More-than-human design represents a paradigm shift that decentralises the human in relation to the rest of the living world. As part of this movement, scholars call for a new worldview that recognizes the interconnectedness between human and non-human beings. Prior studies have focused on the experience of human-human connections, leaving the more- than-human largely unexplored. Addressing this gap, this study explores design strategies for fostering feelings and reflections of interconnectedness towards the more-than-human world and associated emotions. With a research-through-design methodology, two workshops were conducted, resulting in six key design strategies and an "interconnectedness experience framework". The strategies were evaluated through a prototype in partnership with AquaPrint, a Swedish company that up-cycles fishing nets into designer furniture. Future research should evaluate the strategies individually and in combinations as well as in a field setting. The presented framework and strategies are intended for practitioners as inspiration in design projects to promote noticing the more-than-human world, and encouraging a posthuman perspective.

We increasingly move through and with technology in our homes. One could, using a dance metaphor, view our home as a stage where we become unintentional performers to an audience of digital devices. Still, the way we interact with our devices is mostly based on us, as humans, adapting to the technology – leading to technology-driven products rather than humanistic. By involving dancers and learning from choreographic approaches, the project aim is to consider the body in the design process to form more humanistic interactions where the technology adapts to our personal ways of moving.  Through interviews, autobiographical research, recurring workshops with professional dancers, and prototyping, the realisation came digital devices make us unlearn how to move creatively at an earlier stage but that feedback on our movements together with how a space is designed can encourage it. Furthermore, that when designing for movement one has a lot of power, since while claiming what is the right movement one is at the same time deciding what is the wrong movement– which might lead to exclusion. This led to the outcome of the project which suggest a way in which we might evaluate Choreographic Interfaces based on how open for personalisation they are. From this a concept is proposed where what role digital devices should have in our home is redefined.  Instead of using conventional ways of interacting with digital devices (e.g., buttons, phone, voice assistant, motion sensors), this project takes the shape of a system which lets the user configure and manage devices using existing “choreographies” and routines that naturally develop over time when people live together. The system learns how people move at home during different times and manifests it in contextual ”zones”, which, through visual feedback, allow users to change the appearance of their space, such as setting the room up for play mode, meditation, or a morning stretch. The suggestion is that future movement technologies might enable us to redefine how we live our lives at home through eliciting joy, play, and wellbeing while we interact with our digital devices.  This project aims to contribute to the field of interaction design through suggesting a shift away from designers creating each interaction and the users just adapting to them. Instead, the suggestion is the approach of Choreographic Interfaces where the designer empower the user to utilise their personal way of moving and encourages an active relationship with their devices at home.

Emotions play a critical role within the workplace, impacting employees' well-being, motivation, productivity, colleague relationships, and overall workplace culture. As a designer, my objective was to address emotional issues in the workplace by developing a tool capable of recognizing and effectively managing emotions. Through a comprehensive research process involving workshops, interviews, and surveys with employees, I identified self-awareness as a fundamental and essential aspect in addressing emotional issues within organisations. Building upon these findings, I created a design tool named "How are you feeling now?" which prompts employees to reflect upon their emotions while providing resources for their effective management. This service incorporates features such as emotion recording and the presentation of emotion history, facilitating users' self-reflection on their emotional states. I dedicated efforts to visually represent the various elements associated with emotions in this tool, aiming to enable individuals to scrutinise their emotions with greater attentiveness and depth. It is my intention that this visualisation process captivates users' interest and encourages them to momentarily embrace and acknowledge their emotions. Furthermore, by visually displaying the historical record of emotions, my goal is to assist employees in understanding that emotions constitute an ongoing accumulation of valuable data. Ultimately, I aspire for this heightened self-awareness to yield positive behavioural transformations by enabling individuals to regulate and transform their emotions effectively.

