Háskóli Íslands OJS
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Social emotional learning of Icelandic students according to PISA 2022
No full textÍ PISA-könnuninni 2022 var í fyrsta sinn lögð fyrir heildstæð mæling á félags- og tilfinningafærni nemenda en könnunin beindi sjónum að sjö persónueiginleikum: þrautseigju, streituþoli, skörungsskap, tilfinningastjórnun, forvitni, samkennd og samvinnu. Í rannsókninni var leitað eftir mati 15 ára ungmenna á Íslandi á ýmsum félags- og tilfinningafærniþáttum, hvort fram kæmi kynjamunur og hvort finna mætti tengsl slíkrar færni við námsárangur í stærðfræði, lestri og náttúruvísindum. Niðurstöður sýndu að íslenskir nemendur mældust yfir meðaltali OECD-landanna í þrautseigju, streituþoli, tilfinningastjórnun og skörungsskap en undir meðaltali í forvitni, samkennd og samvinnu. Kynjamunur kom helst fram í streituþoli og tilfinningastjórnun sem var nokkuð meira hjá drengjum og samkennd sem var nokkuð meiri hjá stúlkum. Í ljós komu jákvæð en fremur veik tengsl félags- og tilfinningafærni nemendanna, einkum þrautseigju og forvitni, við námsárangur í stærðfræði, lestri og náttúruvísindum. Tengslin voru meiri hér á landi en í hinum OECD-löndunum.In the PISA test 2022, a measure of students’ social and emotional skills, was submitted for the first time. It is based on the The Big Five personality model and contains seven personality traits: perseverance, stress tolerance, assertiveness, emotional regulation, curiosity, empathy and cooperation. The study sought to assess the perceptions of 15-year-olds in Iceland on various aspects of social and emotional skills; whether gender differences were evident; and whether such skills were associated with academic achievement in mathematics, reading and science. Results showed that Icelandic students performed above the OECD average in perseverance, stress tolerance, emotional control, and assertiveness and exhibited the strongest performance in perseverance and stress tolerance. The cultural context in Iceland, where resilience and emotional stability are valued, may contribute to these results. However, the students scored below the OECD average in empathy, curiosity, and cooperation. Findings also showed a relationship between some measured social emotional skills, and academic achievement in mathematics, reading, and science, although the relationship was not particularly strong. The strongest relationships were between curiosity and perseverance and mathematics achievement, followed by a relationship between assertiveness, stress tolerance and emotional regulation with mathematics achievement, while the weakest link was between empathy and cooperation skills with mathematics achievement. The relationship between aspects of social- and emotional skills and mathematics achievement was considerably stronger in most respects in Iceland than in the other OECD countries. There was also a relationship between all aspects of social- and emotional skills with reading achievement, but the association between stress tolerance and reading achievement was not significant. The strongest bond was between curiosity, empathy and perseverance with reading achievement, followed by the relationship between assertiveness and reading achievement, while the weakest connection was that of emotional regulation, cooperation and stress tolerance with reading achievement. The relationship between aspects of social- and emotional with reading achievement was generally considerably greater in Iceland than in the other OECD countries. A relationship was also found between all aspects of social- and emotional skills with achievement in natural sciences. The strongest relationship was that of curiosity and perseverance with achievement in natural sciences, followed by the relationship between emotional regulation, empathy and assertiveness with achievement in natural sciences. The weakest relationship was between stress tolerance and cooperation skills with achievement in natural sciences. The association between aspects of social- and emotional skills with achievement in natural sciences was in most aspects considerably stronger in Iceland than in the other OECD countries.
