Daniel Olsson
Biographic Data
| ID | 3059666 |
|---|---|
| NAME | Daniel Olsson |
| GIVEN NAMES | Daniel |
| FAMILY NAME | Olsson |
| SIGNATURE | OLSSON D |
| AFFILIATIONS | Karlstad University |
| ORCID | 0000-0002-8965-4312 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 133 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
The Photosynthesis Literacy Framework – Updating Educational Perspectives on Photosynthesis Education
The teaching of photosynthesis in secondary schools often follows a mechanistic, decontextualized approach that lacks integration with the broader implications of this biochemical process on societal and sustainability issues. Contemporary science education frequently overlooks the significance of photosynthesis for life on Earth and human society. This study aims to identify a Photosynthesis Literacy Framework —a research-based curricular framew…
The effectiveness of the action competence teaching approach in biodiversity education – taking Actions for Insects
Widespread loss of biodiversity is a major environmental issue around the globe. Science education can play a key role in educating about biodiversity loss and conservation, helping to embed the importance of sustaining biodiversity in society. It is critical to measure the effectiveness of teaching approaches focusing on biodiversity conservation to strengthen education in this field. Therefore, this study presents a novel teaching approach to f…
A quality education for sustainability teaching (Quest) framework
The Anthropocene, characterized by human behavior acting as a formidable force of nature, casts the question what it means to be human in new light. Consequently, discussions on quality education need revisiting. Drawing from the literature on quality education for sustainability (EfS) and decolonization of education, we investigate consequences for teaching and learning. We then zoom in on teaching approaches aimed at equipping current and futur…
The role of ESD facilitators in bringing about change in schools
This study investigates the experiences of teachers in middle leading positions who worked as ESD facilitators during a three-year whole school approach project designed to implement education for sustainable development (ESD). Five schools in a Swedish municipality participated in the project to integrate ESD into their organisation and teaching practice. Project activities involved school leaders, teachers, and ESD facilitators, with the facili…
Student perspectives on quality education at their school
Considering the problematic human-nature relationship caused complex sustainability problems, quality education should prepare students for facing the challenges ahead. Therefore, educational practitioners, policy makers, and researchers need monitoring tools. We posit that a comprehensive approach to teaching for sustainability adds quality to education for sustainability. The current study builds on earlier theoretical work on quality education…
A systematic review of self-assessment scales on action competence in environmental and sustainability education
Environmental and Sustainability Education (ESE) has the potential to empower learners to become agents of democratic transformation toward sustainability. Part of this lies in ESE's potential to foster action competence (AC) among learners. To capture this potential, ESE should be informed by feedback from adequate assessment instruments. The most common type is self-assessment scales, enabling large-scale statistical analyses. Drawing on theori…
The relationship between student participation and students’ self-perceived action competence for sustainability in a whole school approach
This study examines the relation between student experiences of participation in a whole school approach (WSA) and students' self-perceived action competence.We surveyed 902 students in three Norwegian upper-secondary schools participating in an education for sustainable development (ESD) programme.The questionnaire measured students' experiences in decision-making and influencing within a WSA, containing the components: (1) school and leadership…
Developing action competence for sustainability – Do school experiences in influencing society matter
In terms of developing students’ action competence when it comes to sustainability, the research literature highlights the importance of sustainability action taking in education for sustainable development. However, few studies have statistically investigated the relation between sustainability action taking and students’ action competence. Recognising the importance of action taking in education for sustainable development, this study investiga…
Do students have anything to say? Student participation in a whole school approach to sustainability
The article demonstrates how a questionnaire gauging students’ experiences of participation in decision-making at their school can operationalise student participation in a whole school approach (WSA) to education for sustainable development model. Some 902 students in three upper secondary schools participated in the study by giving their answers to Likert-scale items developed to tap into their experience of participation in the decision-making…
Validity of Three Survey Questions for Self-Assessed Sedentary Time
Time spent in sedentary behavior (SB) has increased during the last decades. Accurate assessments are of importance when studying health consequences of SB. This study aimed to assess concurrent validity between three different questions for self-reported sitting and thigh worn accelerometer data. In total, 86 participants wore the ActivPAL accelerometer during three separate weeks, assessing sitting time with different questions each week. The q…
Developing school leading guidelines facilitating a whole school approach to education for sustainable development
This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination w…
The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability
This study revisits the seminal question of the effectiveness of education for sustainable development (ESD) by using a novel longitudinal approach. Scholarly attention in the past decade has been increasingly directed towards the concept of action competence for sustainability. However, little is still known about the effects of ESD as a teaching approach to help develop students’ action competence for sustainability. This study therefore adopts…
Teachers’ ESD self-efficacy and practices
This longitudinal quantitative study investigated teachers’ development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with …
The effect of current and future maternal exposure to near-surface ozone on preterm birth in 30 European countries—an EU-wide health impact assessment
Preterm birth is the largest contributor to neonatal mortality globally and it is also associated with several adverse health outcomes. Recent studies have found an association between maternal exposure to air pollution and an increased risk for preterm birth. As a constituent of air pollution, ozone is a highly reactive molecule with several negative health effects when present near earth’s surface. This health impact assessment aims to estimate…
Productivity, Satisfaction, Work Environment and Health after Relocation to an Activity-Based Flex Office—The Active Office Design Study