The pension system in Sweden today is a very simple system. Taxed incomes generate pension incomes, paid out monthly after retirement. Yet the topic seems riddled with emotions; guilt, shame and anxiety over what you should or should not do. Increasing inflation, population age and climate change are projected to pose big threats to pensions in the coming decades. By 2060, pension incomes are projected to diminish substantially. Yet the future brings hope too; the gender gap in pension incomes is today at 30% and is projected to go down to 4% by 2040 as the changing view on women in the workplace and policy making is evening the (occupational) field. To learn about pension on the personal, professional and societal layers, I conducted conversations with professionals working for the pension agency, banks, savings solutions and researchers at economics and sociology departments at universities, as well as with individuals with pension planning on their minds (or not). The professionals argued that financial literacy teaches how simple the system is while the individuals feel overwhelmed and confused, showing that the system is not complicated but feels complicated. This dissonance became the space for designing. I propose to look at money as an actor we have a relationship with, to scale away guilt, shame or anxiety and leverage the positives. Through the strategic use of reflection, we learn about our ongoing relationship with money; formed in childhood, and shaped by everyday life planning towards the future. Thus, we grow towards a life where money serves us by investing in our values, hopes and dreams. As we change our financial behaviour today, we change our relationship in the future. The value of money does not start with the currency, but with the intention of use, in the hopes and dreams of a person that wants to spend their time with families and hobbies, not with stocks and funds. Looking at financial planning more holistically shows how the established system is biased, rejecting those that do not speak the language. We as designers can be mindful of this and make more inclusive tools to learn this financial language. Insofar the system can be changed is what I examine through speculative futures methods and designs.

Within science education, and chemistry in particular, laboratory work is fundamental. The traditions of including laboratory work in chemistry education is a way to make the concepts of chemistry apprehensible, the aims and goals of laboratory work related to chemistry education are therefore well defined. With digital technology, Information Communication Technology, (ICT tools), the traditional hands-on laboratory experience can be transformed to a nontraditional, digital laboratory experience. The use of digital laboratory work in education is well debated, yet both positive and negative aspects can be identified. As a consequence of the COVID-19 pandemic, teachers around the globe faced new challenges as much of the teaching abruptly had to be converted to online teaching. Due to the nature of the chemistry subject, one major challenge chemistry teachers faced was how to coordinate practical laboratory work with the new regulations. The unexpected transition from classroom education to online education can thus be identified as in a way teaching habits were challenged. The purpose of this study is to investigate the adaptations chemistry teachers had to make to the laboratory education as the hands-on laboratory experience rapidly had to be translated to a digital laboratory experience. Data was collected by conducting interviews with 10 chemistry teachers in upper secondary education and a thematic analysis was used to identify how, and in what way, teachers used ICT tools to coordinate their current teaching with the new restrictions. Data was analyzed by applying a transactional approach inspired by John Dewey’s transactional perspective of habits as well as a didaktik perspective to study the complexity in actions and how decisions concerning the laboratory work were made. The findings suggest that ICT tools could be used in a variety of ways but were not necessarily easily translated between practices, thus choices regarding the aims, goals and methods used in the online classroom differed from the decisions teachers usually made. Many teachers were able to use ICT tools in a sufficiently productive way to keep the laboratory work functional, however this was not a smooth transition for everyone and the need to adapt the activity to make it useful was in many ways decisive. Their responses to the changes varied and the differences in basic skills in how to use ICT tools were prominent. Regarding the didactic relations, teachers also noticed a change in behavior and the students’ attitudes towards the laboratory work. The changes caused teachers to reevaluate their approach to a digital laboratory experience in order to make the teaching functional, hence both the habits of planning and teaching had to be reconsidered.

