Since far back in time, field studies have had a clear role in geography history. Likewise do field studies have a place in the current Swedish curriculum where students can encounter the teaching method in their knowledge development. However, statistics have shown that nearly 70% of participating primary school teachers have not used field studies in geography teaching during their previous school year. The aim of the study is to investigate the underlying factors why the inclusion of field studies in geography teaching is deficient. A qualitative survey in the form of interviews was conducted with 6 competent geography teachers. The results showed that a good teacher's attitude towards field studies is decisive for the outcome of field studies, as well as that teachers face limitations in aspects such as curriculum understanding, place, time, lack of conditions in terms of education, assurance of safety, students benefit and group dynamics.

Sport is the biggest movement in Sweden and among youth is seen as the most important and one of the most prestigious leisure-time activities. Riksidrottsförbundet (RF) is the main organization of the Swedish sport movement. It receives funding from the government in order to represent and develop the Swedish sports clubs. The government’s choice to support sport within RF happens at the expense of other sports, for example skateboarding. Many youths today choose to engage in sport and/or physical activities outside the club activities. This study aims to map and analyze sport and physical activities within and outside the club activities, among ninth graders (15-16 year) in one school in Umeå kommun. Fifty-six pupils, in three classes participated in the survey and their answers are the result of this study. The result showed a broad amount of different sport and physical activities among the youths. Many youths quit their involvement within sport club activities in order to engage in sport and/or physical activities outside the club activities. The survey also showed differences in the youths motives of sport and/or physical activities within and outside the club activities.

This work by Hafiz, A. A & Lagerstedt, J. (2023). Specialdidactic instruments and strategies for inclusive religious education - High school teachers' and upper secondary school teachers' way of working with all students as well as students with extra support and special needs. Instutionen för Samhälle, kultur och identitet, Fakulteten för Lärande och samhälle, Malmö universitet, is part of a master's degree in subject didactics. The concept of special didactics used here in this essay has its background in the continental German tradition. The purpose of this master's thesis is to investigate the special didactic instruments and strategies that teachers of religious studies use in their work for increased inclusion. The aim is to gather valuable knowledge about how experienced teachers of religious education work when they plan their materials and teach in matters relating to students' life issues and identity, as well as how they work with extra adaptations and special support.  The research questions are as follows: What special didactic instruments and strategies do teachers in primary and secondary schools, teaching religious education, use in their subject planning for increased inclusion? What problems and opportunities do teachers experience when planning and working towards increased inclusion?  The theoretical perspective of this thesis is based on a phenomenological theory of knowledge. There are four special education perspectives, all of which were used in the analysis to highlight different definitions of inclusion. Students' identities are explained and theorized as the foundation for inclusion. A religious didactic model is exemplified to illustrate where in the planning process students can be included. Since there is not enough research on special didactics, the various theoretical special education perspectives were used together with subject didactic perspectives to create special didactic analysis methods.  The study's methodology is based on both exploratory researches to gather extensive knowledge and a case study approach to investigate more detailed information on how teachers work with inclusion in their planning. To obtain empirical material and collect the right data, five teachers working in different primary and secondary schools in Sweden were interviewed.  The results show that the teachers agree that it is difficult to include students both physically and socially. Teachers have different opinions about the concept of inclusion and work with inclusion in didactic contexts in different ways, adapted to the situation. Instruments and strategies are adapted to students in different ways, with some teachers placing more emphasis on language and others placing more emphasis on questions about the student's identity. Collaboration between teachers, student health services, and school management for the student's best interest occurs, but a quick assessment of the student's situation is always better than a late assessment discovered later. Regarding the subject of religious studies, teachers work to get closer to students' own life questions, worldviews, and identities, adapted to the classroom environment and the students.

Lördagen den 26:e maj år 2018 sätts första spaden i marken för ett av vår tids största bostadsprojekt. Årstafältet, en i dag lantlig lunga i närmaste Söderort, skall under de nästkommande tolv åren bebyggas till två femtedelar med bostäder och i en avsevärt mer urban kontext erbjuda boende till 15 000 nya stockholmare – ett bostadsprojekt vars omfattning motsvarar hela Nynäshamns befolkning, eller en femtedel av Kungsholmens. Den nya detaljplanen, vars motto är "en plats för möten" och vars ledord är "variation", förordar att den nya bebyggelsen skall präglas av variation i höjder, former och stilar. I enlighet med detaljplanens ledord och kandidatarbetets program har vi gestaltat en skolbyggnad för 540 elever i åldrarna 10 till 16 år, som med en postmodern, eklektisk ansats förenat element och inspiration från många olika stilbildningar, och där de varierande miljöernas utformning ej underordnar sig någon enskild arkitektonisk princip, utan också i sig utgör en plats för möten – mellan tider, stilar, material och element. Esplanadskolan har utformats som ett postmodernt skolpalats, där kunskapens enastående värde och institutionens oerhörda vikt befästs i sin monumentalitet. Esplanadskolan riktar sig utåt till såväl den nya som befintliga stadsdelar som ett landmärke och symbolbyggnad, där en stor del av lokalerna är öppna för allmänheten utanför skoltid, och avser i sina inre rumsligheter att erbjuda skolungdomen intresseväckande och varierande lokaler, med ett vinterträdgårdsatrium, en monumental spiraltrappa och en fresnelprismatisk ljusobelisk som sammanbindande nav. / On Saturday May 26th, A.D. 2018, the ground work is initiated for one of our time’s most expansive housing projects. Årstafältet, a predominately natural park in southern Stockholm, will during the next twelve years be urbanized to two fifths of its total area, giving context for an entirely new urban quarter, accomodating 15 000 new Stockholmers. The scale of the housing project is comparable to the whole population of Nynäshamn, or one fifth of Kungsholmen’s. The new zoning plan has the motto “a place for meetings”, and its main principle is “variation”. The zoning plan requests that the new buildings should be characterized by a variation in different heights, forms and styles. In accordance with the main principle of the zoning plan, and with the program of the degree project, we have designed a school building for 540 pupils in the ages of 10 to 16 years, which embodies a postmodern, eclectical approach, in uniting diverse architectural elements and inspiration from many different historical styles, and in the standpoint that the diversity of elements and physical environments is not subordinated to any one architectural principle. The school is in itself a place of meetings – between epochs, styles, materials and elements. Esplanade Elementary School has been designed as a postmodern, monumental school, where the awesome dignity of knowledge, as well as the massive importance of the school as a societal institution, is fortified in the architecture’s monumentality. Esplanade Elementary School directs itself as a landmark and symbol to both old and new contexts in its urban vicinity, opening up its doors for the public in many aspects outside of school hours. It also aspires to offer its pupils physical environments which evoke their immersive interest and in its diversity allow for the phenomenological compatibility of equally diverse environmental preferences. The main elements which make up the directional essence of the interior environments are the Botanical atrium, the monumental spiral staircase and the Obelisk of Light, composed of hundreds of naturally and artificially lighted fresnel prisms.