As generative AI (genAI) tools become increasingly integrated into educational settings, there is a growing need to understand how students engage with these technologies, not merely as users of information, but as participants in new forms of literacy practices. While existing frameworks for AI literacy often emphasise general competencies and technical understanding, they tend to overlook the disciplinary, linguistic, and epistemic dimensions of AI use in education. This article introduces the Discipline-Specific AI Literacy (DiSAIL) model, a conceptual framework that integrates perspectives from linguistics, literacy studies, and learning theory. The DiSAIL model derives from a model for technological literacy and consists of two interrelated facets: potential for DiSAIL, including disciplinary literacy, AI competencies, and AI acceptance, and enactment of DiSAIL, which captures how learners recognise needs, articulate problems, contribute to disciplinary reasoning, and analyse the consequences of AI use. By framing genAI interaction as a situated literacy practice, DiSAIL shifts the focus from tool adoption to pedagogical agency and from generic digital skills to meaningful disciplinary participation. The model offers a foundation for both empirical research and instructional design, supporting educators and researchers in developing AI-integrated learning environments that are epistemologically grounded, ethically aware, and pedagogically aligned.

Den ökade användningen av AI-teknologier i samhället ställer höga krav på utbildningssektorn att förbereda framtida generationer för att verka i ett sådant samhälle (Linderoth et al., 2024). Nyckelpersoner i denna utveckling är lärare. Lärare behöver kunskap om vad dessa teknologier kan användas till och också när de bör och inte bör användas i undervisning. Den här kritiska och medvetna blicken för AI-verktygens möjligheter och risker behöver introduceras redan under lärarutbildningen, vilket också ställer krav på lärarutbildares AI-litteracitet (Sperling et al., 2024).

Det här projektet har tagit sin utgångspunkt i det högaktuella utvecklingsbehovet att införa AI-litteracitet och AI-didaktik i lärarutbildningen. I såväl projektet som i den här rapporten menar vi i första hand generativ AI, när vi inte explicit uttrycker något annat. Generativ AI definieras som ett slutanvändarverktyg vars tekniska implementering innefattar en generativ modell som baseras på ’deep learning’ (Lee et al., 2025). Typiska exempel på generativ AI är Microsofts Copilot, Open AI’s ChatGPT och Googles Gemini.

AI-litteracitet definieras i rapporten som kunskap om AI (t.ex. språkmodeller och hur dessa fungerar), kunskap om användning av AI (t.ex. promptning, alltså hur man ställer frågor), och socioetisk kompetens, (t.ex. hur AI kan användas på ett ansvarsfullt och etiskt sätt i olika sammanhang) (Long & Magerko, 2020). AI-didaktik handlar om hur och när AI kan användas som ett verktyg för och i undervisning. Frågor om på vilket sätt AI-användande hjälper eller stjälper utveckling av kunskaper och förmågor hos den lärande aktualiseras.

Projektets mål har varit att utveckla designkriterier för hur AI-litteracitet och AI-didaktik kan implementeras i lärarutbildningens kurser, vilket också får implikationer för andra delar av högskolesektorn. Därigenom syftar projektet till att öka lärarutbildares förmåga att förbereda och rusta lärarutbildningens studenter för framtidens arbetsmarknad och skola. Det betyder konkret att vi i projektet, i Linköpings universitets lärarprogram, dels implementerat ett forskningsbaserat innehåll, dels utprövat undervisningsmodeller i inriktningarna förskoleklass och årskurs 1—3, samt årskurs 4—6.

This study elaborates on the concept of Action Competence in Sustainable Development (ACiSD),by anchoring it to the domain of Education for Biodiversity Conservation (EBC) in a formal school context. Education aims to equip individuals with the knowledge and skills necessary to take action. However, how could it be provided/organized in practice? This study aims to identify the manifestations and interrelations of action competence components within the context of EBC.Results from a systematic literature review concerning educative interventions for biodiversity conservation are analyzed through the conceptual lenses of the three dimensions of ACiSD: knowledge, willingness, and confidence. Knowledge regarding biodiversity conservation issues is represented in all included studies, by either focusing on a particular species or an ecosystem. In this dimension, understanding the issue is expressed as a prerequisite for critical reflection, while action possibilities correspond to conservation initiatives realized by different stakeholders. The willingness dimension can be assimilated into fostering a pro-conservation attitude and a relationship with nature. Findings reveal a tension between knowledge and willingness: the effect of knowledge on pro-conservation attitudes is tested in multiple studies with disparate results, which reveals the complexity of the knowledge/attitude relationship in the domain of EBC. Students’ confidence in their action competence can be experienced through participating in collective conservation initiatives. This aspect is further discussed to elaborate on students’ agency in this domain, notably by expanding on the temporalty of their action competence.

Artificiell intelligens integreras alltmer i vårt samhälle, vilket är ett av skälen till att högre utbildning behöver anpassa sig efter denna samhällsförändring. Det innebär också att alternativa diskurser till en förbjuden AI-användning har trätt in på spelplanen för utbildning, vilket i sin tur ger behov av nya kriterier eller spelregler. Det är mitt i den förändringsprocessen som den här studien har genomförts. Syftet är att undersöka hur handledares sociala praktiker förändras när studenter tillåts använda AI för sitt examensarbete. Kvalitativa intervjuer med åtta handledare har analyserats med hjälp av kritisk diskursanalys, vilket resulterade i fyra praktiker: prövande praktik, stödjande praktik, differentierande praktik och kontrollerande praktik. I analysen framkom även en spänning mellan de två första praktikerna, vilka ger uttryck för en mer framtidsorienterad, progressiv syn på examensarbetet, och de två sistnämnda praktikerna, som mer handlar om att bevara det traditionella sättet att tänka kring examensarbetet. Resultaten visar att AI’s inträde på den spelplan som är examensarbetet, tenderar att väcka frågor om hur universitetslärare ser på utbildning och kunskap. Vad examensarbetets sociala praktik blir när AI tillåts är inte något givet eller självklart. Istället prövas gränser och teknik och görs användbart inom examensarbetets rådande regler och riktlinjer.

