals. Drawing from a comparative study of TVET governance models in Nairobi, Kenya, and Pittsburgh, USA, this forum piece illustrates how different approaches can align TVET systems with localized educational demands and SDG frameworks, highlighting policy innovation, leadership development, and community engagement as key strategies for redefining TVET leadership.</p> 2024-08-27T00:00:00+02:00 Copyright (c) 2024 Jeffrey B. Matu, William Rothwell https://journals.oslomet.no/index.php/nordiccie/article/view/5815 Teaching and Learning Sustainable Consumption: A Guidebook 2024-03-25T12:47:11+01:00 Gregor Torkar Gregor.Torkar@pef.uni-lj.si 2024-05-24T00:00:00+02:00 Copyright (c) 2024 Gregor Torkar https://journals.oslomet.no/index.php/nordiccie/article/view/5752 A Tribute to Professor Wing On Lee 2024-01-29T13:05:39+01:00 Karen Parish karen.parish@inn.no Heidi Biseth heidi.biseth@usn.no Halla B. Holmarsdottir hallab@oslomet.no Aihua Hu aihu@hvl.no 2024-01-30T00:00:00+01:00 Copyright (c) 2024 Karen Parish, Heidi Biseth, Halla B. Holmarsdottir, Aihua Hu https://journals.oslomet.no/index.php/nordiccie/article/view/5744 Sign of the Times 2024-07-08T09:58:40+02:00 Katarina Pajchel kapaj@oslomet.no Louise Mifsud lomi@oslomet.no Thomas Frågåt thomas.fragat@inn.no Mads Middelboe Rehder mamr@pk.dk Kalle Juuti kalle.juuti@helsinki.fi Yurdagül Bogar yurdagul-bogar@hotmail.com Jari Lavonen jari.lavonen@helsinki.fi Vibeke Schrøder vs4@kp.dk Siv G. Aalbergsjø siguaa@oslomet.no André Rognes andro@oslomet.no <p>This paper discusses the significance of school curricula in reflecting societal priorities and needs, focusing on the incorporation of computational thinking (CT) in Nordic national curricula. Our point of departure is that the preparedness of future generations for a digitally driven society can be determined by analysing how CT is either explicitly or implicitly framed in school curricula. Accordingly, this study examined the school curricula of Denmark, Finland, and Norway in terms of their similarities and differences in how they framed CT, as these countries have different approaches to the inclusion of CT. A framework for analysis that was grounded in influential works on CT in education was developed, focusing on problem-solving, algorithmic and transversal practices. National-level curricula were examined using a content analysis. Despite the differences in the approaches used in these countries, our findings indicate similarities across all three curricula, with an emphasis on how CT was framed.</p> 2024-10-21T00:00:00+02:00 Copyright (c) 2024 Katarina Pajchel, Louise Mifsud, Thomas Frågåt, Mads Middelboe Rehder, Kalle Juuti, Yurdagül Bogar, Jari Lavonen, Vibeke Schrøder, Siv G. Aalbergsjø, André Rognes https://journals.oslomet.no/index.php/nordiccie/article/view/5743 Assessing Computational Literacy in First Language (L1) Teaching 2024-05-20T14:15:38+02:00 Roland Hachmann rhac@ucsyd.dk Marie Falkesgaard Slot mafa@kp.dk <p>This article addresses the multifaceted challenges of assessing computational literacy (CL) within the context of first language (L1) teaching. The article commences by examining the theoretical foundations and the need for an expanded understanding of CL, moving beyond the popular notion of computational thinking (CT). We then present an example from a 5<sup>th</sup>-grade classroom in a Danish middle school to illustrate how pupils integrate computational skills into their writing practices through a design-based intervention. Subsequent to this example, we propose a cross-disciplinary framework designed to assess CL in L1 settings, focusing on four principles that bridge traditional language arts with computational approaches. Finally, we reflect on how the application of these principles can help formulate new learning goals that better align with the emerging demands of 21st-century education. Throughout the article, we argue that a CL approach provides a more socially rooted and context-sensitive method for integrating computational methods into non-computer science subjects, offering theoretical clarity and practical benefits for both educators and researchers alike. The article commences with a discussion of the CL approach related to assessment.