VIA University College

The rise in physical inactivity among children poses serious health risks impacting physical, mental, and social well-being. Physical literacy (PL) has been identified as an effective approach to encourage long-term physical engagement. Schools and communities, particularly through physical education (PE) programs, play a critical role in promoting PL. However, while there are several PL-focused PE interventions worldwide, no such programs have been specifically tailored to Nordic contexts, making feasibility testing essential for effective implementation. This study investigated the feasibility of a Danish adaptation of an Irish PL program, Y-PATH. The adapted program, the Promoting Pupils' Physical Literacy (3PL) intervention, provided PE teachers with resources, courses, and a website to enhance motivational climates in PE and promote PL among 4th and 5th grade pupils. The study was conducted in accordance with Medical Research Council guidelines and Bowen et al.'s (2009) framework. Feasibility indicators including acceptability, demand, implementation, practicality, adaptation, and integration were investigated using a weekly questionnaire for PE teachers, interviews (n = four teachers and 20 pupils), observations, and field notes. The quantitative data were analyzed descriptively, while the qualitative data were analyzed using thematic analyses. 3PL was found to be feasible and acceptable among pupils and teachers (e.g., materials were used in 71% of lessons). While the materials supported implementation for teachers, workload adjustments are needed. Teachers adapted lessons effectively, balancing an inclusive and motivating learning environment. Despite minor challenges, 3PL fostered engagement among pupils and teachers with potential for expansion. 3PL represents a feasible and promising approach to promote PL in a Danish school setting. Feasibility testing demonstrated the potential for scaling 3PL, while recognizing that large-scale trials are needed to validate its broader impact. A protocol for adaptation of 3PL was published in Open Science Framework, registered in December 2022 (1). The 3PL study was preregistered at ClinicalTrials.gov (ID NCT05822024), April 2023, version 1 ( https://classic. gov/ct2/show/NCT05822024 ), before enrolment. A study protocol was written before intervention start (August 2023) and hereafter officially published in January 2024 (2).

This study presents two factor structures suggesting that the qualities and features that children ascribe to subjectively good and bad play situations can be broken down to a relatively low number of central factors. Attempts to model or quantify play have often focused on behaviors, developmental abilities, and pedagogical functions, rather than situational characteristics seen from the child's perspective. Qualitative studies focused on children's experiences, on the other hand, often fail to draw patterns across large numbers of children and situations. 504 primary school students were recalled a recent good or bad play situation, and were asked to match these with short sample statements detailing similar experiences previously collected using episodic interviews with 104 individuals in the age group. Custers of related situational features were then extracted using principal component analysis (PCA). Clusters consisting of 22 and 7 unique dimensions were identified in the dataset. While some emerging qualities of play like 'being silly' or 'keeping boundaries' appear uniquely related to discrete activities and preferences, more general factors including 'social unity', having 'a role to play', being 'allowed in', and feeling equipped to participate 'well enough', emerge as highly stable dimensions defining good or bad play experiences for children across grades, schools and types of play. and practical application: Findings were combined to propose a seven-dimensional 'Play Qualities Inventory' (PQI) for self-report by children ages five to eleven, while the broader backdrop of smaller unique factors provide a new and grounded understanding for discussing the multidimensionality of 'good' versus 'bad' play as seen through the eyes of children.

I Danmark vælger flere småbørnsforældre i disse år at hjemmepasse deres børn fremfor at sende dem i daginstitution (Danmarks Statistik,2024). I denne artikel undersøger vi, hvordan det politiske fokus på børn og daginstitutioner har bevæget sig op igennem det tyvende århundrede, og hvordan særligt de seneste 25 års politik betoner nødvendigheden af børns daglige gang i en daginstitution. Ved at følge den politiske diskurs over tid er det muligt at undersøge, hvordan hjemmepassende forældre udfordrer årtiers fortællinger om daginstitutionen som ”et nødvendigt sted” for det lille barn at være for at sikre dets udvikling. Gennem diskursanalyse af politiske dokumenter og narrativ analyse af nutidigt interviewmateriale med hjemmepassende forældre undersøger vi, hvordan forældre aktivt deltager i at forstå og forme deres familieliv og forældreskab i samspil med historiske og politiske diskurser og aktuelle narrativer (Bruner,1986). English abstract Daycare or Not? An Exploration of Parents’ Choices to Home Care for Their Children Today In Denmark, more parents of young children are choosing to care for their children at home rather than sending them to daycare (Statistics Denmark, 2024). In this article, we investigate how the political focus on children and daycare institutions has evolved throughout the twentieth century and how particularly the policies of the last 25 years emphasize the necessity of children’s daily attendance in a daycare institution. By following the political discourse over time, it is possible to examine how parents who care for their children at home challenge decades of narratives about daycare as ”a necessary place” for young children to ensure their development. Through discourse analysis of political documents and narrative analysis of contemporary interview material with parents who care for their children at home, we explore how parents actively participate in understanding and shaping their family life and parenting in interaction with historical and political discourses and current narratives (Bruner,1986).

