Denne artikel undersøger, hvordan computational play kan integreres i daginstitutioner som en metode til at fremme både børn og pædagogers computationelle forståelse. Med rammen læs, lær og leg introduceres unplugged-aktiviteter, hvor pædagoger understøtter børns møde med computationelle-begreber som algoritmisk tænkning, mønstergenkendelse og dekonstruktion. Undersøgelsen er forankret i et sociomaterielt perspektiv og bygger på videoobservationer i to børnehaver, hvor samspillet mellem børn, pædagoger og materialer analyseres. Artiklen anvender et sociomaterielt perspektiv og baserer sig på kvalitative data fra observationer og analyser af børn og pædagogers interaktioner med materialer og aktiviteter i to danske børnehaver. Resultaterne viser, hvordan computational play opstår i spændingsfeltet mellem orden og kaos. Denne balance skaber en dynamik, hvor børn både støttes af strukturerede rammer og får frihed til kreativ udfoldelse og til at eksperimentere. Artiklen bidrager med indsigt i, hvordan pædagoger gennem computational play kan understøtte børns begyndende computationelle tænkning i en legende kontekst.

This article introduces the special issue devoted to exploring generative AI in collaborative learning environments. It argues for this focus by referring to the limited work in the area, but at the same time exemplifies the limited existing research. It goes on to introduce the social-material and computer-supported collaborative learning (CSCL) perspectives that were encouraged in the call for the issue. Finally, the article introduces the contributions to the issue.

Contemporary aspirations of higher education emphasise various conceptions of employability and ready-to-work students. This is often included in education as authentic problems parting from prospective vocational practices or different types of apprenticeship, thus reciprocally enriching theorical insights with practical actions for the becoming novice, student. Practice becomes a space entangled in specific pedagogical approaches and considerations. However, the opposite also happens, practice returning to education, where practitioners with years of vocational experience return. This paper presents a case study of an educational Master’s program consisting of both students continuing the education from a bachelor program, and practitioners returning to education. Based on Dewey’s experiential continuum, we investigate how we by non-intrusive means can aid students’ (N = 28) in reflecting on their past, present and anticipated future in relation to the educational program. The data consist of short, personal snapshots containing short personal characteristics, motivations, and career prospects written by the students on post-it notes (N = 311). The post-its were collected on the first day of study through a workshop. The snapshots show a wide variation in students’ rationales and ambitions, such as technical and generic competence development, modes of studying, aspirations to change career and profession, but also personal aspects such as family life. A common denominator is a shared story about ambitions to change current careers or open new avenues for employment and professional practice.

This article explores how young children enact agency through computational play in a Danish kindergarten. Drawing on sociocultural theory, transformative agency, and participation trajectories, the study examines how children engage with computational thinking through unplugged, play-based activities. Using video and field ethnography, the study shows how children observe, improvise, and reconfigure tasks, embedding computational concepts like sequencing and decomposition in playful ways. Rather than following predefined goals, children reshape activities on their own terms. The study highlights computational play as a relational space for agency and co-exploration, expanding computational thinking beyond skill acquisition and toward imaginative, situated engagement.

INTRODUCTION: Generative artificial intelligence (AI) has implications for foreign language education, necessitating careful consideration of how the technology should be addressed. This should be based on the perspectives of different stakeholders, not least the students.OBJECTIVES: The paper explores foreign language students’ use of and perspectives on generative AI in foreign language education.METHODS: The paper employs a survey design and analyses responses from 106 students collected over a three-year period.RESULTS: The study documents increasing, frequent and varied use of generative AI. The students’ evaluation of AI output quality has grown more moderate over the years. The study suggests benefits may arise from even limited integration of the technology into language education.CONCLUSION: The study has highlighted a need for integrating generative AI into foreign language education. We need to continue the dialogue with students to inform future pedagogical choices.

Forming friendship with peers from diverse backgrounds is key to children’s social emotional development. In this study, we explored the use of social robot, Haru, as mediator for remote communication in children group, to support connection and friendship building. We invited children from different countries aged from 10 to 15 to participate in two interaction sessions with peers from other countries, after which we conducted interviews with children from three countries, focusing on their experiences, and perceptions of the robot’s roles in the process. The findings indicated that social robot Haru effectively served as an icebreaker and entertainer; However, improvements are needed in conversation flow, transitions between different roles, and supporting children’s autonomy in guiding the conversation and the depth of their communication.