STEM education has been widely promoted to equip citizens with essential skills for a technology-driven future society and support knowledge-intensive industries. However, hitherto, much of the existing research focuses on male-dominated disciplines and traditional STEM domains, limiting the scope of inquiry. Thus, this paper argues for a broader perspective by examining STEM education through the lens of visual culture. Drawing from Visual Grounded Theory (VGT), this paper suggests a research approach that encompasses the visual aspects of a cultural context, including perceptions, practices, and representation to explores how STEM education is visually constructed and interpreted in different contexts. Two examples are presented to illustrate this approach. The first examines visual representations in Sweden's vocational education and training (VET) programs, revealing that STEM-related activities are present even in non-explicit STEM environments and that their visual discourse is more gender-inclusive than expected. The second investigates how preschool student teachers perceive nature as a space for STEM learning by analysing photographs they took of potential learning sites. Findings suggest that visual representations not only reflect but also shape understandings of STEM education, influencing both research perspectives and teaching practices. In all, this paper highlights the potential of visual methodologies in STEM education research, demonstrating that visual culture studies can uncover aspects of educational practices that risk go unnoticed in text-based analyses. Additionally, engaging educators in the exploration of visual culture may foster reflective and reciprocal knowledge creation implying that visual methodologies may be valuable in teacher training.

Research has shown that even though technology educators promote hands-on work over theory, their premise for teaching the subject varies immensely. Scholars suggest that such differences may lead to students losing interest in the subject. Therefore, this study explores relationships between technology teachers' education, their teaching strategies, and the material preconditions for teaching the subject. Based on a questionnaire (N = 54), the study shows that technology teachers use textbooks to support planning teaching and supplement practical work or learning activities for the students. Furthermore, the results indicate that teachers have access to either specialised classrooms and materials for teaching or classrooms and equipment that have been adapted to suit technology education. Moreover, the results show apparent differences between upper primary and secondary education. In all, the study concludes that inexperienced teachers can use textbooks to potentially compensate for lack of pedagogical content knowledge (PCK) and that the material preconditions for technology teaching are of great importance for how technology teachers may develop their PCK. Lastly, we argue that it is crucial for future research to explore classroom practice in terms of technology teachers' potential PCK and how that is enacted in interaction with the environment - i.e., teachers' contextual knowledge.

Spatiotemporal metaphors strongly affect our language about time. Time can be construed as an object that moves through space (time flies) or as a landscape through which we move (we are heading towards the weekend). Evidence of how speakers construe time can be found by observing their gestures. This study explores spatial constructions of time in co-speech gestures during programming lectures in Swedish upper-secondary classrooms. Data were collected from teachers' co-speech gestures while lecturing on programming, a context rich in temporal and sequential references. The results show that the teachers gesture in three directions, each with a specific function. Gestures along the vertical axis are used to talk about writing code as events on a vertical timeline. The programming convention where code lines are ordered top-down, indicating events in a particular order, is suggested as an explanation. Gestures along the sagittal axis are used when the teachers take an internal perspective. Gestures along the lateral axis are used when discussing events. This is a first exploration of how time concepts are construed in Swedish programming classrooms. The research provides a foundation for more extensive studies on the role of co-speech gestures in conceptualising time, particularly in educational settings involving technological interfaces.

Artificiell intelligens finns idag i våra egna och i elevernas mobiltelefoner, integrerat i appar som Spotify och SnapChat och i form av generativ AI som exempelvis ChatGPT. Tillgången till AI påverkar vilken information vi tar del av och hur vi tar del av den. Utvecklingen kan verka både spännande och skrämmande, men oavsett vilket måste vi rusta oss själva och våra elever med kunskaper om AI och förhållningssätt som leder till klok användning. I den här artikeln presenterar jag ett ramverk för hur AI-litteracitet kan bli ett innehåll i teknikämnet.

The interest in artificial intelligence (AI) in education has erupted during the last few years, primarily due to technological advances in AI. It is therefore argued that students should learn about AI, although it is debated exactly how it should be applied in education. AI literacy has been suggested as a way of defining competencies for students to acquire to meet a future everyday- and working life with AI. This study argues that researchers and educators need a framework for integrating AI literacy into technological literacy, where the latter is viewed as a multiliteracy. This study thus aims to critically analyse and discuss different components of AI literacy found in the literature in relation to technological literacy. The data consists of five AI literacy frameworks related to three traditions of technological knowledge: technical skills, technological scientific knowledge, and socio-ethical technical understanding. The results show that AI literacy for technology education emphasises technological scientific knowledge (e.g., knowledge about what AI is, how to recognise AI, and systems thinking) and socio-ethical technical understanding (e.g., AI ethics and the role of humans in AI). Technical skills such as programming competencies also appear but are less emphasised. Implications for technology education are also discussed, and a framework for AI literacy for technology education is suggested.

In this symposium, we explore prerequisites for science teachers’ development of research literacy. We present three papers that all contribute with different aspects related to research use for science teaching, both among science teachers and science teacher educators. Even though research-based teaching has long been encouraged in the Nordic countries, there are still challenges left to be solved. The first paper presents the tension between natural science research and science education research. The second paper investigates teachers’ development of research literacy during participation in a professional learning community (PLC). The third paper examines teacher educators’ reflections on how their own practice as researchers affects their role when they meet student teachers. This symposium will discuss where we are now, but also potential ways forward.