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.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-84670 |
| Date | January 2019 |
| Creators | Hallgren, Erika |
| Publisher | Linnéuniversitetet, Institutionen för statsvetenskap (ST) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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