As generative AI tools such as ChatGPT enter higher education, questions arise about how students can use them not merely instrumentally but as catalysts for collaborative and reflective learning. This study investigates how master’s students engage with ChatGPT in group-based academic tasks, specifically when working with complex course literature. Drawing on Vygotsky’s concept of double stimulation and Engeström and Sannino’s theory of transformative agency, we analyze how students collectively navigate AI-generated responses, challenge assumptions, and reframe understanding. The data stem from an exploratory case study in a Danish university course and include group discussions, ChatGPT logs, reflections, and focus group interviews. Findings show that ChatGPT mediates not only as a resource but as a mediating artefact that provokes resistance, negotiation, and generative questioning. Over time, students began to use technology not just for answers, but to explore and question ideas together. The study contributes to research on AI in education by highlighting the role of pedagogy in enabling transformative agency through Generative artificial intelligence.

Inden for uddannelsesområdet er der stigende interesse for at bruge generativ kunstig intelligens (GenAI) i undervisningen. Dette eksplorative casestudie fokuserer på, om GenAI kan understøtte videnskonstruktion og kollaborativ læring i videregående uddannelser. Gennem analyser af kvalitative data, herunder interaktioner, fokusgruppeinterviews, skriftlige opgaver og logfiler fra ChatGPT, undersøges det, om GenAI-værktøjer kan skabe dialog og styrke samarbejdet mellem studerende i arbejdet med kursuslitteratur. Med afsæt i Computer-Supported Collaborative Learning (CSCL) samt vores empiriske data argumenterer vi for, at meningsfuldt engagement med GenAI kan stimulere de studerendes videnskonstruktion. Dette sker særligt igennem eksplorative samtaler i arbejdet med og omkring ChatGPT. Resultaterne tyder på, at GenAI-værktøjer og en klar opgavestruktur kan understøtte de studerendes indbyrdes dialoger, hvilket potentielt kan føre til øget videnskonstruktion.

The introduction of generative artificial intelligence (AI) has implications for foreign language education of which text production has traditionally formed a central part. This necessitates careful consideration of how the technology should be addressed, and this should be based on the perspectives of different stakeholders. To this end, this study explores foreign language students’ use of and perspectives on the integration of generative AI into foreign language education. It does so by means of a questionnaire study of 83 students attending a course on language technology. The study shows a frequent and increasing use of generative AI among students, and that they use it for a wide range of reasons. Approximately 15

I de seneste år har vi set en stigende opmærksomhed på, hvorvidt og hvordan generativ kunstig intelligens (AI) og andre AI-baserede sprogteknologier kan understøtte elevers læring og fremme deresAI-kompetencer. Såkaldt underviserrettet AI (Baker, Smith og Anissa 2019) er dog samtidig mere eller mindre gået under radaren (Zawacki-Richter et al. 2019), ikke mindst inden for sprogfagene.Underviserrettet AI dækker bl.a. over underviseres brug af AI til at reducere deres arbejdsbyrde, udvikle deres undervisning og opnå indsigt i elevernes læring (Luckin et al. 2016). Inden for sprogfagene kan underviserrettet AI fx omfatte læreres brug af AI til udvikling afundervisningsmateriale, forløb og aktiviteter samt til retning af og feedback på elevernes opgaver.I forbindelse med en konference omhandlende AI arrangeret af Det Nationale Center for Fremmedsprog i december 2024 afholdt artiklens forfattere en workshop med 121 deltagere med fokus på underviserrettet AI. Workshoppen henvendte sig til fremmedsprogsundervisere på tværs af fag og uddannelsesniveauer. Efter et kort rammesættende oplæg skulle deltagerne gruppevistdiskutere brugen af underviserrettet AI. Hver gruppe fik udleveret en poster med forskellige informationer og opgaver, som de skulle diskutere og besvare ved at udfylde posteren. Posteren fungerede således som et faciliteringsredskab, så grupperne kunne arbejde selvstændigt. Efter en introduktionsøvelse skulle deltagerne svare på, hvad de vurderede som deres vigtigste arbejdsopgaver som fremmedsprogsundervisere og dernæst angive deres aktuelle brug af AI til at understøtte disse opgaver. Efterfølgende skulle de beskrive, hvordan de fremadrettet kunne forestille sig at bruge underviserrettet AI i forbindelse med disse opgaver. De skulle ligeledes forholde sig til, i hvor høj grad de forventede, at de enkelte løsninger ville hjælpe dem til at spare tid eller til at forbedre opgaveløsningen, samt til, i hvor grad de anså de nye løsninger som menneskestyrede eller AI-styrede. Som afslutning på workshoppen blev de bedt om at udfylde et online spørgeskema omhandlende udfordringer og muligheder i underviserrettet AI. Workshoppen resulterede i 16 udfyldte postere, som sammen med spørgeskemaet udgør artiklens empiri. Resultaterne giver os indsigt i lærerperspektiver på brugen af underviserrettet AI i sprogfagene, herunder hvilke arbejdsopgaver de anser som de vigtigste, og hvordan AI-løsninger potentielt kan anvendes til at understøtte disse. Her peger deltagerne bl.a. på et potentiale i at anvende AI til undervisningsplanlægning, udvikling af materiale, evaluering og feedback, samt til at udvikle differenceret undervisning og skabe motivation blandt eleverne.

