Karen Parish

• Parish, Karen & Holm, Cathrine With (2026). Gifted student experiences of an egalitarian system—perceptions from Norway. Frontiers in Education. 11. doi: 10.3389/feduc.2026.1727304. Full text in Research Archive
• Parish, Karen; Raaf, Sacha de & Didham, Robert James (2026). Differing interpretations of a whole-school approach to education for sustainable development: a horizontal comparison of three Norwegian school cases. Nordic Journal of Comparative and International Education (NJCIE). 10(2), p. 1–20. doi: 10.7577/NJCIE.6314. Full text in Research Archive
• Warnatsch, Rahel Johanna; Parish, Karen; Lugo, Ricardo Gregorio & Kiuppis, Florian (2025). Inclusive Education: Piloting a Comprehensive Attitudes Measure. Nordic Studies in Education. ISSN 1891-5914. 45(3), p. 181–201. doi: 10.23865/nse.v45.6686. Full text in Research Archive Show summary

  This study develops and pilots the Attitudes towards Inclusive Education (AtIE) survey, addressing the need for comprehensive measurement of both implicit and explicit attitudes towards the conceptual ideals of inclusive education (IE). Adapting two well-evaluated measures for the AtIE, it is piloted with 46 Norwegian IE teacher-students. Results demonstrate psychometric quality and notable differences between implicit and explicit attitudes towards IE. Novel evaluations of the implicit measure show promise but areas for refinement. Through critical discussion and extensive appendix use, the AtIE may be valuable for understanding the complex nature of attitudes towards IE, benefiting both research and teacher education.

• Pirta-Dreimane, Rūta; Brilingaitė, Agnė; Roponena, Evita; Parish, Karen; Grabis, Jānis & Lugo, Ricardo Gregorio [Show all 7 contributors for this article] (2024). Try to esCAPE from Cybersecurity Incidents! A Technology-Enhanced Educational Approach. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-024-09769-8. Full text in Research Archive
• Parish, Karen; Warnatsch, Rahel Johanne; Torgersen, Leanne Noelle Strom & Lugo, Ricardo Gregorio (2024). A Pilot Feasibility Study on The Use of Virtual Reality Simulation Training for Parent-Teacher Consultations to Enhance Self-Efficacy in Pre-Service Teachers. Journal of Teacher Education and Educators (JTEE). ISSN 2147-0456. 13(1), p. 29–47. Full text in Research Archive Show summary

  A barrier to teacher retainment is the lack of professional preparedness. Limitations with live, hands-on teacher training can contribute to inadequate preparedness, particularly in home-school collaboration. This pilot feasibility study explored using virtual reality simulation (VRS) technology with ninety-seven pre-service teachers in Norway, embedded within a flipped learning design session. Results from the qualitative post session interviews describe how the VRS training supported pre-service teachers in feeling better prepared with conducting parent-teacher consultations. This is supported by quantitative self-efficacy assessments. Thus, using VRS for supporting niche areas such as parent-teacher cons

• Tilden, Solveig; Parish, Karen; Mishra, Deepti; Lugo, Ricardo Gregorio & Andersen, Per Normann (2024). Humanoid Robots as Learning Assistants? Useability Perspectives of Grade 6 Students. Technology, Knowledge and Learning. ISSN 2211-1662. 30. doi: 10.1007/s10758-024-09731-8. Full text in Research Archive Show summary

  Despite the increasing number of robots in educational settings, they are relatively new, with ambiguous research findings regarding a robot’s influence on students’ learning, psychosocial aspects, and gender differences. In this study, 17 Grade 6 students in a Norwegian school participated in a human–robot interaction (HRI) session with mathematics and programming tasks followed by focus group interviews to explore their experiences. Thematic analysis resulted in four main themes: (1) Technical aspects, (2) Robots as educational assistants, (3) Robot features, and (4) Attitudes regarding robots. Overall, the students found the robot entertaining, providing mastery experiences in mathematics and programming. Some technical difficulties were experienced, and the robot’s lack of facial expressions, emotions, and tailored feedback created interaction challenges. Gender differences regarding interest in people versus things were found. The implementation of robots in education shows potential, however, more research is needed, especially longitudinal exploring the impact of HRI in education.

