This paper explores approaches to the integration of competencies for a democratic culture (CDC; CoE, 2017) in VET curricula through different examples from European countries.  Education should prepare individuals to engage meaningfully in democratic life, which involves the cultivation of ethical and political agency, and the ability to engage in dialogue and decision-making in the public. However, the understanding of what ‘curriculum’ is varies across the world due to historical, ideological/political, social, and cultural factors. Notions of curriculum – and conceptualisations of democracy and citizenship – are contested, shaped over time by dominant curriculum ideologies and amalgamations of them (Schiro, 2012). Our theoretical perspective emphasises the curriculum as something that is created, or more aptly, ‘made’ by practitioners and other actors working with each other – not only within but also across multiple layers or sites of education systems, for example schools and district offices, policymaking arenas, and national agencies (Alvunger et al, 2021). It is recognised that in terms of curriculum what is “intended” is not always “enacted” (Billett, 2014) within classrooms and other workplaces. Much depend upon the personal agendas of teachers/trainers, students, college managers and on other actors closely involved in delivery (cf. Nylund, Rosvall & Ledman, 2017). 

The rise of far-right forces in Europe, the increase in the number ofilliberal and autocratic regimes, and influence operations against European democracies call for anew role of citizenship education. While education policy has previously focused on issues of justice,inequality and inclusion, the focus of new far-right parties and governments is now on curriculumcontent and related cultural issues. In this article, we discuss the implications of changes in theEuropean political landscape for citizenship curriculum making. We propose a research and development approach that connects two broad perspectives − curriculum studies and critical educationalscholarship − and covers three areas: study of changing concepts of citizenship and educationneeds of young people; analysis of factors contributing to connections and disconnections betweenEuropean and national policies in citizenship education; and new models of curriculum making atthe meso-sites. The necessity for broader collaboration between researchers across disciplines andnational contexts is highlighted, and the potential as well as limits of the proposed approach tocurriculum making in the field of citizenship education are discussed.

Teaching in culturally heterogeneous classrooms presents both opportunities and pedagogical challenges, particularly when addressing sensitive issues such as racism, gender, religion, and normative assumptions. This booklet, developed within the Erasmus project BAGSKOL with support from EUniWell, explores strategies for handling these complexities in teacher education. Drawing on contributions from students, researchers, and educators across five European universities, it provides resources to foster culturally responsive and reflective practices. The aim is to inspire dialogue, deepen understanding, and strengthen inclusive and democratic values within higher education and teacher training.

Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research. 

Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies. 

Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity – which comprise the majority of the research – the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning. 

Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account. 

This paper explores and discusses the role of research in teacher education and teachers’ professional development. It does so by presenting some perspectives on research-based teacher education and conceptual frameworks for teacher professionalism. The relationship between theoretical and practical knowledge is discussed together with central dimensions of teacher professionalism. Three metaphors and figures of thought for the theory–practice relationship are introduced and discussed: research as a mirror, as a compass, and as a stone in the shoe. Against this backdrop, a couple of examples of models for teachers’ professional development through critical engagement and enquiry are presented. Special attention is given to a critical dialogical model for teacher education and professional development that promotes reflective learning through sharing experiences and engaging with theoretical frameworks. This model integrates reflective-analogical, critical-analytical, and interactive self-building processes, enabling teachers and students to transform their knowledge and practices based on new insights. 

This chapter theorizes the relationship between two currently significant concepts in educational discourse, curriculum making and teacher agency, illustrating how they are symbiotic. Drawing upon applicable literature and theories, the chapter explores each concept separately, before analyzing the complex relationship between them. Utilizing an ecological understanding of agency, the authors argue that curriculum making is dependent upon teacher agency, and that, moreover, teacher agency is fostered and strengthened by meaningful curriculum making as a social practice across several sites of activity. The chapter concludes with some reflection about how policy might be formulated more holistically and systemically to enhance both curriculum making and teacher agency in mutually enriching ways.