Goodlad, J. I. (Ed.) (1979). Curriculum inquiry: The study of curriculum practice. McGraw-Hill.
Google Scholar
Högskolan Väst. (n.d.a). Hållbar utveckling genom arbetsintegrerat lärande och samverkan. Retrieved February 19, 2023, from https://www.hv.se/om-oss/vision-strategier-och-satsningar/hallbar-utveckling/malomrade-3/
Google Scholar
Högskolan Väst. (n.d.b). Lärare och språk. Retrieved February 19, 2023, from https://www.hv.se/utbildning/vara-intresseomraden/larare--sprak/
Google Scholar
Högskolan Väst. (n.d.c). Policy för hållbar utveckling. Retrieved February 19, 2023, from https://www.hv.se/om-oss/vision-strategier-och-satsningar/hallbar-utveckling/policy-for-hallbar-utveckling/
Google Scholar
Högskolan Väst (n.d.d). Utbildning och studentsamverkan. Retrieved February 19, 2023, from https://www.hv.se/om-oss/vision-strategier-och-satsningar/hallbar-utveckling/utbildning-och-studentsamverkan/
Google Scholar
Högskolan Väst. (n.d.e). Utbildning om och för hållbar utveckling. Retrieved February 19, 2023, from https://www.hv.se/om-oss/vision-strategier-och-satsningar/hallbar-utveckling/malomrade-1/
Google Scholar
Högskolan Väst. (n.d.f). VT23: kurs i hållbar utveckling för alla medarbetare. Retrieved February 19, 2023, from https://www.hv.se/om-oss/akademus/fortbildningstillfallen/vt23/kurs-i-hallbar-utveckling/
Google Scholar
Kitchen, J. (2020). Self-study in teacher education and beyond. In J. Kitchen, A. Berry, S.M. Bullock, A. R. Crowe, M. Taylor, H. Guðjónsdóttir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1023–1044). Springer.
Google Scholar
LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–869). Springer.
Google Scholar
Martin, A., & Russell, T. (2020). Advancing an epistemology of practice for research in self-study of teacher education practices. In J. Kitchen, A. Berry, S. Bullock, A. Crowe, M. Taylor, H. Guðjónsdóttir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education practices (2nd ed., pp. 1045–1073). Springer.
Google Scholar
Ochwat, M. (2020). Polish education in the face of the climate crisis–didactic analyses and recommendations. Annales Universitatis Mariae Curie-Sklodowska, sectio N–Educatio Nova, (5). https://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.ojs-doi-10_17951_en_2020_5_185-204
Google Scholar
Ojala, M. (2012). Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change? International Journal of Environmental and Science Education, 7(4), 537–561. https://files.eric.ed.gov/fulltext/EJ997146.pdf
Google Scholar
SFS 1993:100. Högskoleförordning. https://www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/hogskoleforordning-1993100_sfs-1993-100
Google Scholar
SFS 1974:152. Kungörelse om beslutad ny regeringsform. https://www.riksdagen.se/sv/dokument-och-lagar/dokument/svensk-forfattningssamling/kungorelse-1974152-om-beslutad-ny-regeringsform_sfs-1974-152/#K1
Google Scholar
Swedish Institute. (2022). Sweden and sustainability. https://sweden.se/climate/sustainability/sweden-and-sustainability
Google Scholar
Wyszynska Johansson, M. (2018). Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback. [Doctoral dissertation, University of Gothenburg]. https://gup.ub.gu.se/publication/272083
Google Scholar