Several significant conclusions can be drawn from the results of the study. Firstly, it is important to generally foster social- and emotional skills of Icelandic students to a greater extent. Research has shown how essential this is for their general well-being. However, the results indicate that in school policy and practice, supporting perseverance and curiosity should be prioritized to improve academic achievement as these factors generally have the strongest relationship with it. Secondly, it must be kept in mind that the results revealed the empathy and cooperation skills of Icelandic students as being below the average of OECD countries. Considering that behavioral and communication problems are a growing and more significant aspect of school work in Iceland than in the other Nordic countries, and also that violent behavior has increased among children and young people in Iceland (Ragný Þóra Guðjohnsen et al., 2024; Stjórnarráð Íslands, 2024), it is clear that a targeted approach is needed to support positive communication and culture in schools and after-school activities. This is also in line with the goals of the revised National Curriculum for Primary Education (Miðstöð menntunar og skólaþjónustu, e.d.-a), which clearly states that work should be done on social skills, cooperation, expression, social relationships, and emotional and moral development. To meet the increasing call for such emphasis in school work, a new diploma study line was launched in the fall of 2024 at the School of Education in the University of Iceland. The name of the study line is Social and Emotional Competence in School and Leisure Activities. The program is intended to train professionals who work with children and young people in using effective ways to promote various aspects of social and emotional competence, such as cooperation, teamwork and empathy. Third, the validity of the measurement of social and emotional competence used in PISA 2022 needs to be considered. Given that no social and emotional component has a strong relationship with academic achievement, it could be concluded that some important aspects are missing. Studies have, for example, shown that self-regulation is an important factor in academic achievement. Fourth and finally, it is paramount to examine further the interaction of different personal and social factors, both in relation to academic achievement, school climate and student well-being, and to ensure that the needs of diverse groups are considered in this regard
Paid internship in preschool teacher education: Mentors’ and principals’ experiences
No full textLaunað starfsnám hefur staðið nemendum á lokaári í kennaranámi til boða frá haustinu 2019. Í fyrri rannsókn var reynsla nema af launuðu starfsnámi skoðuð. Þar kom fram að þeir voru ánægðir með starfsnámið og töldu helsta ávinninginn felast í aukinni fagmennsku. Niðurstöðurnar sýna þó að um fjórðungur nema taldi sig sjaldan eða aldrei hafa fengið þá leiðsögn sem lagt er upp með í samningi um launað starfsnám. Í þessari rannsókn var markmiðið að kanna reynslu leiðsagnarkennara og leikskólastjóra af starfsnáminu. Gögnum var safnað með rýnihópaviðtölum við leiðsagnarkennara og leikskólastjóra sem höfðu sinnt leikskólakennaranemum í launuðu starfsnámi. Spurt var um sýn á eigið hlutverk í starfsnáminu og reynslu þátttakenda af því. Leiðsagnarkennararnir töldu hlutverk sitt einkum felast í því að styðja nemann í starfi en leikskólastjórar áttu erfiðara með að átta sig á sínu hlutverki. Niðurstöðurnar sýna fram á ávinning af launuðu starfsnámi, fyrir nemann, leiðsagnarkennarann og faglegt starf leikskólans. Paid internship has been available to student preschool teachers in their graduate year since autumn 2019, when the government established a five-year campaign that aimed at increasing the number of teachers at all educational levels. The internship involves a 50% position working in a pre-or primary school with guidance from a school-based mentor and a university teacher. Students are awarded 30 ECTS for the internship which is the professional responsibility of the university, including attached courses. The principal is responsible for organizing the internship within the school and selecting a mentor among the teachers, in line with the student teachers’ focus. The school-based mentor needs to be a licenced teacher, with at least three years of experience. His role involves giving the students personal and professional guidance of at least 6 hours per month (Stjórnarráð Íslands, 