Vol. 14 No. 2024:2 (2024): Nordidactica 2024:2

It is our pleasure to welcome you to the latest issue of Nordidactica 2:2024. As the journal home page (https://journals.lub.lu.se/nordidactica/index) describes: “Nordidactica - Journal of Humanities and Social Science Education is a Nordic subject didactic journal with the aim to be a venue for research relevant to school, teacher education and to academy”. For the past fourteen years the journal has served that purpose and continues to do so. The present issue focuses on different aspects of subject didactics, often from political and social awareness perspectives.

In the first article Aleksandra Sooniste presents findings from a survey of 15–16-year-old students regarding key objectives of religious education. According to the study, competencies among Estonian students vary, with many lacking the skills to navigate complex cross-cultural situations.

The second article, by Eva Kosberg, focuses on Norwegian 13–14-year-old students and investigates the relationship between experiences in the social studies classroom and sense of internal political efficacy.

The article by Thomas Ringen Eide, “Verdifulle ferdigheiter. Ulike perspektiv på samfunnskunnskap”, contributes to the discussion on subject-specific skills. In the article Eide focuses on social studies didactics.

The next contribution to this issue by Kjetil Børhaug and Simon Neby has a Nordic focus on issues of sustainable education, specifically examining the extent to which different Nordic didactic contributions define an action competence that may facilitate and help students to engage politically for a sustainable future.

The fifth article by Emma Axinder and Pontus Larsen, examines how gendered subject positions during the Middle Ages are discussed and dealt with in Swedish primary school History education and how these interact with the construction of gender.

Helén Persson similarly focuses on history education, this time in the context of teachers in public schools and higher education. The background of her article is the recent discussions in Sweden regarding uncertainty and feelings of inadequacy among higher education teachers and guardians regarding the knowledge requirements for the subject of History.