As part of citizenship education, the prevention of radicalization and extremism through education (PVE-E) is an urgent initiative of global educational policy. According to research, radicalized individuals, despite the ideology held, have mindsets that challenge equality and social justice. In this light, this study examines the intergroup mindsets of Finnish students aged 16–19 in vocational institutions through a mixed methods research survey (n = 383). Three distinct intergroup mindsets were found in a profile analysis. The findings demonstrate that the intergroup mindsets of the students are predominantly egalitarian, open-minded, and inclusive. However, there are also students whose mindsets are anti-egalitarian and pro-dominance, and for whom Finnishness is a marker of borders and social exclusion. If intensified and manipulated, the views of these youth may become radicalized with serious implications for national security and societal cohesion.We argue that in PVE-E, the focus on critical thinking must be complemented with transformative approaches that support the development of mindsets based on social justice and equality.

This study investigates the nature of teacher–child interaction and teacher scaffolding in Finnish second language (L2) classrooms. Although previous research on classroom interaction has highlighted the importance of scaffolding in language learning, much less is known about the importance of scaffolding for younger children's L2 learning. Utilising a sociocultural approach, this study aims to fill this gap. The data were collected from seven pre-primary/early primary L2 classrooms, with four teachers and 205 children through video recording (56 h) and observational field notes. The interaction analysis focused on the communicative functions of teacher–child interaction, teacher and student initiations, and teachers’ scaffolding children's participation during whole-class and small-group sessions. The results show how teacher–child interaction during small-group sessions supported the children’s active participation in L2 interaction and learning. The results also suggest how changing from teacher-centred modes of classroom interaction to child-centred and playful interaction is challenging and requires strong teacher professionalism. 

Amongst the complex changes in youth, religious development is also particularly salient. This paper analyzes what is the meaning of religion in youth and what are the possible stress factors that one might encounter when upholding a religious worldview in today’s world. The participants of this study were 41 grade 9 students (ages 15–16) attending four different Finnish Christian schools. The results reveal that religion plays a significant role in the lives of the youth. Furthermore, personal faith functioned as a resource in multiple ways, enabling the youth to experience their life as meaningful. Moreover, according to the youth, a personal religious worldview enabled them to find hope, comfort and strength in different life situations. However, religion was also experienced as a stress factor causing challenges in life, such as being subjected to bullying and discrimination. Still, even then the youth viewed religion as an essential part of their life.

The religious landscape in the Nordic countries has changed in recent decades. This article looks at what this means from the perspective of the religious socialisation experiences of Finnish and Swedish youth. Research has shown that the views and values of parents, family, friends, the youth culture and those that are prevalent in school and society as a whole are important for young people's self-development. The intergenerational socialisation of religious traditions and values has diminished as societies have become more secularised. As this topic is scarcely researched, new studies are needed also on young people's perspectives. This article aims to fill the research gap by investigating the kind of impact that parents, school and friends have on young people's religious socialisation.

In this chapter, we explore the meanings, metaphors and material dimensions of space linked to education concerning religions and worldviews in societal Early Childhood Education and Care (henceforth ECEC) in Finland. We argue that learning related to the concept of space is a pedagogical opportunity to make religion understood by young children in increasingly secular societal educational contexts. In exploring the concept of the view of the child, we discuss performativity in religious education and sacred spaces as rich educational environments as they offer a platform for experiential learning in a holistic sense. In the concluding part of the chapter, we discuss the challenges of professionalism that educators face in developing inclusive and sustainable ‘space-thinking’ in religious and worldview education.

Koulukasvatuksen proaktiivista merkitystä ihmisten ja luonnon hyvinvoinnin sekä eko-logisesti ja sosiaalisesti kestävän elämäntavan edistämiselle on viime vuosikymmeninä ko-rostettu sekä kansallisesti että kansainvälisesti. Kestävä tulevaisuus toteutuu, mikäli sen arvot ja tavoitteet näyttäytyvät nuorille merkityksellisinä. Nuorten ajatuksia ei kuitenkaan usein kuulla koulukasvatuksen kehittämispyrkimyksissä. Analysoimme tässä tutkimuksessa toisen asteen opiskelijoitten (N=45) vuonna 2020 toteutetuissa haastatteluissa esittämiä näkemyksiä siitä, mikä koulukasvatuksessa on tavoiteltavaa. Lisäksi tarkastelemme, miten nuorten näkemykset suhteutuvat kasvatuksellisiin pyrkimyksiin rakentaa ekologisesti ja sosiaalisesti kestävää tulevaisuutta. Aineistossa oli hyvin vähän näkemyksiä luonnon hyvin-voinnin edistämisestä mutta sitäkin enemmän sosiaaliseen kestävyyteen liittyviä kehittämis-ehdotuksia. Tutkimus osoitti koulukasvatuksen jännitteisen tehtävän yhtäältä sopeuttaa nuoria nykyiseen yhteiskuntamalliin ja toisaalta tukea heitä toimimaan aktiivisina muutoksentekijöinä kestävän tulevaisuuden rakentamiseksi. Globaalien ongelmien ratkai-semiseksi tarvitaan muutoksia koulukasvatusta ohjaaviin ihanteisiin ja toimintatapoihin niin oppilaitosten sisällä kuin laajemmin yhteiskunnassa.

Asiasanat: ekososiaalinen sivistys, kestävyys, koulukasvatus, nuoret, tulevaisuus

The meeting place of religious and secular worldviews is one of the most important and pressing issues for religion in education. Over only the past few decades, there have been major developments in national and international educational and social policy. Religion in education has taken on an ever-intensifying multiplicity of cultural, social and political agendas. Religions and worldviews in education, in their epistemological orientations, are similarly, and ambiguously, positioned, rooted in a philosophy, and the humanities, religious and worldviews education are permeated, too, with numerous theoretical and methodological orientations from the social and psychological sciences. This chapter shows that class teachers do not perceive learning about one's own religion as a purpose of religious education.