• Rani, Anshul; Pande, Akshara; Parish, Karen & Mishra, Deepti (2023). Teachers’ Perspective on Robots Inclusion in Education – A Case Study in Norway. In Kuroso, Masaaki & Hashizume, Ayako (Ed.), Human-Computer Interaction. Springer. ISSN 9783031355714. p. 156–168. doi: 10.1007/978-3-031-35602-5_12. Full text in Research Archive Show summary

  In this study, two teachers in a Norwegian school participated to provide their perspectives on the three-day workshop conducted for Grade 6 students about human-robot interaction (HRI) for learning. The workshop was performed during the COVID-19 pandemic. Teachers who observed students’ behavior during the HRI workshop were interviewed to understand their attitudes towards the use of social robots in educational settings and their perceptions about how the students experienced this. A semi-structured interview was conducted to explore the attitudes and perceptions of the teachers. After performing thematic analysis of the interview data, the study concludes that the robotics learning setup might not be suitable for all subjects. For example, our data analysis reveals that the use of social robots is more suited to Programming, but it is not so well suited for Mathematics; The teachers perceived that the students were happy about their session with social robots, but teachers were concerned that their excitement may fade away with time. In addition, there were concerns over the practicalities of having social robots in class.

• Pirta-Dreimane, Rūta; Brilingaite, A.; Roponena, Evita; Parish, Karen; Grabis, Janis & Lugo, Ricardo Gregorio [Show all 7 contributors for this article] (2023). CyberEscape Approach to Advancing Hard and Soft Skills in Cybersecurity Education. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. doi: 10.1007/978-3-031-35017-7_28. Full text in Research Archive Show summary

  Incorporating gamification elements and innovative approaches in training and educational programs are promising for addressing cybersecurity knowledge gaps. Cybersecurity training should consider a combination of hard and soft skills to deal with the diversity of cyber incidents. Therefore, this research aims to investigate if soft skills such as communication and collaboration enhances students’ performance in practical task execution and if the CyberEscape approach promotes students engagement and self-efficacy. This paper presents a cybersecurity game CyberEscape based on the intervention mapping methodology previously defined in the research. A virtualised infrastructure simulating the business environment works as a hybrid escape room. Physical resources and prepared information materials complement the game to support the scenario and ensure student engagement. The work employs a multiple-methods research approach. Participants filled out questionnaires in the pre-event and post-execution phases. Additionally, the participants were involved in small group semistructured interviews. Results of the pilot study show a positive impact on student competence improvement and increased interest in cybersecurity.

• Mishra, Deepti; Lugo, Ricardo Gregorio; Parish, Karen & Tilden, Solveig (2023). Metacognitive processes involved in human robot interaction in the school learning environment. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. LNCS 14012, p. 85–100. doi: 10.1007/978-3-031-35599-8_6. Full text in Research Archive Show summary

  With the ongoing digital revolution and the ever-increasing develop-ment of new technology, schools must provide students with a grounding in cer-tain technical skills, such as computational thinking, which are likely to be re-quired for future roles, including working with and operating robots. For such robot human interaction to be successful, introduction of robots into school learn-ing environments is crucial. However, we also need to better understand the learning processes involved in this human robot interaction. Acknowledging the importance of metacognitive processes as an essential aspect in achieving learn-ing outcomes in educational contexts, this article investigates the experiences of students in human-robotic interactions and related tasks (programming and math) by exploring the student´s self-assessment of perceived performance (JOP), mo-tivation (fun and difficulty) and learning. This aim has been achieved through a pilot study whereby the authors conducted a three-day workshop with grade 6 students and collected pre and post survey data. The findings contribute knowledge to our understanding of the importance of metacognition and in par-ticular accurate self-assessment as crucial for both motivation and learning with humanoid robots.

