Volda University College

As generative artificial intelligence (GenAI) becomes increasingly embedded in education, teacher educators play a pivotal role in modelling its pedagogical use. This mixed-methods study explores how pre-service teachers' perceptions and experiences with GenAI align with or diverge from those of their teacher educators in a Norwegian teacher education programme. Survey and interview data from pre-service teachers (n = 209) and teacher educators (n = 17) reveal that both groups recognise GenAI's potential to enhance efficiency and support learning. However, concerns persist regarding trust, ethical use, and the erosion of core teaching competencies. While experienced GenAI users actively model GenAI integration, novice users express uncertainty and caution. The findings highlight differing perceptions and underscore the need for structured AI literacy development and institutional support. This study emphasises the importance of aligning teacher education practices with evolving technological landscapes to prepare future educators for critical, reflective, and pedagogically grounded GenAI use. • Explores GenAI perceptions among pre-service teachers and teacher educators. • Mixed methods study conducted in a Norwegian teacher education programme. • Finds divergence in GenAI use, confidence, and pedagogical integration. • Identifies need for structured AI literacy in teacher education curricula. • Highlights role of teacher educators in modelling ethical GenAI practices.

The healthcare sector faces complex challenges that demand a highly competent management workforce. Although considerable efforts have been made to develop management competency frameworks that provide lists of core competencies for health managers, few frameworks have undergone rigorous validity and reliability testing. The present study aimed to translate and culturally adapt the Management Competency Assessment Partnership (MCAP) tool for use in the Norwegian healthcare context and to evaluate its psychometric properties. An eleven-step translation and cultural adaptation procedure was developed in accordance with established guidelines. A pilot study was conducted using the adapted MCAP tool with 53healthcare managers in Norway. The resulting test scores were analyzed using inter-item correlations and exploratory factor analysis to assess the construct validity and reliability. The comprehensive translation and cross-cultural adaptation procedure contributed to the Norwegian version retained strong fidelity to the original tool. Preliminary findings demonstrated acceptable reliability and supported the construct validity of the MCAP tool test scores within the Norwegian healthcare context. A rigorous translation and cross-cultural adaptation process is essential to preserve conceptual integrity when implementing assessment instruments across contexts. The preliminary findings of this study adds to previous cross-contextual validation studies using the MCAP tool, further supporting its utility as a representative framework for assessing health management competencies.

Sustainable development has emerged as a new pedagogical challenge for the first language subjects (L1) of Danish, Norwegian, and Swedish, both in teacher education and in elementary school. This article presents an experiment in developing cross-Nordic thematic days on literature and sustainability within Danish, Norwegian, and Swedish L1 education. We analyze student teachers’ experiences through four focus group interviews. The analysis shows how students recognize the relevance of inte­grating sustainability into first language subjects, while nevertheless approaching sustainability education from a factual and action-oriented perspective. Furthermore, they perceive the role of literature in school as primarily utilitarian. The students also express concern about the potential for disagreements and the challenge of maintaining consensus on the green transition in the classroom. Based on these findings, we argue that literature education in teacher education has an underutilized potential in allowing students to see disagreement as a pedagogical resource for ESD. This suggests a need for the development of educational approaches that more explicitly support students in cultivating an investigative, critical, and discussion-based approach to literature within pluralistic sustainability thinking. We thus identify a potential for challenging the widespread assumption that ESD is primarily relevant to the natural and social sciences.

Demokrati og medborgarskap er eitt av tre tverrfaglege tema som vart innført med læreplanverket for Kunnskapsløftet 2020 (LK20). I denne artikkelen diskuterer vi demokrati og medborgarskap i matematikkundervisninga. Vi ser på litteratur om utdanning til demokratisk medborgarskap, korleis ein kan nytte ulike tilnærmingar til demokratiundervisning i skulen og korleis demokrati og medborgarskap blir omtalt i LK20. Det empiriske bidraget i denne artikkelen er ei oversikt over forskingsartiklar om demokrati og medborgarskap i matematikkundervisninga. Vi peikar på kva type demokratiundervisning dei vektlegg, og kva matematisk innhald som blir arbeidd med i undervisningsaktivitetane. Målet med artikkelen er å bidra til ei vidare forståing av kva arbeid med demokrati og medborgarskap i matematikkundervisninga kan vere. ENGLISH ABSTRACT Democracy and Citizenship in Mathematics Teaching Democracy and citizenship is one of three cross-curricular topics introduced in the Norwegian National Core Curriculum 2020 (LK20). In this article, we discuss democracy and citizenship in mathematics teaching. We look at literature concerning education for democratic citizenship, different approaches to democracy education in school, and how the cross-curricular topic democracy and citizenship is treated in LK20. The empirical contribution of this article is a review of articles on democracy and citizenship in mathematics education. We point to the types of democracy teaching they emphasise and the mathematical content worked on in the teaching activities. The aim of this article is to contribute to a wider understanding of what democracy and citizenship in mathematics education can be.

