TREES reserach group

2025

• The role of a workplace campaign and a carbon footprint calculator for motivating pro-environmental habits
• Pain and Pleasure in working with sustainability and transformation at a technical university: An exploration of the role of educational developers through collaborative autoethnography
• Assessing Students’ Computer Programming Skills: How Technology Teachers in Sweden Evaluate Learning in Grades 4–6
• Do not listen to students’ voices: give them the power to transform!
• The Concept of Global Transformation Labs
• From disciplinary enthusiasm to soulless tasks: norms behind computing educators' emotion display
• And then I made some pockets of change. Collage-making to think presents and futures of engineering education with

2024

• Addressing the complexity of spatial teaching: a narrative review of barriers and enablers
• Locating the potential development of spatial ability in the Swedish national curriculum
• Interacting with Environmental Data: Utilizing Weight as a Medium in Enhancing Carbon Literacy
• Sustainability in Computing Education: A Systematic Literature Review
• Engaging Environmental Learning: A Tangible Approach for Conveying Environmental Data in Education Using Weight

2023

• The virtuous, the caring, and the free: ethical theory to understand the ethics of the teacher as a role model in engineering education
• Evaluating and Enhancing the Status of Sustainability in Engineering Education
• “Wow, that’s a LOT!” Increasing Engagement and Understanding in Sustainability Using Tangible Learning Methods

2022

• Emergentist education and the opportunities of radical futurity
• How post-Bologna policies construct the purposes of higher education and students’ transitions into Masters programme
• Transformation-Driving Education: Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education