• Mishra, Deepti; Inal, Yavuz; Parish, Karen; Romero, Guillermo Arroyo & Rajbhandari, Rumi (2023). Exploring Active and Critical Engagement in Human-Robot Interaction to Develop Programming Skills: A Pilot Study. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. LNCS 14033, p. 340–354. doi: 10.1007/978-3-031-35708-4_25. Full text in Research Archive Show summary

  Humanoid robots can help improve the spatial programming skills of children by making abstract concepts playful, tangible, concrete, and thereby understandable. However, active and critical engagement with robots creates its own challenges, originating from participants or robots. In this study, we explored to what extent programming a humanoid robot is engaging when the robot helps visualize the coding, instructions, and outcome of the process. The results of the study showed that a teaching session before the experiment was helpful, even though participants had previous experience programming with robots. The participants found programming the robot more enjoyable when compared to programming on a PC. They believed that robots could be useful as learning companions under the guidance of a regular teacher to improve their programming skills.

• Pirta-Dreimane, Rūta; Brilingaitė, Agnė; Majore, Ginta; Knox, Benjamin James; Lapin, Kristina & Parish, Karen [Show all 8 contributors for this article] (2022). Application of intervention mapping in cybersecurity education design. Frontiers in Education. 7. doi: 10.3389/feduc.2022.998335. Full text in Research Archive Show summary

  Education in Cybersecurity is considered one of the key challenges facing the modern digitized world. Several frameworks, e.g., developed by NIST or ENISA, have defined requirements for cybersecurity education but do not give recommendations for their development. Developing appropriate education offerings need to incorporate theory-based approaches that are evidence supported. Adopting the Intervention Mapping paradigm, we propose an educational framework incorporating validated theoretical and evidence-based approaches to cybersecurity education encompassing stakeholders' input, identified competency needs, and how to implement and evaluate learning outcomes. This paper presents a case study of how Intervention Mapping can be used to help design cybersecurity education, discuss challenges in educational and professional aspects of cybersecurity, and present an applied educational approach based on Intervention Mapping and its evaluation.

• Mishra, Deepti; Parish, Karen; Lugo, Ricardo Gregorio & Wang, Hao (2021). A framework for using humanoid robots in the school learning environment. Electronics (Basel). 10(6), p. 1–12. doi: 10.3390/electronics10060756. Full text in Research Archive Show summary

  With predictions of robotics and efficient machine learning being the building blocks of the Fourth Industrial Revolution, countries need to adopt a long-term strategy to deal with potential challenges of automation and education must be at the center of this long-term strategy. Education must provide students with a grounding in certain skills, such as computational thinking and an understanding of robotics, which are likely to be required in many future roles. Targeting an acknowledged gap in existing humanoid robot research in the school learning environment, we present a multidisciplinary framework that integrates the following four perspectives: technological, pedagogical, efficacy of humanoid robots and a consideration of the ethical implications of using humanoid robots. Further, this paper presents a proposed application, evaluation and a case study of how the framework can be used.

• Tilden, Solveig; Lugo, Ricardo Gregorio; Parish, Karen; Mishra, Deepti & Knox, Benjamin James (2021). Gender Differences in Psychosocial Experiences with Humanoid Robots, Programming, And Mathematics Course. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 13096, p. 480–490. doi: 10.1007/978-3-030-90328-2_32. Full text in Research Archive Show summary

  Introduction: There is a gender imbalance in Computer science (CS) and STEM education and careers where males are more represented. With evolving technologies arising and the need for a more diverse workforce, it is important to identify factors that may cause females to be more prone to not persist in CS careers. This study investigated gender differences and psychosocial perceptions of experiences in a CS education class. Method: Twelve students were recruited to the study. Data on judgements of performance and psychosocial aspects of the course was collected (learning, difficulty, enjoyment). Results: There were no significant differences between boys’ and girls’ perceptions of performance and experiences in the course. Females, however, reported small to medium effect sizes in experiencing more learning, more enjoyment and experienced more difficulties than boys in the course. Conclusion: Future studies should control for gender differences in CS and STEM education. Same sex role models might influence experience and perceptions of performance, which can influence persistence of females in CS careers.

