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In 2010, a proposal for a new history syllabus was criticized in the Swedish media for emphasizing contemporary history at the expense of ancient history. This study shows how contemporary history has increasingly been the focus of the guidelines developed by UNESCO and the Council of Europe, the national curricula, and students' work since the 1950s, while graduating students had generally rather chosen to focus on the early modern era up until the 1930s. Although history and civics were given status as separate school subjects in 1961, students' work in history continued to focus on contemporary subject matter. This study shows that the dominance of contemporary history in students' history is by no means a new phenomenon.

This study shows how the international efforts for reforming history teaching, by the League of Nations, UNESCO, and the Council of Europe, were both neglected and implemented before and after World War II. International interest in the promotion of international understanding and discouragement of nationalism was interpreted and influenced by teachers' and students' views of history. International understanding and non-European history—but not intercultural history—became a dominant theme in the Swedish curriculum in a complex top-down and bottom-up process.

It is well documented that the way a static choice task is "framed" can dramatically alter choice behavior, often leading to observable preference reversals. This framing effect appears to result from perceived changes in the nature or location of a person's initial reference point, but it is not clear how framing effects might generalize to performance on dynamic decision making tasks that are characterized by high workload, time constraints, risk, or stress. A study was conducted to examine the hypothesis that framing can introduce affective components to the decision making process and can influence, either favorably (positive frame) or adversely (negative frame), the implementation and use of decision making strategies in dynamic high-workload environments. Results indicated that negative frame participants were significantly impaired in developing and employing a simple optimal decision strategy relative to a positive frame group. Discussion focuses on implications of these results for models of dynamic decision making.

This paper examines fundamental measurement issues that have largely been ignored in scaling techniques for assessing perceived mental workload. It is argued that both theoretical and practical advances in workload assessment have been unnecessarily slowed by a lack of concern for measurement issues. Typical of this impedance are some recently reported "empirical results" comparing various workload assessment techniques which actually follow directly from some misunderstood statistical properties of the scales. The commonly used subjective workload assessment procedures have distinct psychometric properties that make each procedure sensitive to different kinds of workload measurement. Examination of the properties for the National Aeronautics and Space Administration Task Load Index (NASA TLX) support its potential as a general prediction model for experienced workload and for the Subjective Workload Assessment Technique (SWAT) as a cognitive model sensitive to individual differences.

In this study, we investigate how 2,216 Swedish upper secondary schoolstudents' performances of sourcing, evaluating evidence, and corroboratingdigital news relate to their background, educational orientation attitudes,and self-rated skills. We used a combined online survey and performancetest to investigate students' abilities to evaluate online news. Findingsconfirm and challenge previous research results about civic onlinereasoning. The most prominent effect on performance is the appreciationof credible news. This attitude is related to students' abilities to sourcenews, evaluate texts and images, and corroborate a misleading climatechange website. We also found a digital civic literacy divide betweenstudents on theoretical and vocational programs with different knowledge,skills, and attitudes. Noting the democratic challenge of misinformation, wecall for more research on how education can support digital civic literacy ingeneral and specific ways.

This study analyses, in the light of peace educational theory, the presence and absence of peace elements in the Swedish national curriculum for compulsory schooling. Using the theoretical framework developed within the international Peace Education Curricular Analysis Project, content analysis and mixed methods we identify how the Swedish curricu-lum underscore and lack the peace elements of recognizing violence, non-violent conflict transformation and positive peace. Our analysis shows that the Swedish curriculum supports teaching and learning which may help pupils to identify violence in society and internation-ally, lack many aspects of non-violent conflict transformation (especially conflict resolution) and emphasize positive peace in numerous but limited ways. We find that many dimensions of peace are underscored in the syllabus of civics, making peace education primarily a concern for a few teachers. Noting how peace in education is a wide-ranging concern for all educators, we highlight how peace may in more nuanced ways become a part of the Swedish curriculum, today and in the future. ; PECA project; Matariki network;

Key points: – Citizen science approach to map young people's digital news feeds.− Students predominately read hard news.− Digital news comes primarily from established news media sites deemed credible by students.− On social media, students mostly share news they find credible.− Students' authentic news feeds as potentials and challenges in education and democracy. Purpose: The credibility of digital news is presently a topic of debate, and curricula underline the importance of media literacy. However, the content and credibility of young people's news feeds have not been investigated in detail in any large-scale studies. Here we explore the nature of news featured in Swedish upper secondary school students' news feeds, how news is shared, and how credible the news is according to the students.Approach: Using citizen science and a mixed methods approach we review 2617 news from authentic news feeds.Findings: The students' news feeds primarily contain hard news from established news media. News is predominately found on news domains, not through social media. Soft news is less common and is perceived as less credible. Boys find more sports while girls identify more entertainment and lifestyle news. The news feeds also contain some highly biased political information.Research limitations: The study was carried out in Sweden, and further international research on authentic news feeds is needed to view results in relation to society and educational practices.Research and practical implications: In education, students' news feeds can be used to scrutinize credibility and help students navigate towards credible news domains to support democratic engagement.

Purpose: The credibility of digital news is presently a topic of debate, and curricula underline the importance of media literacy. However, the content and credibility of young people's news feeds have not been investigated in detail in any large-scale studies. Here we explore the nature of news featured in Swedish upper secondary school students' news feeds, how news is shared, and how credible the news isaccording to the students. Approach: Using citizen science and a mixed methods approach we review 2617 news from authentic news feeds. Findings: The students' news feeds primarily contain hard news from established news media. News is predominately found on news domains, not through social media. Soft news is less common and is perceived as less credible. Boys find more sports while girls identify more entertainment and lifestyle news. The news feeds also contain some highly biased political information. Research limitations: The study was carried out in Sweden, and further international research on authentic news feeds is needed to view results in relation to society and educational practices. Research and practical implications: In education, students' news feeds can be used to scrutinize credibility and help students navigate towards credible news domains to support democratic engagement.

This study finds that the online "fake news" game, Bad News, can confer psychological resistance against common online misinformation strategies across different cultures. The intervention draws on the theory of psychological inoculation: analogous to the process of medical immunization, we find that "prebunking," or preemptively warning and exposing people to weakened doses of misinformation, can help cultivate "mental antibodies" against fake news. We conclude that social impact games rooted in basic insights from social psychology can boost immunity against misinformation across a variety of cultural, linguistic, and political settings. ; UK Foreign Office (FCO)