This study has a phenomenographic starting point that aims to investigate prospective preschool teachers' perceptions of their conditions and opportunities to meet digitization in the education at preschool. The target group for the study is prospective preschool teachers with previous experience of working in preschool, who are in the last semester of an experience-based preschool teacher program at a university in Sweden. By using two research methods, interviews and questionnaires, we have been able to get hold of and clarify the participants' perceptions, which has also enabled the identification and interpretation of areas of development. This answers the study's two questions which are: What do preschool teacher students' perceptions look like regarding their conditions and opportunities they are given both in the workplace and through the preschool teacher education to meet digitalization in preschool, in line with the curriculum goals? What possible areas of development can be deciphered based on the participants' descriptive perceptions of their conditions and opportunities to meet digitization? The result presents the variation of the participants' perceptions in the form of categories consisting of codes interpreted based on the participants' statements. Furthermore, it is shown that there are different and unequal conditions and opportunities in workplaces and that the digitization content of preschool teacher education is not sufficient for a preschool teacher to be able to meet digitization in education. In order for the digitization content in education to be in accordance with the curriculum goals, the results reveal areas of development that, among other things, require an increased implementation of both practical and theoretical digitization content in preschool teacher education. In terms of workplaces, there is a demand for skills development, spaces for reflection and an increased range and variety of technologies. / Denna studie har en fenomenografisk utgångspunkt som syftar till att undersöka blivande förskollärares uppfattningar om deras förutsättningar och möjligheter att möta digitalisering i utbildningen på förskolan. Målgruppen för studien är blivande förskollärare med tidigare erfarenhet av arbete i förskola, som går sista terminen på ett erfarenhetsbaserat förskollärarprogram vid ett universitet i Sverige. Genom att använda två forskningsmetoder, intervjuer och enkäter, har vi kunnat få fatt i och tydliggöra deltagarnas uppfattningar, vilket också har möjliggjort identifiering och tolkning av utvecklingsområden. Detta svarar på studiens två frågeställningar som är: Hur ser förskollärarstudenters uppfattningar ut gällande deras förutsättningar och möjligheter de ges både på arbetsplatsen och genom förskollärarutbildningen för att möta digitaliseringen i förskolan, i linje med läroplansmålen? Vilka eventuella utvecklingsområden kan tydas utifrån deltagarnas beskrivande uppfattningar om deras förutsättningar och möjligheter att möta digitaliseringen? Resultatet presenterar variationen i deltagarnas uppfattningar i form av kategorier som består av koder tolkade utifrån deltagarnas uttalanden. Vidare visas att det finns olika och ojämlika villkor och möjligheter på arbetsplatser och att digitaliseringsinnehållet i förskollärarutbildningen inte är tillräckligt för att en förskollärare ska kunna möta digitaliseringen i utbildningen. För att digitaliseringsinnehållet i utbildningen ska överensstämma med läroplanens mål synliggör resultatet utvecklingsområden som bland annat kräver en ökad implementering av såväl praktiskt som teoretiskt digitaliseringsinnehåll i förskollärarutbildningen. När det gäller arbetsplatser efterfrågas kompetensutveckling, utrymmen för reflektion och ett ökat utbud och mångfald av teknologier.

