JoTL's mission is to offer the employees, primarily, but also students, a platform where they can spread their knowledge and experiences about learning in higher education. To support this process, we review the texts submitted through peer review and offer constructive feedback to the authors.

During the fall of 2026, the editorial team will reflect on how JoTL can best support this process in a transparent way in the future. If you have an interest in contributing to this work (and if you are connected to Malmö University), please contact the editorial team.

In this issue, we publish two interesting contributions, both of which address issues relevant to teaching and learning in higher education. Elizabeth Ashley Fox-Jensen, Kiara F. Lauritzen, and Javier Ubrí Sanchez examine the implementation of inclusive educational practices to support neurodivergent students. Their results show how diversifying the course material (blogs, videos, podcasts and interactive elements) can make teaching more accessible to these students.

The second article by Line Henriksen is based on monster studies to explore the dynamics of the academic supervision process. Henriksen discusses how supervisors turn students into “monsters” by wishing that they become sufficiently “academic” while at the same time wanting to create space for the students’ differences and otherness. She further suggests that a monster pedagogy can help to understand this tension, but not solve it.

EDITORIAL: Challenge Based Learning in a Sustainable Learning Society

Welcome to this special issue where we explore possibilities of challenge based learning (CBL) in higher education (HE) as a way to provide students and teachers with a readiness to handle complex challenges. Originally, CBL is collaborative and hands-on, asking students to work with peers, teachers, and experts in their communities, and to ask good questions, develop deeper subject-area knowledge, accept and solve challenges, take action, and share their experiences (Nichols & Cator, 2008). In the CBL-concept of Malmö University, education, research, and innovation are integrated as co-creative processes, with societal partners and based on theories of learning (Leijon et al. 2021). Included in the approach are three domains: diversity & inclusion; co-creation & collaboration; and change agents & contextual challenges. Higher education institutions must enable students to develop the capacity to identify, initiate, inquire into, and lead the process of societal change (Christersson et al. 2022).

Since 2013, when CBL was first introduced at Malmö University, staff and students across all faculties have, together with the Centre for Teaching and Learning and with support from leadership, contributed to innovative designs for teaching and learning to build a sustainable global learning society. Our international networks, such as INU (International Network of Universities), SGroup, and InclusU, have been essential in developing CBL from multiple perspectives, and in our European Alliance UNIC, CBL is prioritised.

Today, Malmö University offers courses applying CBL at different levels, both on campus and online. At the Center for Teaching and Learning, the Master’s level course ”Perspectives on and Approaches to Challenge Based Learning” is repeatedly offered to university teachers, both in Swedish and in English. In these courses, it is deeply appreciated that we practice CBL across all activities, emphasizing the learning benefits through collaboration and co-creation.

We are now very grateful to be able to present to you an interesting diversity of contributions that emanate both from the international workshop on CBL, hosted by Malmö University in 2023, and collected project ideas from our CBL course. The five articles cover both institutional and course perspectives, as well as promotion of individual development through CBL.

It is encouraging to note that in some of these papers, the Sustainable Development Goals (SDGs) are connected to the discourse of CBL in higher education and to societal change. Promising is also the elaboration on how we, through CBL, engage not only cognitive goals in education but also the affective goals addressed by the Inner Development Goals (IDGs) as a means for making it possible to reach the SDGs.

In the first paper by Heimgartner & Weckop, “From Research-Based to Challenge-Based Learning: Enhancing Competence Development at Ruhr University Bochum”, we gain a clear insight into how an institutional strategic project, together with stakeholder workshops, supports professional development and acceptance of an integrated CBL framework. Through a new assessment tool, students’ competence gains from CBL showed significant improvements in practical knowledge application, teamwork, and problem-solving. Another promising piece of evidence is that CBL enhances student engagement and employability by bridging academic learning with real-world challenges.

In the following article, “Course Introduction to a Challenge-Based Curriculum using Challenge-Based Learning (CBL),” Gummesson & Lundegren demonstrate the relevance of introducing dental students already at study start to CBL through a series of learning challenges. This introduction shows how CBL is well-suited to address diversity and inclusion from a student perspective, and that, through collaboration, co-creation, and contextual challenges, CBL promotes socialisation and learning together, thereby fostering acceptance of CBL.

“Developing Collaborative Skills in Teacher Education through Challenge-Based Learning” by Prelevic proposes that CBL can provide teacher educators with the opportunity to collaborate with students in innovative, creative, and dynamic ways. CBL can be the means of setting a collaborative, inclusive environment in both schools and universities, where teachers’ and students’ own experiences and knowledge strengthen diversity of perspectives and strategies to reach the SDGs. Students will be engaged in meaningful learning, while learning practices and revised forms of assessment will also be understood as learning opportunities for all.