This paper revolves around a qualitative case study on Danish leisure pedagogy. The research question focuses on the balance between freedom and demands and children’s experiences of well-being, and the methodology is primarily based on focus-group interviews with children and professionals in nine leisure settings at three schools. The analysis illustrates that leisure pedagogy is ambiguous. It is profoundly reliant on freedom, voluntariness, and the construction of children as subjects, but also expectations, rules and regulations, and the positioning of children as objects of what other people want from them.

In manufacturing systems with a job shop organization, queues between workstations create an intermittent process flow, allowing workers to schedule tasks entering the queue based on their needs and preferences. The resulting scheduling autonomy of individual workers often leads to inefficiencies in the overall production process due to the loss of control. Companies are therefore increasingly using algorithmic scheduling systems to assign task sequences to workers, thereby drastically reducing their autonomy and negatively affecting their job performance and well-being. This paper extends the existing flexible job shop scheduling problem by sequencing preferences (FJSPSP) to incorporate a human-centered perspective by predicting workers’ task sequencing decisions using learning-to-rank (LTR) methods. By learning workers’ individual task sequencing preferences, it becomes possible to predict the processing sequence based on task characteristics. The scheduling algorithm for the FJSPSP presented in the paper incorporates workers’ learned sequencing preferences as constraints. Considering workers’ learned task sequencing decisions, the FJSPSP optimizes only task assignments to maintain workers’ autonomy over task sequences. The contributions of this paper are fourfold, namely, (1) presenting an approach to elicit sequencing decision datasets from workers, (2) demonstrating the successful prediction of humans’ and an actual worker’s task sequencing decisions with LTR, (3) formulating the FJSPSP variant that integrates workers’ sequencing preferences as constraints and proving its effectiveness in a simulation study, and (4) consolidating these steps into an explainable artificial intelligence (XAI)- and LTR-enabled sociotechnical system design framework. The paper closes with a discussion of the overall methodology and future research perspectives. • Task sequencing decisions of workers are elicited through a simulation and IT systems. • Algorithms for predicting workers’ task sequencing decisions are compared. • Flexible job shop scheduling with sequencing preferences (FJSPSP) is proposed. • The FJSPSP jointly optimizes scheduling autonomy and overall scheduling performance. • A framework for sociotechnical system design and decision support is presented.

Abstract Gendered educational aspirations are a key mechanism in the reproduction of gender inequalities. While previous research has linked gender gaps in students' STEM aspirations to differences in competence beliefs and task value, such psychological mechanisms are typically assumed to operate similarly across contexts. In this article, we examine the cross‐national robustness of these mechanisms using data from the International Computer and Information Literacy Study (ICILS 2018) covering eight countries. We focus on technology as a particularly male‐dominated STEM domain and analyse eighth‐grade students' aspirations for a technology career. We use logistic regression and the Karlson–Holm–Breen (KHB) decomposition method to assess the extent to which gender differences in competence beliefs, utility value, skills and attitudes explain differences in aspirations. Our results confirm that girls are systematically less likely than boys to aspire to technology‐related careers. While psychological factors explain part of this gap in all countries, the strength and pattern of these factors vary widely. These findings suggest that psychological explanations of educational inequality are themselves context dependent. We argue that research on inequality should consider how these mechanisms differ across national and cultural settings, because processes that seem universal may actually hide context‐specific dynamics.

<h3>Abstract</h3> Denmark was the first Western country to grant statutory access to abortion within its national health system in 1973. Since then, abortion legislation has remained relatively stable, with only incremental adjustments. This article examines parliamentary debates and legislative proposals on abortion from 1973 to 2025 to trace shifts in the justificatory frameworks surrounding abortion policy. Our analysis shows a clear transition from religiously grounded arguments in the early 1970s to an emphasis on ethical, health-related, and individual-rights-based arguments in subsequent decades. After legalization, abortion largely became a depoliticized “valence issue,” rarely provoking polarized debates, except through the Christian People’s Party, which gradually abandoned its opposition. By 2023–2025, discussions centered not on the legitimacy of abortion itself, but on boundaries such as gestational limits and access for minors. The role of the Danish Ethical Council illustrates how nonreligious understandings of ethics— rooted in autonomy, health, and equality—came to dominate the debate, while theological perspectives became increasingly marginal. Drawing on Ronald Inglehart’s concept of Nordicization, we argue that the Danish case reflects a broader cultural shift from pro-fertility norms to individual-choice norms. At the same time, the framework of abortion committees and collective ethical deliberation highlights how individual autonomy remains embedded in a societal responsibility to safeguard abortion as an ethical practice. The Danish abortion debate thus exemplifies the declining role of religion in politics and the growing importance of women’s rights, health, and collective ethics in shaping reproductive legislation.

