Syftet med denna studie har varit att bidra med information om hur en mindre grupp gymnasister anser att distansundervisning har innehållit meningsfulla undervisningsmoment, som sin tur har gynnat deras möjligheter för kunskap- och färdighetsutveckling. Därtill har studien försökt avgöra om enkätens resultat kan antyda till att samma gymnasister har tagit del av gynnsam förmedling av medborgarkompetenser som anses viktiga för möjligheten till aktivt samhällsdeltagande. För att undersöka detta har studien genomfört en enkätundersökning med 147 gymnasister, varav samtliga har studerat samhällskunskap genom distansundervisning under perioden mars 2020 till april 2021. Enkätundersökningens resultat har därefter analyserats genom studiens analytiska verktyg, som i sin tur har hjälp att besvara studiens frågeställningar Resultaten visar att en majoritet av respondenterna kan ha tagit del av undervisningsaspekter som antyder till meningsfull undervisning, medan en tydlig minoritet anser motsatsen. Dock visar resultatet även på motsägande aspekter, exempelvis att distansundervisning även har bidragit till ett ökat fokus på att nå kunskapskrav istället för utvecklandet av kunskaper och färdigheter. Resultaten visar även att en majoritet av elever antyder till att de har tagit del av kunskaps- och färdighetsutvecklande undervisning som kan bidra till utvecklandet av medborgarkompetenser. Resultatet bidrar dessutom med uppfattningen om att distansundervisning i ämnet samhällskunskap har haft varierande framgångar i förmedlandet av medborgarkompetenser som kan kopplas till utvecklandet av intresse- och ökat engagemang för politiska- och samhällsrelaterade frågor. / The purpose of this study has been to contribute information about how a small group of upper secondary school students consider that distance education has included meaningful teaching moments, which in turn have favoured their opportunities for knowledge and skill development. In addition, the study has tried to determine whether the survey’s results can imply that the same students have taken part of favourable intermediation of civic competences which are considered important for the possibility of active participation in society. To investigate this, the study has conducted a survey with 147 upper secondary school students, of which all have studied social studies through distance education during the period of March 2020 to April 2021. The results of the study where then analysed through this study´s analytical instrument, which in turn has aided answering this study’s research questions.  The results show that a majority of the respondents may have taken part of teaching aspects that implies to meaningful education, while a minority consider the opposite. However, the results also show contradictory aspects, for example that distance education also has contributed to an increased focus on reaching knowledge requirements instead of the development of knowledge and skills. The results also show that a majority of students imply that they have taken part of knowledge and skills developing education that can contribute to the development of civic competences. Additionally, the results also contribute to the notion that distance education in the subject of social studies has had varying degrees of success concerning mediation of civic competences which can be connected to the development of interest and increased commitment in political and societal issues.

The presented work deals with the question of achieving financial literacy in pupils with hearing impairment, as one of the important areas of development of civic competencies for life in today's society. The main part of the work is the presentation of the results of a research survey aimed at determining the level of financial literacy in the target group of 15-18-year-old students with hearing impairments who study at secondary schools established for students with hearing impairments in the Czech Republic and their comparison with the results of non-disabled students who were included in PISA financial literacy testing. The research was conducted on three levels. Proven tools from international testing for the quantitative part of the survey and standardized psychological tests were selected, along with school registry data for the part that addresses the qualitative characteristics of pupils. Subsequent analysis of the obtained data served to verify the hypotheses what affects the achieving financial literacy in pupils with hearing impairment. Furthermore, data obtained through the ICT saturation questionnaire, which monitors safety techniques and pupils' relationships and attitudes towards ICT and compares them with participants in PISA testing, were processed and commented on. The aim of...

Citizens of today’s society are expected to be able to evaluate, make choices, take responsibility and act independently locally, nationally and globally in order to participate in both formal and informal political systems. This study contributes to the research on Civics Education (Social Studies) by examining how teachers, working in the grades 7-9, meet contemporary society in their civics teaching. The study enquires how this can be done in education by examining teacher´s descriptions and understandings of their teaching regarding civic competences as perspective-taking, critical thinking, reflexivity and autonomy. The study's most significant findings suggest that teachers express that they use students' experiences and initiatives in civics education to contribute to the qualification of civic skills. Teachers can use the students' individual experiences and initiatives to link the social content and democratic participation to late modern competences. By using students' experiences and initiatives, the teacher can broaden students' perspectives on various issues, support the students in developing a critical approach, offer the students opportunities to reflect on their own values, and their own roles in society, and independently try to take a stand and act. / I dagens föränderliga samhälle förväntas medborgare kunna värdera, göra val, ta ansvar och agera självständigt i både formella och informella politiska system, lokalt, nationellt och globalt. Denna studie undersöker hur lärare i samhällskunskap i sin undervisning kan möta det samtida samhällets utmaningar. Intervjumaterial från samhällskunskapslärare undervisande i åk 7-9 har analyserats och satts i samband med medborgerliga kompetenser som perspektivtagande, kritiskt tänkande, reflexivitet och självständighet. Av de intervjuade lärarnas tal om sin samhällskunskapsundervisning framgår att lärare använder elevernas erfarenheter och initiativ när de försöker utveckla elevernas kunskaper i samhällskunskap. Lärare kan använda elevernas individuella erfarenheter och initiativ för att knyta samman det samhällsvetenskapliga innehållet med demokratiskt deltagande och senmoderna kompetenser. Genom att använda elevernas erfarenheter och initiativ kan läraren vidga elevernas perspektiv i olika frågor, stötta eleverna i att utveckla ett kritiskt förhållningssätt, erbjuda eleverna möjlighet att reflektera över sina egna värderingar och sin egen roll i samhället och självständigt försöka ta ställning och agera.