Giant Colonic Diverticulum (GCD) is a rare but potentially life-threatening complication of diverticular disease, defined as a diverticulum larger than 4cm, most commonly arising in the sigmoid colon. Its rarity could lead to diagnostic delays and mismanagement. A 64-year-old Caucasian female presented with persistent abdominal pain and abdominal swelling. Examination revealed a palpable mass in the left flank. A computed tomography (CT) scan demonstrated an 11x10x14 cm air-filled cavity adjacent to the sigmoid colon, initially misdiagnosed as contained perforated diverticulitis. Following a literature review, the diagnosis of GCD was considered. Definitive treatment involved a segmental sigmoid colectomy with en-bloc resection of the diverticulum. The postoperative course was uneventful, and the patient was discharged on postoperative day four with complete symptom resolution. The presentation of GCD can mimic common complications of diverticular disease, making diagnosis challenging. CT imaging is critical, typically showing a large air-filled cavity connected to the colon. Surgical resection is the treatment of choice to prevent serious complications such as perforation, abscess, volvulus, or malignancy. In this case, en-bloc resection proved effective, highlighting the importance of prompt surgical management. GCD is a rare and under-recognized clinical entity. Increased awareness is essential to ensure timely diagnosis and treatment. This case underscores the importance of integrating imaging findings, clinical judgment, and surgical intervention for optimal outcomes and emphasizes the need for further case documentation to aid in management strategies.

This article explores how guides negotiate uncertainty in a risky mountain environment based on three years of participant ethnography with Norwegian ski guides. This study makes two primary contributions. First, we introduce the literature on organizational routine dynamics to adventure tourism research; this helps to explain how guides perform and adapt routines to socio-ecological uncertainty. Second, our socio-ecologically informed approach highlights how social interactions impact the ‘more-than-human’ post-materialist discourse in adventure tourism research. These two contributions, in combination, suggest that negotiating uncertainty is dependent on the evolving nature of socio-ecological entanglements.

La présence de la notion d’échelle dans la géographie scolaire française est paradoxale. Alors que cette discipline connaît un tournant scalaire dans les années 1990, ses usages de l’échelle y sont prescrits sans être précisément définis. L’usage du terme se diffuse en étant associée à une démarche dite de mise en perspective structurante mais protéiforme. Liée à la notion d’acteur qui entre au début des années 2000 dans la géographie scolaire du secondaire, son usage conduit à en minorer la dimension sociale. L’échelle est l’objet d’un brouillage, c’est-à-dire d’un traitement désordonné, sans progression claire dans le cursus et sans explicitation des enjeux de son maniement par les élèves.

Abstract Purpose This study explored service providers’ and help-seeking intimate partner violence (IPV) victims’ and IPV perpetrators’ experiences with mandatory reporting of intimate partner violence (MR-IPV) in Norway. We examined the following research questions: How do service providers experience work within the context of MR-IPV? How do help-seeking IPV victims and IPV perpetrators experience MR-IPV? Methods This qualitative study used reflexive thematic analysis to identify, analyze and report themes and patterns uncovered in semi-structured interviews with 42 service providers and 6 help-seeking IPV victims and IPV perpetrators, following Braun and Clark’s Qualitative Research in Psychology six phases of reflexive thematic analysis. Results The service providers in this study aimed to establish collaboration with help-seeking IPV victims and IPV perpetrators to avert IPV rather than immediately reporting IPV to the police, thus working within the discretionary space allowed in the Norwegian legislation. Stories concerning breaches of trust related to MR-IPV were prominent in the interviews with both groups of help-seekers. The IPV perpetrators expressed having experienced a breach of trust when the IPV was reported to the police, while most of the IPV victims expressed a breach of trust due to a lack of MR-IPV. Conclusions IPV victims expressed ambivalence linked to a desire for interventions and a fear of not receiving adequate help. These findings highlight the challenges of certain requirements placed on service providers when working within the MR-IPV context; distinguishing between situations in which collaboration is appropriate and situations in which immediate reporting to the police is required.

O exercício físico é uma intervenção crucial para o manejo da diabetes mellitus tipo 2 (DM2). Esta revisão examina estudos recentes (2020-2024) sobre os efeitos profiláticos do exercício físico na DM2, com foco no metabolismo da glicose. O exercício melhora o controle glicêmico, a sensibilidade à insulina e reduz a inflamação crônica. As modalidades de exercício incluem treino aeróbico, resistência e combinado, cada uma contribuindo de maneira única para a saúde metabólica.