Nordic Journal of Comparative and International Education (NJCIE)

Reimagining Global Education Policy Research

Oshie Nishimura-Sahi — 2024-10-17

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 & Piattoeva, 2024).

Evaluation of Digital Technology Management in Mathematics Learning

Muh. Fitrah — 2024-09-24

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.

Exploring Interdisciplinary Approaches to Education for Sustainable Development

Robert J. Didham — 2024-05-24

Sustainable Development, Education and Learning: The Challenge of Inclusive, Quality Education for All

Hiroki Fujii — 2024-05-24

Review of the book authored by Victoria W. Thoresen, Agenda Publishing, 2023

Redefining TVET Leadership in Kenya

Jeffrey Matu — 2024-08-27

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 incorporating indigenous philosophies, such as Harambee, to better align TVET with SDG objectives. 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.

Teaching and Learning Sustainable Consumption: A Guidebook

Gregor Torkar — 2024-05-24

A Tribute to Professor Wing On Lee

Karen Parish — 2024-01-30

Sign of the Times

Katarina Pajchel — 2024-10-21

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.

Review on pedagogical practices for computational thinking in teacher education

Trude Sundtjønn — 2024-10-21

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.

High School Teachers’ Adoption of Generative AI

Eyvind Elstad — 2024-05-08

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.

Exploring Child Standpoint Theory in Early Childhood Education

Annica Källebo — 2024-08-27

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 comparative gaze is considered for ways of scholarly investigation in the context of ECE system messiness. 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.

Opportunities and Dilemmas in Interactions between the Education Sector and Academia

Mari-Ana Jones — 2023-12-21

International Master’s Degree Students’ Experiences of Support at a Finnish University

Anduena Ballo — 2024-03-17

This phenomenographic study explores international master’s degree students’ ways of experiencing support in Finnish higher education. The study draws on Schlossberg’s Transition Model and the Culturally Engaging Campus Environments Model as a conceptual framework. The phenomenographic analysis of 17 interviews with international master’s degree students identified four ways of experiencing support as: (a) study system adjustment, (b) learning enhancement, (c) personal growth, and (d) autonomy development. The findings identified participants’ experiencing support in relationships, use of information, communication, services, the flexibility of studies, learning and study environments. The presence of two indicators, Humanizing Educational Environments and Availability of Holistic Support suggested that the campus environment was culturally responsive to academic and personal support of international degree students. The findings contribute to the understanding of support for international degree students in higher education and may be used to develop services to support international degree students’ social, cultural, and career integration into host communities.

Future Teachers Conceptualizing Democracy in Pre-war Ukraine, in Palestine, and Norway

Ingrid Christensen — 2024-09-06

This article presents a qualitative study of future teachers’ conceptions of democracy in Ukraine, Palestine, and Norway during a pre-war and pre-pandemic period. In recent years, there has been a noticeable decline in the understanding of the democratic concept and reduced engagement, particularly among youth, coinciding with an assumed global recession of democratic recession. However, democracy also evolves with societal developments, whereas education holds the mandate to renew democratic values in society. This study therefore aims to explore student teachers’ own definitions of the democracy concept. Employing a grounded theory approach, we compare the written responses of 619 student teachers from Ukraine, Palestine, and Norway. The analysis reveals that despite different emphases, democracy is articulated along five dimensions: 1) political systems, 2) political culture, 3) values, 4) actions, and 5) actors. However, the study also indicates a striking finding: To our surprise, there were many identical responses across the data material, interpreted as wikied copy-paste responses, which indicate a distance and irony towards standardized democracy concepts. Consequently, democracy education is in a limbo between standardization and fostering new dimensions, whereas the teachers’ tasks will be challenging in providing democracy concepts born anew for the next generation.

Futures Thinking in Middle School Science Textbooks

Khalifatulloh Fiel'ardh — 2024-05-24

This research aims to illuminate the characteristics of "Futures Thinking" components within the interdisciplinary units of "Science, Technology, and Humanity" and "Nature and Humanity" and "Sustainable development" within Japanese middle school science textbooks. Grounded in pre-existing literatures, this research meticulously organizes the essential competencies of future-oriented thinking into three distinct components: "Envisioning the Future," "Predicting the Future," and "Planning for the Future." Each component is further broken down into more precise indicators. For "Envisioning the Future," indicators include perspectives on "Multiple Futures," the "Science of Future," and "Hope and Fears." For "Predicting the Future," we delve into the "Scenario" technique, alongside "Forecasting" and "Backcasting" strategies. "Planning for the Future" assesses the "Precautionary" approach, "Evaluating Action," and understanding "Risk and Changes." The research involved a cross-sectional analysis of content types (such as texts, diagrams) and contexts (individual, regional, national, and global), determining the presence or absence of these indicators. The findings reveal: (1) a more frequent articulation of these competencies within the "Science, Technology, and Humans" unit, (2) a scant representation of "Multiple Futures" and "Scenario" methods among the nine indicators, (3) a prevalence of explanatory text in presenting these concepts, and (4) a consistent inclination towards a global context in the textbooks' narratives. These insights imply an extant gap within the current pedagogical tools, underscoring the importance of an expanded, multifaceted approach to teaching these competencies. The implications for future curriculum development and instructional strategies in middle school science education are profound, necessitating a more integrated approach that resonates with the uncertainties and possibilities of the future.