2021). Previous studies have shown that good collaboration between university and schools is crucial to a successful internship (Butler & Cuenca,2012; Grimmett et al., 2018). Furthermore, research has demonstrated that a successful internship includes professional communication between the mentor and the student where the mentor sees his role as a teacher educator (Grimmett et al., 2018). Mentors with formal training in mentoring are better prepared for their roles, according to previous studies (Birna Svanbjörnsdóttir et al., 2020; Butler & Cuenca, 2012; Leshem, 2014; Russell& Russell, 2011). Such training is on offer to teachers at all school levels, by the University of Iceland, School of Education, and by the University of Akureyri (Háskóli Íslands, e.d.-b; Háskólinn á Akureyri, e.d.).This study focuses on paid internships for preschool student teachers, aiming to explore the experiences of preschool-based mentors and preschool principals regarding the internship, and how they understand their own roles in this context. A previous study examined the experiences of the students themselves, indicating that they were satisfied with the internship and found it empowering and professionally fostering (Ingibjörg ÓskSigurðardóttir & Svava Björg Mörk, 2024). The findings from both studies constitute an important foundation for further developing the arrangements of the internship.Data for this study was gathered through twelve interviews (Helga Jónsdóttir, 2021), seven of which were conducted with preschool-based mentors and five with preschool principals. Twelve preschool-based mentors and nine preschool principals took part in the study. Participants were asked about their views on their own roles and their experiences of the internship program. All participants had supervised student preschool teachers in the paid internship while on offer, most of them having guided more than one student over the period. The mentors had considerable experience as preschool teachers, or from ten up to 30 years. The principals had up to 34 years of experience as such. The mentors found it important to listen to each student’s needs and understand his background, when it comes to guidance. They understood their role as to support, encourage and listen to the student, not to take the control and steer what the student does or focuses on. Lack of time was the main challenge in relation to mentoring accordingto the mentors. The preschool principals were unsure about their own role and most of them had put their trust on the mentors and being available for them if needed. The study’s findings indicate that preschool-based mentors and preschool principals believeit is important to strengthen students’ professionalism and self-confidence during the internship. According to them this can be done by providing purposeful guidance, better training and preparation for the mentors, clarifying the roles of preschool principals, improving the arrangement and time management of conversations, and enhancing collaboration with universities to ensure mutual benefits for all parties. The findings indicate clear benefits of paid internships for the student preschool teachers, mentor teachers, and the professional environment of the preschool. The findings can be useful for further developing the structure of paid internships and strengthening the collaboration between schools and universities.
ChatGPT in higher education, teachers\u27 attitudes and use
No full textMarkmið rannsóknarinnar var að kanna viðhorf og reynslu háskólakennara af notkun gervigreindarverkfærisins ChatGPT í kennslu og rannsóknum, með hliðsjón af TAMlíkaninu (e. Technology Acceptance Model). Megindleg og eigindleg gögn voru greind út frá svörum 23 kennara við spurningakönnun. Niðurstöðurnar benda til þess að flestir kennarar telji það gagnlegt að nota ChatGPT í kennslu og rannsóknum. Margir þeirra höfðu þó áhyggjur af ChatGPT-notkun nemenda, fræðilegum heilindum og áreiðanleika verkfærisins. Viðhorf kennaranna til ChatGPT mótast meðal annars af gagnsemi verkfærisins og einfaldleika í notkun þess, svo og stuðningi og fræðslu sem þeim býðst. Niðurstöðurnar benda til þess að mikilvægt sé að háskólasamfélagið þrói stefnu um notkun gervigreindarverkfæra og efli gervigreindarlæsi (e. artificial intelligence literacy/AI-literacy) til að stuðla að ábyrgri og skapandi notkun þeirra. Jafnframt er mikilvægt að veita kennurum og nemendum stuðning til að nota tæknina á ábyrgan og árangursríkan hátt. Generative Artificial Intelligence (GenAI), particularly tools like ChatGPT, is increasingly influencing teaching and research practices in higher education (HE). These developments raise practical and ethical questions relating to academic integrity, assessment, and professional responsibility. This study explores how university teachers perceive and use ChatGPT, focusing on how perceived usefulness and ease of use influence its adoption. The research was conducted at the University of Akureyri in Iceland using a mixed-methods design. Data were collected through an online survey with both closed- and open-ended questions, answered by 23 teachers from two academic departments. The Technology Acceptance Model (TAM) was used to interpret the findings, with attention to core components: perceived usefulness (PU), perceived ease of use (PEOU), attitude toward use (ATU), behavioral intention to use (BIU), and actual use (AU) (Davis, 1989).Most participants had used or were familiar with ChatGPT and described it as useful for academic tasks such as preparing lectures, assignments, feedback, and research-related writing. Perceived usefulness emerged as the strongest predictor of both current and intended use. Ease of use, however, was more unevenly reported. While many found the tool inspiring, others experienced challenges associated with lack of training, vague institutional guidelines, uncertainty about appropriate application and data protection. Teachers with access to support reported more positive experiences and expressed stronger intentions to integrate ChatGPT into their practice. By contrast, the absence of support limited adoption, even among those who saw its potential. Attitudes toward student use were more divided. Concerns were raised about academic integrity, possibleoverreliance on AI-generated content, and the risk of undermining students’ critical thinking and independent learning. Teachers also expressed uncertainty in the absence of clear policies and expectations. Despite these concerns, ChatGPT was already being used in various ways, particularly for brainstorming, summarising, and drafting content. Many teachers appreciated its time-saving potential and the support it offered in shapingand organising ideas, although they also stressed the importance of critically reviewing its outputs. A recurring theme was the importance of institutional guidance, professional development, and spaces for open discussion. Teachers called for clear expectations, ethical frameworks, and collaborative dialogue as to how GenAI should be integrated into academic practice. This aligns with previous studies emphasising the need to strengthen AI literacy in HE (Francis et al., 2025; Tillmanns et al., 2025). AI literacy was understood not simply as tool but as the ability to engage critically with GenAI, assess the reliability of outputs, and reflect on ethical implications. Without such competencies, there is a risk of shallow adoption that fails to support deep learning or academic integrity. This is in line with UNESCO’s guidance (2024), which emphasises human agency, ethical awareness, and social responsibility in AI integration. In conclusion, the study highlights that whileuniversity teachers generally acknowledge the value of ChatGPT, its successful integration depends on more than technical access. Perceived usefulness drives adoption, but meaningful and responsible use is shaped by ethical concerns, institutional context, and professional dialogue. There are many opportunities for further research on the use of ChatGPT and other GenAI tools in higher education. It would be interesting to explore how these tools are used in learning and teaching, whether they support traditional practices or introduce innovations. Furthermore, understanding how teaching methods and assessment can evolve with ChatGPT is important to support student learning and reduce dishonest practices. The evolution of learning and teaching with GenAI depends on collective decisions about the purpose and value of education. Teachers play a crucial role in developing guidelines for GenAI use, providing student support, and leading discussions on GenAI in education
Gullkálfur í eldlínunni: Um ritskýringu og útleggingu sögunnar um gullkálfinn í 2Mós 32.1–6