• Domarkiene, Ingrida; Ambrozaitytė, Laima; Bukauskas, Linas; Rančelis, Tautvydas; Sütterlin, Stefan & Knox, Benjamin James [Show all 11 contributors for this article] (2021). Cybergenomics: Application of behavioral genetics in cybersecurity. Behavioral Sciences. 11:152. doi: 10.3390/bs11110152. Full text in Research Archive Show summary

  Cybersecurity (CS) is a contemporary field for research and applied study of a range of aspects from across multiple disciplines. A cybersecurity expert has an in-depth knowledge of technology but is often also recognized for the ability to view technology in a non-standard way. This paper explores how CS specialists are both a combination of professional computing-based skills and genetically encoded traits. Almost every human behavioral trait is a result of many genome variants in action altogether with environmental factors. The review focuses on contextualizing the behavior genetics aspects in the application of cybersecurity. It reconsiders methods that help to identify aspects of human behavior from the genetic information. And stress is an illustrative factor to start the discussion within the community on what methodology should be used in an ethical way to approach those questions. CS positions are considered stressful due to the complexity of the domain and the social impact it can have in cases of failure. An individual risk profile could be created combining known genome variants linked to a trait of particular behavior using a special biostatistical approach such as a polygenic score. These revised advancements bring challenging possibilities in the applications of human behavior genetics and CS.

• Parish, Karen (2021). An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts. Prospect: Quarterly Review of Comparative Education. ISSN 0033-1538. p. 1–21. doi: 10.1007/s11125-021-09565-7. Full text in Research Archive Show summary

  This article presents findings from a study that investigated how the global logic of human rights, as incorporated by the International Baccalaureate schools into their policies and practices, is experienced and adhered to by students who are following the International Baccalaureate Diploma Programme (IBDP) in different contexts. In this study, the cases for comparison were a private school in Norway and a state-funded school in Poland. Although selected for their differences, they offered functional equivalence in the standardized diploma program. The study used a multiple-methods approach, includ-ing both quantitative and qualitative data. Findings reveal significant differences between students’ levels of adherence to human rights logic. Reasons for this difference point both to logic hybridity within the school organization and a diverse school learning community.

• Silva, Ana Lucia Lennert Da & Parish, Karen (2020). National curriculum policy in Norway and Brazil: translations of the global accountability logic. Nordic Journal of Comparative and International Education (NJCIE). 4(2), p. 64–83. doi: 10.7577/njcie.3721. Full text in Research Archive Show summary

  This paper addressedin what ways national curriculum policy in Norway and Brazil adoptedthe global accountability logic of which OECD and other international organizations are proponents. It borrowedfrom an institutional logics perspective to explain the complexity found within the accountability logic across these two nation-states. The method used was thematic analysis of the national curriculum policy. The findings revealed that national curriculum policy is informed by the international context, but translated within national contexts. Norway elaborated the accountability logicto encompass multiple aspects of thislogic that reinforced each other to create a cohesive policy. In Brazil, tensions between different social groups resulted in a curriculum policy with contradictory aspects of the accountability logic. The translations of the global accountability logic reflected the context-specific features of each country andillustratedboth homogeneity and heterogeneity that still exists in different educational contexts.

