The study explores the meaning of knowing how to reason about justice in civics in upper secondary school. This is examined through the analysis of students’ conceptions of justice, and of their conceptions of civic reasoning about justice. It is also examined through the analysis of civic education practise. In the study, teaching was designed using Variation Theory and the theory of intersubjectivity in Activity Theory, and examined and evaluated in three Learning Studies. The empirical material consists of filmed and transcribed research lessons and interviews, as well as of written pre- and post-tests. The material was first analysed using phenomenography, and then analysed using content-oriented conversation analysis. Students’ conceptions of justice were found to move between the conception of justice as (A) a universal value, (B) a personal value or (C) a value of principle. Students’ conceptions of civic reasoning about justice were found to move between three conceptions: (a) reporting about justice, (b) analysing causes of different perspectives on justice or (c) critical reasoning about principles of justice. The critical aspects of knowing how to reason about justice in civics that students needed to discern were the relativity of justice, the basis for arguments for principles of justice and the analysing as well as the criticizing aspects of reasoning. The subject-knowledge that the teachers expressed in their teaching was one condition of the practise of civics that was found to be of importance for the students’ learning. Others were the assumed purpose of the practise of civics and a genuine need for the intended knowledge in the practice. Communicative actions that seem to facilitate these conditions are real learning tasks and a subject-specific language and variation of critical aspects as mediating tools. The findings are discussed in relation to theories of justice in political science and to the practise of civics education.

Denna undersökning har syftat till att undersöka hur AI anses kunna påverka undervisningen i skolan och samhällskunskapsämnet. Studien baseras på den diskurs som råder inom ämnet. Undersökningen baseras på material i form av tidningsartiklar, en intervju med en forskare och en fokusgruppsintervju. Materialet har analyserats genom en kvantitativ respektive kvalitativ innehållsanalys. Undersökningen utgår från uppfattningen att samhällskunskapsundervisningen bör sträva efter att utveckla så kallad AI-literacy hos eleverna. Resultatet bekräftade inte att detta genomförs i undervisningen. Områden som undervisning, fusk, examination och bedömning behandlades i större utsträckning än AI-literacy, AIED (AI in education) och AI&ED (AI and education).  Resultatet antyder att AI-utvecklingen kommer leda till nya examinationsformer och möjligen AI-assistenter som kompletterar lärare. Samhällskunskap som undervisningsämne omnämndes knappt i materialet även om vissa områden som kan relateras till samhällskunskap förekom som källkritik och demokrati. AI-literacy relaterat till samhällskunskap förekom några enstaka gånger. Detta resultat påvisar viken av att utveckla AI:s roll i samhällskunskapsundervinsingen för att möjliggöra säkra studier av ämnet i skolan, samt vikten av att fortsätta forska om AI och utbildning och AI och samhällskunskap. / This survey aims to investigate how AI is considered to influence teaching in school and the social studies subject. The survey is based on the discourse on the subject of AI and education. The survey is based on material from online news articles, an interview with a researcher and a focus group interview. The material has been analyzed through quantitative and qualitative content analysis methods. The survey is based on a theory that claims that social studies teaching should strive to develop students so-called AI-literacy. The survey results did not confirm this theory. Categories such as teaching, cheating, examination and assessment were covered in the material to a greater extent than AI literacy, AIED (AI in education) and AI&ED (AI and education). The results suggests that the development in AI may lead to new forms of examination and possibly AI assistants as a supplement to teachers. Social studies as a teaching subject was barely mentioned in the material, although certain areas that can be related to social studies appeared such as source criticism and democracy. AI literacy related to social studies appeared a few times. This result demonstrates the importance of further research about AI and social studies education to and to enable safe methods to study the subject in schools. It also emphasizes the importance of continued research on AI and education as well as AI and social studies.

This study examines the subject civics (social studies) in interaction with other subjects in interdisciplinary projects. By studying three different integrated projects in the grades 7-9, the study examines how subjects interact with one another. The aim of the study is to describe and analyze the character and function of civics in interdisciplinary projects. The results are used to discuss the relationship between subject and integration. In the world of education, there are two endeavors that may seem to counteract each other: on the one hand, focus on more clearly subject-specific knowledge and, on the other, the pursuit of cooperation and interaction between subjects in different forms of interdisciplinary organization of teaching and learning. Integration between subjects can be seen as an opportunity to address the complex problems and challenges of today's citizens in a changing global world. The results of the study describe three dynamic interdisciplinary projects that all contain a movement between different types of interaction between subjects with various degrees of integration. These types are predisciplinary, helping, correlated, shared and reconstructed. In addition, the study shows that civics in the three projects is emerging as an obvious main subject that aims to develop the pupils’ abilities to orientate (facts and concepts), analyze and discuss. So far integrated teaching appears to result in both what subject-specific teaching reaches and, moreover, it seems to form a synthesis knowledge that can be difficult to measure, but that relates to the main goals of the curriculum beyond subjects. These abilities to act can be used to describe the synthesized knowledge citizens need in order to act in the world. / Baksidestext I denna studie av hur samhällskunskapsämnet tar sig uttryck i ämnesintegrerade projekt i grundskolans årskurs 7-9, undersöks de till synes motstående strävandena att dels fokusera ämnesspecifika kunskaper, dels ge utrymme för samspel och integration mellan ämnen.  Resultaten visar en ömsesidig relation där ämne och ämnesintegration förutsätter varandra. Projekten innehåller en rörelse mellan olika typer av ämnessamspel – förvetenskapligt, hjälpande, sammankopplande, förenande, omskapande – med olika grad av integration mellan ämnen. Delar av projekten domineras av ämnesspecifika kunskaper där samhällskunskapsämnet framträder som tydligt huvudämne utifrån de ämnesdidaktiska profilerna orienteringsämne, analysämne och diskussionsämne. Andra delar av projekten domineras istället av integrerade synteskunskaper som relaterar till övergripande läroplansmål. Begreppet handlingsämne används för att beskriva denna syntetiserade kunskap medborgare behöver för att kunna agera i världen. Licentiatuppsatsen har skrivits inom CSD-FL, Forskarskolan för lärare i geografi, historia, religionskunskap och samhällskunskap, en särskild fortbildningssatsning för yrkesverksamma lärare. Centrum för de samhällsvetenskapliga ämnenas didaktik (CSD) vid Karlstads universitet har ansvarat för forskarskolan.