Digitala lösningar och information- och kommunikationsteknik (IKT) har föreslagits som ett potentiellt kraftfullt verktyg för att skapa smarta hållbara lösningar som minskar utsläpp och energibehov. Det pågår däremot en debatt huruvida IKT-lösningar verkligen bidrar till minskade utsläpp och minskad energikonsumtion. Det finns ett behov att utvärdera IKT-lösningars påverkan på klimatet med utgångspunkt i ekologisk, ekonomisk och social hållbarhet. Ett tillvägagångssätt att utvärdera klimateffekter är genom hållbarhetsanalyser. Elvenite och dess moderbolag har tagit fram en hållbarhetsanalys som kallas klimatnyttoanalys, vars huvudsakliga syfte är att öka kunskapen kring företagets digitaliseringslösningars positiva och negativa klimatpåverkan. Klimatnyttoanalysen är ny arbetsprocess på Elvenite och denna studie ämnar undersöka dess utvecklingsmöjligheter genom att kartlägga hur medarbetarna på Elvenite och en utvald kund ser på arbetet med klimatnyttoanalys. Baserat på kartläggningen kommer denna studie ge förslag och rekommendationer för fortsatt arbete med klimatnyttoanalys samt ge ett förslag på ett ramverk. Studien är avgränsad att endast ta hänsyn till de ekologiska aspekterna av hållbarhet. Den metod som används är en litteratursökning, en enkätundersökning som analyserades med kvalitativ innehållsanalys samt en intervjustudie som analyserades med tematisk analys. I resultatet presenteras klimatnyttoanalysen i relation till tidigare forskning, en sammanställning av enkätundersökningen samt en sammanställning av den tematiska analysen av intervjustudien. Studien kommer fram till åtta åtgärdsförslag på hur klimatnyttoanalysen behöver utvecklas samt vad Elvenite behöver göra för att fortsätta arbetet med klimatnyttoanalyser och en viktig tanke om social hållbarhet som Elvenite bör ta hänsyn till. Dessutom presenteras ett förslag på ett ramverk baserat på de åtta åtgärdsförslagen. / Digital solutions and information and communication technology (ICT) have been proposed as a potentially powerful tool for creating smart sustainable solutions that reduce emissions and energy needs. On the other hand, there is a debate about whether ICT solutions really contribute to reduced emissions and energy consumption. There is a need to evaluate the impact of ICT solutions on the climate based on ecological, economic, and social sustainability. One approach to evaluating climate effects is through sustainability analysis. Elvenite and its parent company have developed a sustainability analysis called climate benefit analysis, whose main purpose is to increase knowledge about the company's digitalization solutions' positive and negative climate impact. The climate benefit analysis is a new work process at Elvenite, and this study intends to investigate its development opportunities by mapping how the employees at Elvenite and a selected customer view the work with climate benefit analysis. Based on the survey, this study will provide proposals and recommendations for continued work with climate benefit analysis and provide a proposal for a framework. The study is limited to considering only the ecological aspects of sustainability. The method used is a literature search, a questionnaire survey that was analyzed with qualitative content analysis and an interview study that was analyzed with thematic analysis. The results present the climate benefit analysis in relation to previous research, a compilation of the questionnaire survey and a compilation of the thematic analysis of the interview study. The study comes up with eight proposals for measures on how the climate benefit analysis needs to be developed and what Elvenite needs to do to continue the work with climate benefit analyzes and an important idea of social sustainability that Elvenite should consider. In addition, a proposal for a framework based on the eight proposals for action is presented.

In der kumulativen Dissertation wird in zwei Strängen untersucht wie Informationssysteme (IS) die Kollaboration im Versorgungsmix unterstützen können. Besonders bei der aktuellen demographischen Entwicklung und dem zu erwartenden Fachkräftemangel im Pflegesektor ist eine Versorgung der alternden Bevölkerung durch rein professionelle Versorgungsstrukturen weder möglich, noch von einer Vielzahl der Senioren gewünscht. Der gezielte Einsatz von Informationssystemen könnte hier zum einen als Werkzeug der Gemeinwesenarbeit soziale Netzwerke stärken, um diese zur Wahrung der Selbständigkeit bis ins hohe Alter aktiv zu halten und zum anderen Hilfe bei der Koordination und Kooperation des individuellen Falls der häuslichen Pflege bieten. Obwohl im professionellen Sektor moderne Softwarewerkzeuge zur Planung und Dokumentation der Arbeit gängige Praxis sind, ist das Potential der computergestützten organisierten Arbeit noch lange nicht ausgeschöpft und besonders im informellen und privaten Sektor kaum angenommen.