</p> 2024-11-13T00:00:00+01:00 Copyright (c) 2024 Roland Hachmann, Marie Falkesgaard Slot https://journals.oslomet.no/index.php/nordiccie/article/view/5742 Review on pedagogical practices for computational thinking in teacher education 2024-01-26T11:07:38+01:00 Trude Sundtjønn trusun@oslomet.no Siv G. Aalbergsjø siv.aalbergsjo@oslomet.no Thilde Emilie Møller temm@pha.dk Vibeke Schrøder vs4@kp.dk <p>As computational thinking (CT) enters school curricula, and research on teaching of CT emerges, the time has come to spotlight CT in teacher education (TE). To this end, we conducted a literature review on CT in TE for STEM subjects with particular focus on research into pre-service teachers’ (PSTs) learning of pedagogical practices. We found 31 articles addressing CT in TE for STEM subjects between 2012 and 2023, applying qualitative, quantitative, and mixed methods, mainly with smaller sample sizes. Almost all describe teaching interventions with research on PSTs’ CT skills or attitudes. Only five articles include research questions explicitly addressing pedagogical practices for learning to teach CT. However, 13 articles explicitly describe such pedagogical practices and another seven implicitly do so. The review shows that the practices for teaching CT is an under-researched area, and the field lacks a common language and systematic research approaches. However, we do find that TE has clear ambitions for teaching PSTs about pedagogical practices as well as CT skills and attitudes.</p> 2024-10-21T00:00:00+02:00 Copyright (c) 2024 Trude Sundtjønn, Siv G. Aalbergsjø, Thilde Emilie Møller, Vibeke Schrøder https://journals.oslomet.no/index.php/nordiccie/article/view/5736 High School Teachers’ Adoption of Generative AI 2024-02-29T16:22:20+01:00 Eyvind Elstad eyvind.elstad@ils.uio.no Harald Eriksen haralde@oslomet.no <p>In 2023, the breakthrough of generative artificial intelligence (AI) led to its adoption. While some teachers expressed frustration over pupil misuse of generative AI, others advocated for the availability of a school-relevant chatbot for pupil use. In October 2023, a local chatbot intended to meet that goal was launched by Oslo Municipality. After six weeks, an investigation was conducted to examine how 246 teachers perceived the opportunities and limitations of this new technology. The examination used structural equation modelling to explore antecedents of instructional AI utility. The analysis shows that the pathway between instructional self-efficacy and AI utility has the highest positively charged value, while the pathways between management and AI utility have low numerical value. This last finding can be interpreted as the influence of untapped management potential and must be seen in the context of the fact that no guidelines for the use of AI in schools existed when the survey was conducted. In addition, the pathway between colleague discussion and AI utility has relatively low numerical values. The potential for learning through discussion among colleagues can be utilized to an even greater degree. The pathway between management and colleague discussion is remarkable. Implications are discussed.</p> 2024-05-08T00:00:00+02:00 Copyright (c) 2024 Eyvind Elstad, Harald Eriksen https://journals.oslomet.no/index.php/nordiccie/article/view/5713 Exploring Child Standpoint Theory in Early Childhood Education 2024-08-28T19:25:55+02:00 Annica Källebo annica.kallebo@edu.su.se <p>This empirical study in Bangladesh explores the potential of Child Standpoint Theory in constructing and reconstructing the child in early childhood education (ECE) and its role in facilitating cross-cultural comparisons in and of ECE systems. The <em>comparative gaze</em> is considered for ways of scholarly investigation in the context of ECE system <em>messiness</em>. The paper suggests viewing children as relational ethnographic units of comparisons for comparing the conditionality, contextual elements, and temporality of each child's education across cultures through a three-fold approach. Spanning method and theory, the approach combines the notion of the entangled researcher and the comparative case study tool of tracing with Child standpoint theory. Findings are presented through a comprehensive visualization of a ‘child’ going through the ECE system during a day as a pathway to deeper analysis of facets underpinning ECE from a bottom-up rather than top-down approach.</p> 2024-08-27T00:00:00+02:00 Copyright (c) 2024 Annica Källebo