Research topic/aim: Living in the Anthropocene era gives rise to a multitude of intricate global challenges, encompassing climate change,biodiversity loss, and food scarcity. These challenges are central to the discourse on sustainability, as there is widespreadrecognition of an urgent need for the adoption of a more sustainable living, through a variety of potential pathways,objectives, and outcomes to achieve it. Consequently, it becomes essential to view sustainable development as an endeavourthat embodies democratic principles, with the educational sector assuming a critical role in guiding humanity towards a moresustainable future (Lundegård & Caiman, 2019). As Ideland (2016) notes, teachers have a significant responsibility inpreparing the next generation for their future. To meet this challenge, teachers themselves need to develop anunderstanding of their pedagogical approaches in the context of sustainable development (McNaughton, 2012). Hence, theaim of the study is to contribute with knowledge on how teachers enact their teaching when pupils get increased influence.

Theoretical framework: The theoretical framework is grounded in sociocultural theory wherein learning occurs through social interactions with others,and communication, employing language and tools, constitutes a salient dimension thereof (Vygotsky, 1978).

Methodological design:The methodology employed for the data collection draws inspiration from educational design research. The close collaboration between researchers and practitioners facilitates a collaborative enhancement of didactical practices (HenningLoeb et al., 2019).The empirical data comprises audio-visual recordings of conducted lessons and is analysed by applying concepts within thestudy’s theoretical framework.Expected conclusions/findings On an overarching level, tentative findings indicate that teachers, by way of applying democratic principles, vary their teaching in response to the increased influence of pupils within the interactive learning environment.

Relevance to Nordic educational research: The study contributes to Nordic educational research as it sheds light on teaching and teachers’ learning when adapting pedagogical approaches to prepare future generations for the challenges of the Anthropocene era. By emphasizing howsustainability issues can be integrated into educational practices, including increased pupil influence, this researchcontributes to Nordic educational research, addressing both the current pressing Nordic but also global challenges as weembark on the educational adventures of the future.

References:

Henning Loeb, I., Langelotz, L., & Rönnerman, K. (2019). Att utveckla utbildningspraktiker: Analys, förståelse och förändringgenom teorin om praktikarkitekturer (1 ed.). Studentlitteratur AB. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-21714

Ideland, M. (2016). Den KRAV-märkta människan. Celanders förlag.

Lundegård, I., & Caiman, C. (2019). Didaktik för naturvetenskap och hållbar utveckling - Fem former av demokratisktdeltagande Education for science and Sustainable Development - Four forms of Democratic Participation [article]. Nordina: Nordic Studies in Science Education, 15(1). https://doi.org/10.5617/nordina.4822

McNaughton, M. J. (2012). Implementing Education for Sustainable Development in schools: learning from teachers’reflections. Environmental Education Research, 18(6), 765-782. https://doi.org/10.1080/13504622.2012.665850

Vygotsky, L. S. (1978). Mind in Society The Development of Higher Psychological Processes. Harvard University Press.https://doi.org/10.2307/j.ctvjf9vz4