• Parish, Karen (2019). A measure of human rights competence in students enrolled on the International Baccalaureate Diploma Programme. Oxford Review of Education. ISSN 0305-4985. p. 1–15. doi: 10.1080/03054985.2018.1551801. Full text in Research Archive
• Parish, Karen (2019). A theoretical approach to understanding the global/local nexus: The adoption of an institutional logics framework. Nordic Journal of Comparative and International Education (NJCIE). 3(2), p. 3–19. doi: 10.7577/njcie.3027. Full text in Research Archive Show summary

  This article takes as its starting point the theoretical debate within the field of Comparative and International Education surrounding the way in which the global/local nexus is understood and researched. Attempting to move the debate forward, the paper introduces the institutional logics approach as one way in which the global/local nexus can be explored. Institutional logics focus on how belief systems shape and are shaped by individuals and organisations. A framework, based on the institutional logics approach, is presented in this paper taking the phenomenon of human rights education as an illustration. The author proposes that by adopting an institutional logics approach and framework we can gain a better theoretical and empirical understanding of the global/local nexus and at the same time provide a much-needed bridge between the opposing views within this ongoing debate in the field of Comparative and International Education.

• Parish, Karen (2018). Logic hybridity within the International Baccalaureate: the case of a state school in Poland. Journal of Research in International Education. ISSN 1475-2409. 17(1), p. 49–66. doi: 10.1177/1475240918768986. Full text in Research Archive
• Parish, Karen (2015). Studying Global Human Rights Education. Theoretical and Empirical Approaches. Opuscula Sociologica. ISSN 2299-9000. doi: 10.18276/os.2015.1-02. Full text in Research Archive Show summary

  Within the field of comparative and international studies of education, a theoretical debate concerning the nature and extent of globalization thrives between those known as “world culture” theorists, positioned within neo-institutionalism, and their critics. Human rights education (HRE) is an emergent field of educational theory and practice that falls within the context of this debate. This article identifying both theoretical and empirical gaps in the research to date explores the thematic approaches that have been taken by scholars in their studies of HRE.

View all works in NVA

• Torgersen, Leanne; Parish, Karen; Brillingaite, Agné & Schulz, Stefan M. (2025). Our Decision-Making Processes and How They Impact Us in Cyberspace · Frontiers for Young Minds. doi: https:/kids.frontiersin.org/articles/10.3389/frym.2025.1456348. Full text in Research Archive Show summary

  As humans, we are very good at processing information quickly and making decisions based on that information. But unfriendly individuals online may take advantage of these factors that make us human by encouraging us to make fast decisions, such as responding to urgent-sounding messages. This article explains the concepts of our intuitive (fast) and rational (slow) decision-making processes. It also discusses a common approach that unfriendly online individuals use in their attempts to hack or gain access to our smart phones or computers and capture our personal information. Finally, readers will learn how mindfulness can help them slow down and be present in the moment, which will help them to decide how best to respond, if at all, to the information they receive online.

• Brilingaitė, Agnė; Parish, Karen & Torgersen, Leanne (2025). Understanding Cyber Threats: A Safe Journey in Cyberspace · Frontiers for Young Minds. doi: https:/kids.frontiersin.org/articles/10.3389/frym.2025.1456020. Full text in Research Archive Show summary

  People use digital devices every day. These devices help people with their work, help students engage in their studies, and provide people of all ages with entertainment. Through an internet connection, digital devices are connected to the global network that is called cyberspace. This article explains the concept of cyberspace and its threats. Most people enjoy cyberspace opportunities and use devices to communicate. However, others exploit cyberspace for unfriendly purposes. They work like thieves on the streets and steal digital data. Do you know how they can steal your data? This article explains how our daily behaviors in cyberspace can lead us into digital traps if we are not careful. We will also teach you about safety measures and how to use them, so you can safely enjoy your time online.