Get PDFÍ greininni leitast höfundur við að varpa ljósi á merkingu og tilgang hinnar þekktu sögu um gullkálfinn og dansinn í kringum hann í 2Mós 32.1–6 í upprunalegu sögulegu og bókmennta-legu samhengi sínu með vísun í nýjustu hugmyndir fræðimanna og niðurstöður þeirra. Kveikjan að ritun greinarinnar var gagnrýni sem kom fram á prédikun biskups Íslands í útvarpsguðsþjónustu við setningu Alþingis 10. september 2024 þar sem hún lagði út af lexíu sunnudagsins þar á undan, 15. sunnudags eftir þrenningarhátíð. Túlkun biskups á táknrænni merkingu gullkálfsins er dæmigerð fyrir þá útbreiddu tilhneigingu í nútímanum að sjá í kálfinum myndhverfingu fyrir efnishyggju sem felst í því að leggja allt sitt traust á efnisleg gæði og ríkidæmi. Gagnrýnin sem kom fram í kjölfar guðsþjónustunnar var rökstudd með því að rangt væri að túlka söguna sem myndhverfingu fyrir efnishyggju eins og algengt er að gert sé af því að hún byggðist ekki á upprunalegri merkingu og tilgangi sögunnar, sem væri að mati gagnrýnanda „fordómafyllsta falsfrétt sögunnar“. Ritningartextinn væri sprottinn af hatri höfundanna, gyðinglegra fræðimanna, á öðrum trúarbrögðum en gyðingdómi og var í því sambandi staðhæft að líkneskið hefði verið líkneski af egypska guðinum Apis. Það væri því óásættanlegt að lagt væri út af þessum texta í þjóðkirkjunni. Virtist gagnrýnandinn líta svo á að meint hatur höfundanna á öðrum trúarbrögðum fyrir hálfu þriðja árþúsundi leiddi af sér að notkun sögunnar í helgihaldi kirkjunnar hlyti að skiljast sem hatursáróður í garð þeirra sem tilheyra öðrum trúabrögðum en kristni og gyðingdómi, óháð því hvort eða hvernig lagt væri út af sögunni í prédikun. Í greininni kemst höfundur að þeirri niðurstöðu að í framangreindri gagnrýni sé ekki gerður nauðsynlegur greinarmunur á því sem kallað er túlkunarfræði (e. hermeneutics) annars vegar og því sem kallast ritskýring (e. exegesis) hins vegar en með henni er markmiðið að komast að merkingu og markmiði texta í upprunalegu bókmennta- og sögulegu samhengi hans. Í greininni er komist að þeirri niðurstöðu að staðhæfingar er lúta að því að gullkálfurinn tákni egypskan guð í upprunalegu bókmennta- og sögulegu samhengi sínu eigi ekki við rök að styðjast heldur vilji höfundar upphaflegu frásagnarinnar beina spjótum sínum að helgihaldinu í Bet-El, sem sagt er frá í 1Kon 12.28–29, og þeirri guðsmynd sem hætta var á að slíkt helgihald hefði í för með sér að mati höfunda sögunnar í 2Mós 32.1–6. Þegar allt komi til alls sé sögunni um gullkálfinn ætlað að verja frelsi Guðs og óhöndlanleika og andmæla guðsmynd sem felur í sér þá trú að hemja megi guðdóminn og setja honum skorður, t.d. í listilega útbúnu líkneski
Gyðingarnir, Hallgrímur og Gracia Grindal
Get PDFÍ Passíusálmunum eru Gyðingar nefndir 56 sinnum. Í nýlegri enskri þýðingu þeirra koma the Jews fyrir nokkurn veginn fimm sinnum. Hér verður athugað hvort þetta gengur upp, og hvort þýðandinn heldur trúnað við frumtextann. Til þess þarf að kanna merkingu Gyðinga-hugtaksins í Sálmunum, og gera sér grein fyrir því hvers konar sú gyðingaandúð er sem þar kemur fram. Þá er litið á lausnir þýðandans
Es þak glaðaspraða? Um uppbyggingu íslensks skordýramáls, tilbúin tungumál og bullmál
No full textBehind an invented language is an enormous amount of knowledge the speaker has of the language itself and which features a human language can – and cannot have to work as a real language. This knowledge is revealed when the invented language is translated so that a new group of speakers may easily understand it, which is the main topic of this article. The article analyses the structure of Icelandic Insectese as it appears in the children’s book Kva es þak?, translated by Sverrir Norland, and compares it to the original Insectese that Carson Ellis created for her book Du iz tak? The article describes the difference between invented languages and nonsense languages and the challenges that translators face when they try to adjust invented languages for a new group of readers that speak a different language. The article attempts to answer the question: What do speakers need to know about their own language to learn an invented language?Að baki gervimáli liggur gríðarleg þekking málhafa á tungumálinu sjálfu og þekking á því hvaða eiginleika tungumál geta haft – og geta ekki haft til þess að þau virki sem alvöru mál. Þessi mikla þekking málhafa kemur ekki síst í ljós þegar gervimál er þýtt til þess að nýr hópur málhafa geti auðveldlega skilið það en það er meginviðfangsefni þessarar greinar. Hér er rýnt í uppbyggingu íslensks skordýramáls eins og það birtist í barnabókinni Kva es þak? í þýðingu Sverris Norlands og samanburður er gerður við upprunalega skordýramálið eins og það birtist í frumritinu Du iz tak? eftir Carson Ellis. Fjallað er um muninn á tilbúnu tungumáli og bullmáli og þær áskoranir sem þýðendur mæta þegar þeir aðlaga gervimál fyrir nýjan lesendahóp sem talar annað tungumál. Reynt er að svara spurningunni: Hvað þurfa málhafar að vita um sitt eigið tungumál til að skilja tilbúið tungumál