This study considered the intricate transition processes as children moved from preschool to primary school in Australia and Denmark. By employing Bronfenbrenner’s bioecological model, our investigations explored how children’s perspectives reflected and reproduced cultural and societal influences during the transition period. A qualitative approach, drawing on focus group interviews and a constructivist analytic approach based on grounded theory, supported the consideration of children’s reflections on transition to primary school. The results indicated that proximal processes played a crucial role in shaping children’s transition experience during this critical period. In Australia children’s perspectives emphasized feeling comfortable, safe, and secure, as underscored in the curriculum framework Belonging, Being and Becoming: The Early Years Learning Framework for Australia. In the Danish context, children’s articulations aligned with the legislative acts and reflected their developing independence when navigating the school’s new academic, social, and personal demands. These findings highlighted the necessity of considering children’s feelings and development when they transitioned from preschool to school. To ensure effective transitions, educational policies and practices should have enhanced targeted support for children unfamiliar with school environments or lacking confidence in their academic abilities, while promoting teacher-led initiatives that scaffolded children’s social, emotional, and personal development during this critical phase. By focusing on the individual experiences and the institutional context, we can better support children in their transition to school and promote their overall well-being and engagement in learning.

For many years, language technologies based on artificial intelligence (AI) have been influencing foreign language teaching. This is only expected to increase with the introduction of tools like ChatGPT. Until now, particularly machine translation (MT) has challenged Danish upper secondary language teachers, and the reaction has typically been to prohibit MT and thus not integrate it into teaching. However, this can be problematic if students use MT anyway, e.g. because it can result in inappropriate use of the technology. Likewise, today, we often come across machine translations and other AI-based texts online. This article presents the results of a survey conducted in language subjects of upper secondary students' use of and attitudes towards MT. The study shows a widespread use of MT, e.g. for homework and hand-in assignments. Against this background, and based on digital literacy theory, perspectives in incorporating AI-powered language technologies into foreign language teaching are discussed.

This paper studies pre-service social educators' motivation in a science, technology, engineering, and mathematics (STEM) directed project, investigating how double stimulation can help them develop and improve STEM self-efficacy. The study provides preliminary insight into the signs of the pre-service social educator's self-efficacy concerning STEM when working on a small-scale course on STEM activities. With the many educational reforms focusing on improving STEM-competencies in society there is also a heightened focus on enhancing the competencies of pre-service social educators. These educators are expected to have a solid understanding of STEM subjects and skills. The paper aims to unfold pre-service social educators' work with STEM activities concerning their STEM self-efficacy. The study focuses on how to support pre-service social educators when engaging in STEM activities with the methods of double stimulation. In the study pre-service social educators build and program an automated greenhouse. The double stimulation method provides the pre-service social educators with the help of a booklet, which they can use if they get stuck on a task. The number of participants was 14 pre-service social educators. The data included pre-service social educators screen recording of how they programmed the greenhouse, pictures, reflections, and surveys. The data were analyzed using a thematic analysis. As a result of working on the STEM project, the pre-service social educators showed signs of improving their confidence in their STEM capabilities and thereby also signs of improved STEM self-efficacy.