• Parish, Karen & Silva, Ana Lucia Lennert Da (2024). Methodological approaches to researching the global/local nexus. Full text in Research Archive
• Parish, Karen & Somby, Hege Merete (2023). Innovations in education for inclusive education – Norway. Full text in Research Archive
• Parish, Karen; Didham, Robert J. & Raaf, Sacha de (2023). Education for Sustainable Development - An interdisciplinary approach. Full text in Research Archive
• Parish, Karen & Mishra, Deepti (2023). Humanoid robots in the school learning environment – A motivational tool for learning computational thinking and programming skills . Full text in Research Archive
• Mishra, Deepti; Lugo, Ricardo Gregorio; Parish, Karen & Tilden, Solveig (2023). Metacognitive processes involved in human robot interaction in the school learning environment. Full text in Research Archive Show summary

  With the ongoing digital revolution and the ever-increasing develop-ment of new technology, schools must provide students with a grounding in cer-tain technical skills, such as computational thinking, which are likely to be re-quired for future roles, including working with and operating robots. For such robot human interaction to be successful, introduction of robots into school learn-ing environments is crucial. However, we also need to better understand the learning processes involved in this human robot interaction. Acknowledging the importance of metacognitive processes as an essential aspect in achieving learn-ing outcomes in educational contexts, this article investigates the experiences of students in human-robotic interactions and related tasks (programming and math) by exploring the student´s self-assessment of perceived performance (JOP), mo-tivation (fun and difficulty) and learning. This aim has been achieved through a pilot study whereby the authors conducted a three-day workshop with grade 6 students and collected pre and post survey data. The findings contribute knowledge to our understanding of the importance of metacognition and in par-ticular accurate self-assessment as crucial for both motivation and learning with humanoid robots.

• Pirta-Dreimane, Rūta; Brilingaite, A.; Roponena, Evita; Parish, Karen; Grabiss, Janis & Lugo, Ricardo Gregorio [Show all 7 contributors for this article] (2023). CyberEscape Approach to Advancing Hard and Soft Skills in Cybersecurity Education. Full text in Research Archive
• Parish, Karen; Silva, Ana Lucia Lennert Da & Tavares, Vander (2023). Inclusive Education and Special Needs Education in Norway: Possibilities and Challenges. Full text in Research Archive
• Silva, Ana Lucia Lennert Da; Tavares, Vander & Parish, Karen (2023). Inclusive Education and Special Needs Education in Norway: Between Policy and Practice. Full text in Research Archive
• Tavares, Vander; Parish, Karen & Silva, Ana Lucia Lennert Da (2023). Supporting Gifted Students in Norway​. Full text in Research Archive
• Pirta-Dreimane, Ruta; Brilingaitė, Agne; Roponena, Evita & Parish, Karen (2022). Multi-dimensional Cybersecurity Education Design:A Case Study. Full text in Research Archive
• Parish, Karen; Somby, Hege Merete & Dittrich, Lynn (2022). INN builds capacity - student active learning approaches and virtual reality simulation. Full text in Research Archive
• Parish, Karen & Mishra, Deepti (2022). A Framework and empirical approach to using humanoid robots in the school learning environment . Full text in Research Archive
• Tilden, Solveig; Lugo, Ricardo Gregorio; Parish, Karen; Mishra, Deepti & Knox, Benjamin James (2021). Gender Differences in Psychosocial Experiences with Humanoid Robots, Programming, And Mathematics Course. Full text in Research Archive
• Parish, Karen & Somby, Hege Merete (2019). Inclusive education- examples from Norway and Poland. Full text in Research Archive
• Parish, Karen & Warnatsch, Rahel (2019). Understanding the role of implicit and explicit attitudes to further the promotion of inclusive education. Full text in Research Archive
• Parish, Karen (2019). An embedded human rights logic? A comparative study of International Baccalaureate schools in Norway and Poland. Full text in Research Archive
• Parish, Karen & Somby, Hege Merete (2019). The development of active learning methods as a way to promote trainee teachers resilience. Full text in Research Archive
• Burner, Tony & Parish, Karen (2017). Developing teacher competence in culturally diverse classes: The role of empathy. Full text in Research Archive Show summary