This study critically examines how home care nursing is constructed as a policy problem in the 2024 Danish Health Reform. Drawing on Bacchi's "What is the Problem Represented to be?" (WPR) framework, we analyze the reform document to uncover the discursive mechanisms through which home care nursing is problematized, framed, and governed. The analysis identifies four dominant problem representations: unequal access to care, fragmented patient trajectories, insufficient municipal competencies, and an overreliance on hospital-based services. These representations legitimize the centralization of healthcare governance and the transfer of specialized nursing tasks from municipalities to regions. In this framing, home care nursing is discursively positioned as "general" and less complex, despite its central role in coordinating care and managing chronic conditions. Silences regarding working conditions, patient experiences, and structural determinants of health further marginalize nursing expertise. The reform's framing produces discursive, subjectification, and lived effects that risk undermining care continuity and professional recognition. We argue that the reform reflects a technocratic logic that privileges specialization and structural reorganization, while neglecting the relational and contextual dimensions of nursing practice. This study contributes to critical nursing inquiry by highlighting the need for inclusive policy processes that recognize the complexity of home care nursing and the value of frontline professional knowledge.

Lovgivningen i Norge, Sverige og Danmark er fælles om at se børnehaven som arena for børns trivsel, og daginstitutionsforskere og -pædagoger har søgt at skabe viden om det pædagogiske arbejde med trivsel i en årrække. Trivsel er dog et komplekst fænomen, og den massive politiske interesse påvirker såvel forståelsen som den trivselspædagogiske praksis. I styringsdokumenterne konceptualiseres trivsel ikke, hvorfor det som udgangspunkt er til åben fortolkning at omsætte de politiske trivselsintentioner til pædagogisk praksis. Trivsel defineres heller ikke i en stor del af forskningslitteraturen, men optræder her som et uekspliciteret ideal. Artiklen handler om, hvad trivsel er, hvordan de professionelles ansvar for børns trivsel vægtes og konceptualiseres i lovgivning og pædagogisk praksis – og hvordan vi kan udvikle en forskningsmetode til undersøgelse og kvalificering af et pædagogisk og børnesensitivt perspektiv på trivsel. Børnehavestudier peger på sammenhænge mellem trivsel, leg, venskaber og deltagelse. Forfatterne argumenterer for, at pædagoger og forskere gennem en Design-Based Research-tilgang med brug af legeeksperimenter som metode – sammen kan skabe viden om børns trivsel i dagtilbud. Ved at gøre legen til et mødested og slippe rutiner, mål og forestillinger kan vi udvikle ny viden om børns trivsel i dialog mellem forskningsviden, praksisviden og børns viden. ENGLISH ABSTRACT Trivsel in early childhood education and care: Play experiments as a method for co-creation of new knowledge Legislation and research in Norway, Denmark and Sweden agree on the importance of the ECEC sector in ensuring trivsel for all children. The Scandinavian word trivsel translates to thriving, flourishing and wellbeing in English. The concept is complex and multifaceted but is rarely defined explicitly, which is why both policy and research on trivsel have been difficult to translate into daily pedagogical practice. The article concerns what trivsel implies, how pedagogues’ responsibility for children’s trivsel is valued and conceptualized in legislation and pedagogical practice, and how to develop a research method for exploration and qualification of a pedagogical and child-sensitive perspective on trivsel – based on research that connect trivsel and play, friendships and participation. Playful encounters provide children with opportunities for agency and participation in knowledge generation processes. The authors suggest play experiments and a Design-Based Research to promote interdisciplinary knowledge-building processes and generate child-sensitive knowledge about trivsel in ECEC.

Abstract Microbiologically influenced corrosion (MIC) is a pervasive yet poorly understood phenomenon, partly due to inconsistent terminology across scientific and industrial domains. Standardized terminology is essential to improve communication and advance MIC research and mitigation strategies. To address this gap, we developed a comprehensive glossary of MIC-related terms by compiling terminology from industry standards, glossaries, and scientific literature across multiple sectors. Terms were analyzed to identify consensus and discrepancies, enabling clarification and harmonization of definitions. The resulting glossary provides clear, consistent terminology to reduce misunderstandings and foster transdisciplinary dialog. This initiative represents a critical step toward unifying MIC-related language, supporting more effective diagnosis, mitigation, and control strategies. By promoting standardized communication, the glossary lays the foundation for improved knowledge exchange between academia and industry, ultimately contributing to better management of MIC in diverse applications.