In this paper, we introduce a study about primary school students who participate as co-designers in a design and development process of a Virtual Reality (VR) game about sustainability. Utilizing methods like workshops and focus group interviews, as part of a participatory approach, we seek to gain a unique insight into the students' own perspectives and experiences with videogames and how the student actively could integrate their interest and knowledge in sustainability into the game design as co-designers. We initially conducted two semi-structured interviews with educators who are experienced in applying VR in their teaching. Following the interviews with the educators, we facilitated two workshops with six 7th grade students. The students play-tested our initial iteration of the VR-game and afterward helped co-design two new iterations. Having them influence the development of the VR-game, with the notion of "by students for students", showed increased motivation towards developing the VR-game as co-designer. Categorizing, analyzing, and reviewing their spoken word in transcriptions, written, and drawn down ideas - resulted in several applicable ideas and materials for further development of the game. Our findings showed how the students expressed interest in contributing to the sustainability premise of the game. We realized how vast their knowledge was on the subject to begin with, which only led to more in-depth discussions on what contributes to the changing climate. We believe that, based on feedback and the theoretical framework, that the VR-game serves as an efficient educational tool, that can help facilitate conversations about sustainability.

This chapter focuses on children’s play and making activities when involved in creative processes, in particular focusing on how different resources and materials foster their agency. The chapter will include empirical data where children (3–9 years of age) are engaged with both digital and analogue resources, (LEGO, Minecraft, and Virtual Reality). The analysis was based on data in the form of ethnographic observations, and informal conversations. The analysis focused on how children engaged with the different resources and how they unified or separated them in the design activity. We narrowed this focus into four main categories: problem scoping, idea generation, design monitoring, and design experience. The chapter contributes to further specifying dimensions of digital creation opening new avenues of play and creation with a unifying combination of analogue and digital resources. This has implications on educational and societal instances by renewing our understanding of children’s contemporary play.

In this paper we report from a study where families (children aged 10–15 and parents) work together in their own homes on programming tasks with an educational robot Robomaster S1. The purpose of the study is to improve the science, technology, engineering, mathematics (STEM) and computational thinking (CT) competencies for both parents and children. The data collection involves self-recording and self-assessment done by the families after each completed task. In this paper we present and evaluate the method along with preliminary results from the data collection. The preliminary results provided insights about the collaboration and interaction with the robot and initial feedback about the method and tasks. The preliminary results indicated that the family improved their understanding of technology and programming. Furthermore, the children in the study supported the parent with explaining the mathematics concepts. We hope that the future results and studies can contribute to understanding the children-parent collaboration and how children use STEM and CT to solve problems while working with robotics.

Digital tools and solutions are increasingly used in society, creating a need for more digital skills in the workplace and everyday life. As society becomes increasingly digital, computational thinking becomes a fundamental skill for the 21st century. This paper examines play’s role in young children’s CT development in early childhood education. This paper presents a narrative review and uses forward snowballing to extend the search result. Twenty-two articles met the criteria and were manually collected. The publications were categorized into five categories: programming tools, robotics, unplugged activities, making and exploring, and guided vs. free play. For CT activities to be social and communicative, concepts such as mutuality and scaffolding must be incorporated into operational pedagogical CT frameworks. As such, CT can be designed as a play-oriented activity in that children coordinate and develop themselves, with or without educators’ guidance. As a co-creator, an educator can mediate CT and support the children in guiding activities forward.

AbstractPolymers are promising candidates as solid‐state electrolytes due to their performance and processability, but fillers play a critical role in adjusting the polymer network structure and electrochemical, thermal, and mechanical properties. Most fillers studied so far are anisotropic, limiting the possibility of homogeneous ion transport. Here, applying metal‐organic framework (MOF) glass as an isotropic functional filler, solid‐state polyethylene oxide (PEO) electrolytes are prepared. Calorimetric and diffusion kinetics tests show that the MOF glass addition reduces the glass transition temperature of the polymer phase, improving the mobility of the polymer chains, and thereby facilitating lithium (Li) ion transport. By also incorporating the lithium salt and ionic liquid (IL), Li–Li symmetric cell tests of the PEO‐lithium salt‐MOF glass‐IL electrolyte reveal low overpotential, indicating low interfacial impedance. Simulations show that the isotropic structure of the MOF glass facilitates the wettability of the IL by enhancing interfacial interactions, leading to a less confined IL structure that promotes Li‐ion mobility. Finally, the obtained electrolyte is used to construct Li–lithium iron phosphate full batteries that feature high cycle stability and rate capability. This work therefore demonstrates how an isotropic functional filler can be used to enhance the electrochemical performance of solid‐state polymer electrolytes.