  Increased globalization and internationalization have an impact on economy, environment, culture and education, which in turn should lead to changes in how we think about education (Council of Europe, 2014). There is no doubt that classrooms are getting more and more culturally and linguistically diverse (Miller, Kostogriz, & Gearon, 2009). More culturally and linguistically diverse classrooms can pose particular challenges for teachers teaching in schools of the future and the students within those schools. Challenges can be related but not restricted to second/foreign language issues, cultural codes and practices, and unfamiliarity with educational systems in the country of residence (Biseth, 2009, 2010; Miller, Kostogriz & Gearon 2009). In Norway, a committee appointed by the government, called the Ludvigsen Committee (The Norwegian Government, 2014), was assigned the task of assessing today’s school subjects against the needs of the future. The committee submitted a final report in June 2015 called ‘School of the future: Renewal of school subjects and competencies’ (NOU, 2015:8). In this report importance was placed on competence for cultural diversity and democracy (OECD, 2013). The setting for this study is Norway and the context the International Teacher Education for Primary Schools (ITEPS) program. This is a Bachelor program that educates students to become teachers (grades 1-7) in an international setting. Within this context this paper reports on an ongoing study that asks the question; how can competence for cultural diversity be nurtured and assessed in culturally and linguistically diverse classrooms? Firstly, in order to nurture competence for cultural diversity it has been argued that ethno-cultural empathy is important (Parish, 2016, forthcoming). Therefore the students will engage in activities that are designed to nurture ethno-cultural empathy. These activities will be taken from the European Council’s TASKs for democracy (Council of Europe, 2015). Directly after the completion of each activity students will evaluate their experiences and perceived outcome orally. They will also complete a short electronic questionnaire, with a scale of 1-5, plus open comments, asking them specifically what they learnt in relation to their ethno-cultural empathy. Secondly, in order to assess competence for cultural diversity the Scale of ethno-cultural empathy (Wang et al., 2003) will be used to measure the extent to which people are able to empathize with those who are ethnically different from themselves. This scale will be completed by students enrolled on the ITEPS program upon entering the program. Finally, after the completion of all the activities students will be asked to complete the scale of ethno-cultural empathy again. To date the activities from TASKs for democracy (Council of Europe, 2015) have been trialed and evaluations completed by students enrolled on the ITEPS program in 2016. This paper will report on the data collected and will reflect on how the nurturing of ethno-cultural empathy has raised the student teahcer’s awareness and readiness to work in culturally and linguistically diverse classrooms.

• Parish, Karen (2018). An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts. Universitetet i Innlandet. ISSN 9788271844158. Full text in Research Archive Show summary

  The main contribution of this thesis is increased knowledge about if and how the global logic of human rights, is embedded in the International Baccalaureate from the global to the local level. The study adopts a comparative case study approach that takes the global human rights logic as the phenomenon of interest. A vertical comparison is adopted to explore if and how the global human rights logic is embedded in the International Baccalaureate at the global level (macro), how it is experienced at the local level (meso) and how it is adhered to at individual level (micro). At the same time, a horizontal comparison is adopted to explore between different International Baccalaureate school contexts (meso) and between individual students who are taking the International Baccalaureate Diploma Programme (micro). This study has contributed a new methodological tool for assessing student adherence to the human rights logic that can be used to give an overview of the competence that students have. At the same time, by adopting the institutional logics perspective this thesis contributes a theoretical framework that enables the complexity of the institutional environment to be explored at different levels of abstraction, thus contributing to our understanding of how logics at the global organisational level filter down and impact at the local level. The findings reveal that the global logic of human rights is very much evident in the historical development of the International Baccalaureate and continues to the present day. However, variation in student levels of adherence to this human rights logic varies significantly both within and between school contexts. When exploring how the experience of the school learning community influenced the adherence of students the following aspects emerged: the types and variety of subjects offered, the types and variety of extra-curricular activities offered, the lived experience of diversity that students have, and logic hybridity in the school learning community. At the same time, students were also influenced by their experiences outside of the SLC such as family life, their friendships, and the media. In light of these findings, it is recommended that further consideration is given by the International Baccalaureate to how they ensure that their mission aims are fulfilled in the increasingly diverse school contexts in which they are now operating.

View all works in NVA