In the fourth article, “Exploring New Pathways for Teaching Friluftsliv and Promoting Inner Development Goals through Challenge Based Learning,” Vikman reflects on how CBL as a transdisciplinary framework can be applied to connect outdoor education with the SDGs and the IDGs. CBL in outdoor settings will require students to collaborate, reflect, and co-create solutions. Friluftsliv is proposed as the experiential foundation through which CBL can promote both students’ personal development and collective well-being, preparing them to thrive in a complex and rapidly changing world.

The last contribution by Ulceluşe, “Contextual Migration and Inequality: A Case for Challenge-Based Learning in Higher Education,” proposes integrating CBL into an existing second-year bachelor’s course at Malmö University, to enhance students’ deeper engagement in real-world problems together with local stakeholders. CBL is argued not only to enhance disciplinary understanding but also to cultivate civic awareness and critical agency. The article’s closure resonates perfectly with Malmö University’s approach to CBL, as it supports the “broader mission of higher education to empower students as autonomous thinkers and active contributors to democratic society, the society shapers of tomorrow.”

These innovative contributions to approaches to CBL in HE clearly demonstrate the need for diversity and, at the same time, serve as examples of a commitment to societal transformation through sustainable global learning.

We would like to take this opportunity to thank everyone who critically, creatively, and consistently contributes to improving and aligning teaching, learning, and research in higher education to build a global, sustainable learning society.

Cecilia Christersson and Patricia Staaf

References

Christersson, E. C., Melin, M., Widén, P., Ekelund, N., Christensen, J., Lundegren, N., & Staaf, P. (2022). Challenge-Based Learning in Higher Education. International Journal of Innovative Teaching and Learning in Higher Education, 3(1), 1-14. https://doi.org/10.4018/IJITLHE.30665

Leijon, M., Gudmundsson, P., Staaf, P. & Christersson, C. 2021. ‘Challenge Based Learning in Higher Education– A Systematic Literature Review’. Innovations in Education and Teaching International 59 (5): 609–18. 
https://doi.org/10.1080/14703297.2021.1892503.

Nichols, M. & Cator, K. 2008. ‘Challenge Based Learning White Paper’. Cupertino, California: Apple, Inc

Editorial - Seeking time

As an academic, I constantly long for more time – time to research, time to prepare teaching, time to engage in the public debate. I can't perform at the level I want because there is simply not enough time. At the same time, there are economic and cultural currents that constantly want to squeeze more out of me, even though I have no more to give.

This longing for more time is further in conflict with my longing to give time to what is more important than my job – my loved ones, and my need for rest. As an academic, I thus balance between the time I have and the demands placed on me, both at work and in my everyday life.

My experience is not unique. I think that several of my colleagues recognize themselves in the experience I am laying out. Even those who are outside higher education can recognize the constant search for more time. As the German sociologist Hartmut Rosa notes, today's social, cultural, and economic trend is characterized by social acceleration. We are expected to do everything faster and more efficiently, which means that time becomes a precious commodity for each of us.

That's why I'm so grateful that several colleagues have offered some of their valuable time to contribute to the Journal of Teaching and Learning (JoTL). Their work contributes to our common knowledge of higher education and helps us to develop our knowledge and practices.

In this issue of JoTL you can read six articles. In " Studenters användande av Generativ AI" we can read about a survey study from Blekinge Institute of Technology, where Emma Jönsson and Jonas Knutsson investigate how generative AI tools have affected students' study techniques. The results show, among other things, that they mainly use generative AI for idea generation, text work, and comprehension, where AI thus acts as an extra teacher or fellow student.

In the article "Student expectations – An aspect easily overlooked" by Camilla Nordgren, Jonas Christensen, Daniel Spikol, and Petronela Tudorache, it is examined how students' expectations of a course affect their experience of the course. In their conclusions, it is emphasized that the course introduction is an underestimated part of the course design and should be used to clarify goals and meet students' expectations.

In the article "Enhancing Doctoral Supervision and Research Productivity through Overall Research Effectiveness (ORE): A Framework Inspired by Maintenance Engineering" by Hatem Algabroun, the ORE framework is proposed as a model for structuring and streamlining supervision of doctoral students. A hypothetical example shows how ORE can improve workflow, identify delays, and increase feedback quality.

"Motivators for extracurricular research project participation and perspectives of internationalisation: Criminology Students' Perspectives of vertically Integrated projects at Malmö University" by Sophie Claire Wood, Tabea Schleising, Alessandra Porcedda, Rebekka Bürkert, and Marie Väfors Fritz examines what motivates criminology students to participate in research projects outside of regular education and how they view internationalisation. Their results show that participation strengthens both academic and personal skills.

