Due to the COVID-19 pandemic, schools in many countries were forced to stop face-to-face teaching and switch to emergency remote teaching (ERT). The aim of this study, based on semi-structured interviews with upper secondary-school pupils in Stockholm, was to explore how Swedish pupils perceive their ERT and to understand their preconditions for learning. We found variations among pupils with regard to how they perceived their new morning routine, the increased flexibility in structuring their day, the flexibility to choose their workplace at home, and the decreased control by their teachers. While some perceived the increased flexibility as challenging, others appraised it as a possibility to be more independent. With regard to their classmates, all participants perceived difficulties learning from each other in ERT. Identified difficulties involved comparing one's performance to that of classmates, having deep discussions, encouraging each other, and organizing themselves in a group. The results are discussed in relation to previous studies, and are interpreted through the lenses of the Designs for Learning Theory.

The development of teacher identity depends on education rooted in theory- and practice-related activities. The Storyline Approach (TSA) can help to highlight connections between theory- and practice-oriented teaching using stories, characters, places, and tasks performed through role-play variants. In this study, natural science11This study is all about natural science teacher students, studying for being teachers in primary school (6-13 yr. pupils) even if we further on in this paper is writing just science students, or science teacher students. teacher education students at a Norwegian university developed and implemented Storyline projects within the areas of biology, environmental education, and technology. This study suggests that Storyline promotes theory- and practice-oriented knowledge and discusses this in relation to the Aristotelian knowledge forms. Through practical tasks, the students in this study reflected on connections between pedagogical and didactic theories, the need for theoretical and practical knowledge, and their future work as schoolteachers. Through this case study, we have determined that Storyline is fruitful for promoting coherence between practical and theoretical knowledge in science teacher education and for the development of professional practice as future teachers.

The aim of this exploratory study is to research individual and cultural strategies of learning from failure amongst German, Indian and Swedish university students. Our research provides (1) a framework of typal similarities of failure learning within the national cultures of Germany, India and Sweden, as well as (2) understanding of cultural effects on failure learning and (3) insights for entrepreneurship educators to develop programs that steer discussions and reflections on the event of failure as a likely part of the entrepreneurial process. Thus, this research provides a new brick of understanding as our results show that both culture-based strategies as well as culturally independent typical subjectivities in learning from failure exist for the three nations Germany, India and Sweden. The defined typologies can broaden our understanding of learning from failure at an intermediate level, bridging the gap between cultural and individual factors. Furthermore, our paper showcases the suitability of Q methodology to bring to front individual beliefs as well as group-specific opinions in higher education by discussing the methodological capabilities and challenges as experienced during our study.