Med bakgrund i de senaste årens digitalisering av skolan och EU-kommissionens formulering av digital kompetens som en av åtta nyckelkompetenser för ett livslångt lärande är studiens syfte att undersöka och jämföra hur lärare och elever på en skola på gymnasienivå ser på elevernas digitala kompetens. Detta görs utifrån tre frågeställningar som rör elevernas syn på sin digitala kompetens, lärarnas syn på elevernas digitala kompetens samt huruvida det finns någon diskrepans mellan dessa båda. Den metod som används är kvalitativa intervjuer, och studiens resultat bygger på totalt sju intervjuer. Av dessa är fyra intervjuer med elever från samma klass och tre med lärare från samma skola.Resultatet analyseras utifrån Macken-Horariks modell om kunskap och litteracitet och delas in i tre kategorier som ligger till grund för diskussionen. I denna lyfts utöver Macken-Horariks modell också EU-kommissionens definition av digital kompetens och begreppsparet digital inföding och digital immigrant in som teoretiska utgångspunkter.Eleverna uttrycker generellt att de tycker att deras digitala kompetens är självklar och god. Deras uttalanden kan förstås som att de ser på sig själva som digitala infödingar, och därmed ser sig datoranvändning som naturlig och självklar. Samtidigt ser de inte användningen som helt oproblematisk: dels går mycket tid åt till datoranvändning och dels erbjuder datorn distraktioner vilket några elever upplever som ett problem. Att reflektera kring och hantera dessa problem kan dock också ses som en del av den digitala kompetensen.Även en av lärarna menar att elevernas digitala kompetens är god, medan de övriga menar att den innehåller luckor. Både denna diskrepans den som finns mellan två av lärarnas och elevernas syn på elevernas digitala kompetens, kan förstås genom att man delar in digital kompetens i tre kunskapsdomäner enligt Macken-Horariks modell: den vardagliga, den specialiserade och den reflexiva. Emedan eleverna besitter en vardaglig digital kompetens, som de menar är god och tillräcklig, ser två av lärarna luckor i den specialiserade datoranvändningen för deras respektive ämnen. Den lärare som inte upplever några luckor är den lärare vars lektioner innehåller uttrycklig undervisning i sitt ämnes specialiserade digitala kompetens.

När man utvecklar en applikation för informations- och kommunikationsteknik (ICT) som syftar till att hjälpa funktionsnedsatta individer är det viktigt att ta hänsyn till deras utmaningar och behov. Samtidigt är det också viktigt att förstå svårigheten i att utforma en universell ICT-applikation som ska passa dem alla på grund av deras motstridiga behov och kapacitet. Dessutom har många av dem ekonomiska svårigheter. Därför uppstår frågan om hur man prissätter dessa ICT-applikationer. Denna forskning bygger på en fallstudie av en ICT-applikation som utformats av Salta Friends AB som arbetar med att öka det sociala engagemanget för personer med funktionsnedsättning. Studien är kvalitativ och 15 intervjuer av olika intressenter till applikationen har genomförts. Dessa intervjuer gav insikter som hjälpte till att kartlägga deras olika behov och utmaningar. Utmaningarnas fokus ligger på de allmänna, sociala och tekniska kontexterna som slutanvändaren möter. Baserat på dessa insikter har ett antal faktorer tagits fram som man bör beakta då man inriktar sig på lämpliga kunder och användare till ICT-applikationer. Dessutom diskuteras alternativa inkomstkällorna som kan finnas för dessa applikationer för några identifierade kunder. Slutligen förklaras varför det underlättar att involvera de funktionsnedsatta individerna i ett tidigare skede i produktutvecklingsprocessen vid valet av lämpliga kunder och användare samtidigt som man tar fram rätt prissättningsmodell. Forskningen ger också förslag till den Salta Friends AB nästa steg i detta arbete. / While developing an Information and Communication Technology (ICT) application aimed at assisting persons with disabilities, it is important to take their challenges and needs into consideration. Simultaneously, it is important to understand the difficulty in designing a universal ICT product for them owing to their conflicting needs and capabilities. Additionally, many of them face economic hardships. Therefore, the issue of how to price these ICT applications arises. This research follows a case study of an ICT application devised by a Salta Friends AB to increase the social involvement of people with disabilities. It is a qualitative research conducted with the help of 15 interviews of different stakeholders of the application. These interviews provide insights that will help in mapping their different needs and challenges. The focus of the challenges is on the general, social, and technological context faced by the end-user. Based on these insights, factors have been recommended to be considered while targeting the appropriate customers and users for ICT applications. It also discusses the alternate sources of income that can exist for these applications by identifying a different customer. And finally, the research explains why including the persons with disabilities at an earlier stage in the product development process helps ease the selection of the right customers and users along with devising the right pricing model. The research also provides propositions and suggestions for Salta Friends AB and their next steps.