In the article " We’re not all in the same boat: On supervision in the field of Creative Writing" by Martin Cathcart Frödén, the relationship between supervisor and student in relation to creative writing is discussed. In the article, Cathcart Frödén emphasizes that it is important that both supervisor and student set and respect boundaries in functioning supervisor relationships.

Finally, Per Gralvik and Åse Nygren in the article "Om närvaro, studentaktivitet och genomströmning – Individuellt och kollaborativt lärande vid räkneövningar i matematik och fysik" investigate whether collaborative learning in arithmetic exercises in mathematics and physics increases attendance and engagement compared to traditional teaching. The results show that students who work in groups participate more actively and spend more time on the course even outside scheduled hours, suggesting that collaborative methods can improve both attendance and study outcomes.

Fredrik Portin
Editor-in-chief

As academics, we carry knowledge and experiences gained during our careers. An academic ideal is that we don’t keep these to ourselves. We should cherish and nurture a longing within us to share what we know.

Rarely does this ideal emerge as plainly as in the relationship with a doctoral student. The university accepts new postgraduate students who are eager to start their research. For them to develop as academics, an experienced researcher acts as their supervisor – a mentor who travels with the doctoral student throughout the research process and shares their knowledge and experience.

Supervising is a privilege. It is a chance to realize a longing to live out the academic ideal.

No two supervisor relationships are the same, and no supervisor knows everything about the supervision process. To prepare the supervisor, the doctoral student, and everyone else who is affected by the supervision process, it is important to reflect on and learn more about it. In the first issue of the Journal of Teaching and Learning (JoTL), you will have the opportunity to learn more about this important academic mission.

In this issue, you can read five contributions that deal with supervision and doctoral education. The first is from Alberto Chrysoulakis, “Doctoral Supervision: A Reflection Matrix for Process and Progress.” In it, the author invites supervisors of doctoral students to reflect on their supervision practice in relation to five categories: “relationship,” “domain/research knowledge,” “pedagogical competence,” “functional aspects,” and “methodological understanding.”

The second text is by Fatiha Djebbar and Amilcar Soares, “An Overview and an Reflection of the Process and Product of Ph.D. Programs.” They look at three key figures in doctoral education – the supervisor, the supervisor, and the academic department – and discuss what their role looks like at different stages of their doctoral studies.

The third text is by Defne Kadioglu and Chiara Valli, “It Takes a Village to Get a PhD: Producing the ‘Independent Researcher’ by Extending the Supervisory Relationship.” From a feminist perspective on care-practice, they discuss multiple and often unrecognized and unknown relationships that arise during the doctoral process.

The fourth text is written by Kristoffer Holm, “The supervisor’s role in facilitating the doctoral student’s identity development.” It discusses possible ways in which a supervisor can contribute to a doctoral student’s identity formation as a researcher, as well as his/her socialization into a larger academic context.

Doctoral programs vary around the world. A comparative perspective is offered in the fifth article “PhD Education in Brazil and Sweden: A Comparative Pedagogical Analysis” by Claudio Linhares. It compares doctoral education in Brazil and Sweden. It further discusses how varying support structures and evaluation processes within the different systems influence the quality of the doctoral student’s research and experience.

In addition that you can read about supervision and doctoral education, this issue also contains two articles that deal with essential aspects of higher education.

One is titled “Formativt arbetssätt som ett verktyg för språkutveckling och lärande i högre utbildning” and is written by Zeljka Prelevic. The text uses a research-based feedback model and suggested strategies for assessment to reflect on different types of feedback the teacher can give to support the students’ language and writing development.

The second is written by Kevin Walther, “Reflections on Using Audience Response Software in Higher Education Accounting Courses.” The article discusses whether audience response software (ARS), using Wooclap as an example, can contribute to student engagement and active learning.

Thank you to all the writers for your contributions and thank you to all readers who support JoTL.

Fredrik Portin
Editor-in-Chief, JoTL

Welcome to the first issue of Malmö University's pedagogical journal JoTL for this year. This issue contains contributions from both the conference "Lärarlärdom 2023" and newly submitted contributions. "Lärarlärdom" is an annual pedagogical conference jointly organized by Malmö University, Blekinge Institute of Technology, and Kristianstad University, with the aim of creating a forum that inspires discussion and knowledge-building about teaching and learning in higher education, as well as the conditions for this activity.

The various contributions in this issue span several areas, collectively providing a good overview of the subject of higher education pedagogy and the ongoing development and research needed. The titles speak mucy in themselves:

"Virtual reality in online instruction: a pilot study on learning experiences";
"Varför gör jag på detta vis? En reflektion av resan i utvecklandet av högskolepedagogisk kompetens";
"The problem of authority in the supervision process"; 
"Embodiment and aesthetics in teaching and examinations";  
"Deriving learning outcomes for an applied health technology course for PhD students";
"Kursvärderingsmodell för ökat studentinflytande och systematiskt kursutvecklingsarbete".

