The purpose of this study is to examine how primary school teachers in preschoolclass - 3rd grade interprets and handle sustainable development in geography related education. Furthermore, the purpose is to examine how teachers think their teaching to sustainable development will be affected in the future, owning to the new syllabus-22. Previous research related to teachers´ adaptions to new syllabuses, points out that teachers often falls back to using the previous edition of the syllabus instead of using the new one. Six teachers from preschool up to third grade participated in the investigation. Two of the teachers in the study work in a private school, and the rest of the teachers work in public schools. The qualitative interviews with the respondents in the study were performed over email. The theoretical approach is based on the three aspects of sustainable development, four teachingtraditions and the theory of pragmatism. The result of this study shows that teachers interpret the concept of sustainable development mainly from the ecological aspect, and that the normative enviromental teaching tradition, is the most prominent. The motivation is that the teachers want their pupils to create good habits. The result also concludes that teachers strive to get their pupils to achieve actioncompetence. During the lessons, practical work in forms of recycling and local area studies were a common form of education according to the teachers. The study also reveals that most of the teachers will not change their education according to sustainable development when the new syllabus - 22 in geography will be applied (Skolverket, 2022).

This essay is a comparative research between pupils' experience of how the headmaster, teachers and other school staff interpret and apply the democratic education. The results are based on a survey carried out in senior high school, as well as interviews with the school staff. The democratic education charge has a long history of Swedish school system and is the basis for the maintenance of a democratic society. Both policy paper of state investigations and researchers in the field, regard to school as the primary and unique instance in order to promote and develop democratic skills in children and young people. However, it is shown that those who come out from school lack of knowledge and awareness of democracy and the will to speak their mind. The increased globalization and the rapidly changing society places great demands on the individual in order to maintain a democratic society in future. The school staff within this study is very aware of the democratic education charge but points out that time for joint discussion and clarification of the charge towards the pupils would facilitate the work, this is confirmed by the pupils that to a large extent believes that the school system is working in accordance with what political papers says, but it does not take place in the same way and to the same degree among all the staff. There are also students who are not aware of the school democracy education mission. Pupils and staff have a common view of what democracy means and the skills required in future democratic society, especially communication skills. Something that indicates that the school system still manage to carry out its mission in spite of the fact that it is not expressed or evaluated. The staff carries out the democratic education charge on somewhat different ways could be interpreted as the school's view on the concept of democracy is alive and in accordance with the definition.