The aim of this thesis is to examine how civics teachers use and implement of Agenda 2030, the seventeen sustainable goals set by the United Nations, in their teaching. This paper will off in the implementation theory set by Lennart Lundquist that has three requirements: understanding, will and knowledge and how those requirements affect the teachers in their work. Five teachers have been interviewed in person and it is their answers that has been the basis of this study. Their answers have then been analysed by using four themes to answer the questions at issue. These four themes are: knowledge of Agenda 2030, teaching of Agenda 2030, the teacher’s opinion on guidelines and interdisciplinary teaching. The result showed a lack of implementing Agenda 2030. There are a few reasons for this, but it is mainly because there is a lack of understanding among teachers what Agenda 2030 really means and a lack of knowledge of how to implement it.

The aim of this study is to explore and analyze experienced teachers understanding, as well as transformation, of the school subject civics. The study has focused on the content, methods, and evaluation of the education taking place in the class room as described by the teachers themselves. Teachers’ autonomy, within the education setting, and their knowledge base is the point of departure when assessing teachers understanding and transformation of the subject. A further aim of the study has also been to make visible, where possible, the role of a personal knowledge base in this transformation process. The findings of this study are based on interviews with teachers teaching civics at upper secondary level in various parts of Sweden. These findings show that it is possible to discern that teachers’ general dictum about content, methods, and evaluation are very much alike. The findings further show that when teachers describe their daily transformation of civics the most visible knowledge is their pedagogical content knowledge, knowledge of learner and their characteristics and knowledge of educational context. One conclusion that can be drawn from this study is that when autonomy and knowledge base is combined, then it is here one find that teachers’ general comprehension about the school subject civics seems to be very similar. However, when it comes to daily transformation within the classroom, then the subject transformation is modified to fit the learners, the school context, and sometimes to the teachers’ well-being. From this one can draw the conclusion that comprehension and transformation need not always go hand-in-hand.

This essay, conducted through semi-structured interviews with five upper secondary school students, aim to analyze and understand if and how their perceived motivation to social studies changed due to distance teaching during the covid-19 pandemic as well if and how their motivation has changed since returning to school post-pandemic. The theory of self-determination works as the cornerstone which is complemented by two relational theories in relational pedagogy as well as the zone of proximal development in addition to the concept of self-regulation. The result shows that the students’ perceived motivation was affected negatively by studying and attending lectures away from the ordinary school environment, caused by a loss of interest for the subject which in turn is a result of less varied teaching as well as a loss of peer-pressure which works as a motivational factor for many of the students. However, the study also shows that their perceived motivation increased once returned during their final year of school, which in turn is a result of an increased interest in the subject caused by relational aspects such as being able to engage verbally during lectures as well as to a larger degree being able to use the teacher as well as each other as a resource to enhance their learning. These are aspects which were hindered by distance learning, which also stresses the importance of relations for enhanced learning.

Previous research has concluded that many civics teachers lack sufficient knowledge of the European Union which affect students’ ability to acquire sufficient knowledge that in the long-term will have democratic consequences in terms of low turnout and lack of enlightened understanding. The purpose of this essay is therefore to examine civic teachers’ level of knowledge through semi structured conversion analysis to gain understanding of teachers own views of their teachings in terms of EU. The interviews show that civic teachers interpret the curriculum different from each other which have consequences for their teachings in the shape of extent as well as content. Furthermore, this essay shows that teachers themselves experience that their knowledge of EU is sufficient to educate students. However, the analysis shows that their knowledge of how to teach about EU in some cases assumes a foreign policy perspective which previous research have stated is harmful to students’ perception of EU as students perceive it as something far away, rather than something close to them. Finally, this essay concludes that many teachers experience a time pressure which further complicate their ability to implement a satisfactory EU teaching. This, as well as a lack of understanding of the extent and which content to process, show that teachers experience it as difficult to teach about EU as is expected from them.

Syftet med detta examensarbete har varit att undersöka vilken betydelse närområdesstudier ochutomhuspedagogisk undervisning knuten till lokalsamhället har för lärare i samhällskunskap,att skapa variation i undervisningen och om samt hur lärare använder närområdet i sinundervisning i årskurs 4–6. Det finns tidigare forskning kring främst natur- och äventyrsinriktadutomhuspedagogik som fokuserar på yngre elever, men mindre kring närområdesstudier,studiebesök och besök från samhället, för ämnet samhällskunskap.De teoretiska utgångspunkterna var Vygotskijs sociokulturella perspektiv och pragmatismenenligt Dewey, som användes för att analysera empirin. Undersökningen genomfördes med hjälpav kvalitativ metod och semistrukturerade intervjuer. Sex respondenter från fem skolor deltogi undersökningen. I analysen av resultatet framkommer att lärarna ger många exempel påmöjligheter till undervisning utomhus och i närområdet men att det finns hinder att övervinnainnan man kommer ut ur klassrummet.En slutsats som kan dras utifrån undersökningens engagerade lärare och tidigare forskning äratt vi kan drista oss till att konstatera, att utomhuspedagogiken och närområdesstudierna görstor nytta för de flesta elever. Det som återstår att göra är, att ”kavla upp ärmarna”, utmanahindren och ta med eleverna på deras livsresa både i klassrum och utomhus, för att ge demminnen och kunskaper för livet. / The purpose of this master thesis has been to examine which meaning neighborhood studiesand outdoor education attached to local society has to teachers in the subject of civics, to createvariation in teaching and if and how teachers use the local area in their teaching in classes 4–6.There is earlier research mainly around nature and adventure oriented outdoor educationfocusing on younger pupils, but with less focus on neighborhood studies, study visits and visitsfrom society, in the subject of civics.The theoretical starting points was Vygotskijs sociocultural perspective and pragmatismaccording to Dewey, that was used to analyze the empirics. The survey was conducted by usingqualitative method and semi-structured interviews. Six respondents from five schoolsparticipated in the survey. In the analysis of the result, it emerges that the teachers give manyexamples of outdoor and neighborhood teaching, but there are obstacles to overcome beforegetting out of the classroom.A conclusion, that can be drawn based on dedicated teachers of this survey and former researchis, that we dare to note, that outdoor teaching and neighborhood studies do great good to mostpupils. What remains to be done, is to “roll up the sleeves”, challenge the hindrances and bringthe pupils on their journey of a lifetime in both classrooms and outdoors, to give them memoriesand knowledge for life.