So, here's another issue to digest, benefit from, and enjoy in your future work and studies.

/Petri Gudmundsson Editor-in-Chief JoTL

PS
With this issue, I thank you for my time as editor-in-chief and warmly hand over to Fredrik Portin, whom I am convinced will lead the journal further into an even brighter future of pedagogy. DS

Välkomna till detta nummer av Malmö universitets högskolepedagogiska tidskrift JoTL.

Numret är det andra för året och har varit öppet för bidrag utan koppling till något tema. Detta till trots så syns en tydlig koppling till forskningshandledning, vilket grundar sig i att en grupp kursdeltagare uppmärksammat möjligheten att de kunde skicka sina examinationsuppgifter som bidrag till JoTL efter att ha gjort en mindre anpassning till tidskriftens riktlinjer.

Detta innebär att numrets bidrag tar sig an handledning på forskarnivå och belyser utmaningar med koppling till detta på olika sätt.

/Petri Gudmundsson
Huvudredaktör JoTL

Välkomna till detta temanummer av Malmö universitets högskolepedagogiska tidskrift JoTL som ägnas bidrag till konferensen Lärarlärdom 2022.

Lärarlärdom är en årligen återkommande högskolepedagogisk konferens i som samarrangeras mellan Malmö universitet, Blekinge Tekniska högskola och högskolan Kristianstad med syftet att skapa ett forum som inspirerar till diskussion och kunskapsbildning om och kring lärande och undervisning i högre utbildning samt villkoren för denna verksamhet,

2022 stod BTH värd för konferensen och det övergripande temat var Aktivt akademiskt lärarskap för pedagogisk utveckling. Ett aktivt akademiskt lärarskap handlar om den praktiska utövandet av akademisk undervisning och dess koppling till aktivt studentdeltagande och kollegialitet. Ett aktivt akademiskt lärarskap innefattar det kritiska och systematiska förhållningssättet som utmärker det akademiska lärarskapet men lägger mer fokus på lärarens interaktion med elever och kollegor. Nära kopplat till aktivt studentdeltagande innefattar ett aktivt akademisk lärarskap planering, engagemang och entusiasm, aktiverande undervisningsmetoder samt samskapande och partnerskap för att förbättra undervisningens kvalitet.

Till konferensen accepterades dels bidrag på detta tema, dels mer generella högskolepedagogiska bidrag för att visa den bredd och det engagemang som finns för högskolepedagogisk utveckling vid våra lärosäten.  Totalt presenterade 14 bidrag och fyra av dem har vi glädjen att presentera i detta nummer av JoTL. Vi hoppas att läsningen inspirerar till fortsatt pedagogisk utveckling och samtidigt lust att delta i den kommande konferensen 16 augusti 2023. Då har Malmö universitet tagit över stafettpinnen och har glädjen att stå värd för årets Lärarlärdom, på temat Akademisk integritet. Även efter årets konferens hoppas vi kunna sprida bidragen genom publicering i JoTL.

/Patricia Staaf

This issue touches supervision in higher education. 

Welcome to this special edition of JoTL, Malmö University's Journal of Teaching and Learning. It is with great pleasure that we present eight contributions from the conference Lärarlärdom, which was held on August 19^th his year. The conference is a collaboration between Blekinge Institute of Technology, Kristianstad University and Malmö University, which this year hosted the conference for the first time. As a consequence of the current pandemic, this year’s conference, was conducted digitally for the first time. This made it possible to open it up to participation from all higher education institutions within Lärosäten Syd, a new order that we hope will become permanent.

Questions about higher education and pedagogical development work have rarely been as topical as this year. In March, UKÄ presented its recommendations following the review of the educational development work of higher education institutions in 2019 and shortly afterwards Covid-19 forced us all to switch into digital education. In other words, the need to exchange experiences and critically examine the practice of higher education is greater than ever.

The breadth and commitment to participate in the conference Lärarlärdom illustrates the value of pedagogical and didactic discussions across disciplines and university boundaries. This meant that the main purpose of the conference, to be a meeting place for discussion and knowledge formation on teaching and learning in higher education, was fulfilled by far. 17 contributions on the overall theme Digitisation and Widening Participation were presented and discussed during the day.  Eight of these we have the pleasure of sharing in this format. The texts reflect ongoing pedagogical development and quality work at universities and colleges in southern Sweden.

If you want to take part of additional content from Lärarlärdom 2020, the Keynote and other presentations are available here. We hope the reading inspires participation in next year's conference. The University of Kristianstad has taken over the baton and is organising Lärarlärdom 2021 in August.  While waiting to meet there, we welcome ongoing contributions to JoTL.

Patricia Staaf, Anne-Charlotte Ek och Gunilla Assarsson