Gamla konan
No full textSkordýrið“ og „Gamla konan“ eru úr verkinu Senilia. Ljóð í lausu máli (Senilia. Стихотворения в прозе, 1882). Áður hafa birst á prenti að minnsta kosti þrjár þýðingar á „Gömlu konunni“ („Старуха“). Brynjólfur Kúld sneri verkinu fyrir dagblaðið Ísland árið 1898 undir heitinu „Kerlingin“. Þessi þýðing var síðar birt í Lesbók Morgunblaðins árið 1987. Í Eldingu árið 1901 mátti lesa „Gömlu konuna“ eftir óþekktan þýðanda. Þá var þýðing Steingríms Thorsteinssonar, „Gamla konan“, birt bæði í Eimreiðinni og Lögbergi árið 1908. „Skordýrið“ („Насекомое“) hefur, að því að best er vitað, ekki áður birst í íslenskri þýðingu
Harmakvein jarðar
No full textKarla Barajas (f. 1982) er frá Mexíkó. Hún hefur einbeitt sér að stuttum textum í skrifum sínum og hefur sent frá sér örsagnasöfnin Neurosis de los bichos (2017), Esta es mi naturaleza (2018), Cuentos desde la Ceiba (2019), Donde habitan las muñecas (2021). „Harmakvein jarðar“ er úr Cenizas de los amordazados por el alba (2022) sem hún nefnir „micronovela“ eða örsagnaskáldsög
Nokkur íslensk orðtök
No full textIn this article we discuss a few select Icelandic idioms. The introduction is a survey on the main articles and monographs on this topic. Idioms have gone by many names which are explained in the second chapter. Furthermore, idioms and proverbs have been confused. The third chapter is the main chapter of the article and is divided into three subchapters. In the subchapter 3.1 we discuss idioms that relate to the body and bodyparts (forehead, ear, foot, heart, head, knee, palm, buttocks, beard, tear). In subchapter 3.2 we select a few idioms that relate to animal husbandry, housekeeping and clothing (fabric, dish, glove, horn, cake, roe, shell, veneer, cultured dairy, tail) and in 3.3 we discuss various known idioms from various directions. Choosing from the vast plethora of Icelandic idioms was challenging as new idioms are constantly developing and have yet to be documented and discussed. Idioms breathe life into a language and offer insights into bygone times.Í greininni er fjallað um nokkur valin íslensk orðtök. Í inngangi eru nefnd helstu greinar og rit sem fjallað hafa um sama efni. Um orðtök hafa verið notuð ýmis heiti og eru þau skýrð í öðrum kafla. Einkum hefur orðunum orðtök og málshættir verið ruglað saman. Þriðji kafli er síðan meginkafli greinarinnar og skipist hann í þrennt. Í undirkaflanum 3.1 er rætt um nokkur orðtök sem vísa til líkama og líkamshluta (enni, eyra, fótur, hjarta, höfuð, kné, lófi, rass, skegg, tár). Í 3.2. eru valin nokkur orðtök sem vísa í búskap, heimilishald og fatnað (dúkur, diskur, hanski, horn, kaka, roð, skel, spónn, skyr, tagl) og í 3.3. er rætt um nokkur þekkt orðtök úr ýmsum áttum. Vandi var að velja úr þeim aragrúa sem til er af íslenskum orðtökum og ný bætast við jafnt og þétt sem enn á eftir að safna og fjalla um. Orðtök lífga málið og mörg þeirra opna sýn inn í liðna tíma
Gin og Gin & tonic including a foreword by Hólmfríður Garðarsdóttir
No full textThe Argentine writer, journalist, and cultural figure Cristina Civale (b. 1960) completed BA degrees in Media Studies and Literary Studies at the University of Buenos Aires in 1985, followed by postgraduate studies in screenwriting and filmmaking at the Escuela Internacional de Cine y Televisión in San Antonio de los Baños, Cuba, in 1988. Her body of work includes numerous film productions, and she has worked as a columnist for newspapers and magazines in Argentina, Spain, and Italy, including Ñ, the culture supplement of the national daily Clarín. Cultural and social issues have long been central to her work, although in recent years the primary focus of her columns has been film criticism.Argentínski rithöfundurinn, blaðamaðurinn og menningarfrömuðurinn Cristina Civale (f. 1960) lauk BA-gráðum í fjölmiðlun og bókmenntafræði frá Buenos Aires-háskóla árið 1985 og framhaldsnámi í handrita- og kvikmyndagerð frá San Antonio de los Baños kvikmyndaskólanum á Kúbu árið 1988. Eftir hana liggur fjöldi myndverka og hún hefur starfað sem pistlahöfundur hjá dagblöðum og tímaritum í Argentínu, á Spáni og Ítalíu, meðal annars fyrir Ñ, menningarkálf stórblaðsins Clarín. Menningar- og þjóðfélagsmál eru henni hugleikin þótt aðaláhersla pistlaskrifa hennar í seinni tíð sé innan kvikmyndarýni