Implementation of activity-based flex offices (AFOs) are becoming increasingly common. The aim of this study was to evaluate the effects of an AFO on perceived productivity, satisfaction, work environment and health. Questionnaire data from the longitudinal, quasi-experimental Active Office Design Study was used. The study evaluates a public organization relocating staff to either an AFO or to cell offices. Measures from baseline, 6 and 18 months…
Redefining action competence
The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We call the latter education for sustainable development (E…
Associations between Vehicle Exhaust Particles and Ozone at Home Address and Birth Weight
We have studied the associations between exhaust particles and birth weight. Adjustments were made for ozone and potential confounding factors at the individual level. The study included all singletons conceived between August 2003 and February 2013 with mothers living in Greater Stockholm. We obtained record-based register data from the Swedish Medical Birth Register. Data concerning the parents were provided by Statistics Sweden. Exposure level…
Underlying Factors Explaining Physical Behaviors among Office Workers—An Exploratory Analysis
Studies using technical measurements of physical behavior show wide interindividual variations. This study aimed to explore underlying factors related to sitting, standing and walking among office workers. Cross-sectional data for background characteristics, work-related variables, and device-based measures for sitting, standing and walking were collected among office workers in either a cell office or a flex office with activity-based work. Data…
A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden
Education for sustainable development (ESD) is promoted as one important component in the endeavor toward sustainable development. Goal 4 in the Sustainable Development Goals (UN in Sustainable development goals—17 goals to transform our world, 2017) in particular targets the role of ESD in this respect. The importance of cultural specificity in ESD is emphasized in numerous international policy documents, but there are few cross-cultural studies…
Self-perceived action competence for sustainability
This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors,…
Green schools in Taiwan – Effects on student sustainability consciousness
The Sustainability Consciousness Questionnaire
In this paper, the concept of sustainability consciousness, an individual's experience and awareness of sustainable development, is introduced. Based on UNESCO's definition of sustainable development, a sustainability consciousness questionnaire (SCQ) is theoretically and empirically developed. Using the data of 638 respondents from Sweden aged 18–19 years old, the scale is developed in two versions. The long version (SCQ‐L) can be used to measur…
The adolescent dip in students' sustainability consciousness—Implications for education for sustainable development
Previous research has shown that interest in and concern about environmental issues tends to decrease in adolescence, but less is known about adolescents' broader consciousness of sustainable development, also including economic and social issues. This study investigates students' sustainability consciousness in the transition to adolescence. This was done by surveying 2,413 Swedish students in the sixth, ninth and twelfth grades using an age-ada…
The Effectiveness of Education for Sustainable Development
Perhaps the most important issue in our time is how to sustain our planet’s resources, while developing wealth and well-being for a growing population. This monumental task has been defined in the concept of sustainable development (SD). During the last few decades the world communities have agreed upon addressing SD through international treaties. As a response Education for Sustainable Development (ESD) has been launched as an answer to cope wi…
Exposure to Seasonal Temperatures during the Last Month of Gestation and the Risk of Preterm Birth in Stockholm
Recent evidence from studies performed mainly in warm climates suggests an association between exposure to extreme temperatures late in pregnancy and an increased risk of preterm delivery. However, there have been fewer studies on the effect of low temperatures. The aim of this study is to explore the potential association between both heat and cold during late pregnancy and an increased risk of preterm birth in the northern location of Stockholm…
Self-perceived action competence for sustainability
This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors,…
The Sustainability Consciousness Questionnaire
In this paper, the concept of sustainability consciousness, an individual's experience and awareness of sustainable development, is introduced. Based on UNESCO's definition of sustainable development, a sustainability consciousness questionnaire (SCQ) is theoretically and empirically developed. Using the data of 638 respondents from Sweden aged 18–19 years old, the scale is developed in two versions. The long version (SCQ‐L) can be used to measur…
The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness
During the past decade, numerous schools in Sweden have implemented education for sustainable development (ESD) as an explicit guiding approach in teaching. In this paper, we investigate the effect
The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability
This study revisits the seminal question of the effectiveness of education for sustainable development (ESD) by using a novel longitudinal approach. Scholarly attention in the past decade has been increasingly directed towards the concept of action competence for sustainability. However, little is still known about the effects of ESD as a teaching approach to help develop students’ action competence for sustainability. This study therefore adopts…
Teachers’ ESD self-efficacy and practices
This longitudinal quantitative study investigated teachers’ development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with …
Green schools in Taiwan – Effects on student sustainability consciousness
Do students have anything to say? Student participation in a whole school approach to sustainability
The article demonstrates how a questionnaire gauging students’ experiences of participation in decision-making at their school can operationalise student participation in a whole school approach (WSA) to education for sustainable development model. Some 902 students in three upper secondary schools participated in the study by giving their answers to Likert-scale items developed to tap into their experience of participation in the decision-making…
Developing action competence for sustainability – Do school experiences in influencing society matter
In terms of developing students’ action competence when it comes to sustainability, the research literature highlights the importance of sustainability action taking in education for sustainable development. However, few studies have statistically investigated the relation between sustainability action taking and students’ action competence. Recognising the importance of action taking in education for sustainable development, this study investiga…
The relationship between student participation and students’ self-perceived action competence for sustainability in a whole school approach
This study examines the relation between student experiences of participation in a whole school approach (WSA) and students' self-perceived action competence.We surveyed 902 students in three Norwegian upper-secondary schools participating in an education for sustainable development (ESD) programme.The questionnaire measured students' experiences in decision-making and influencing within a WSA, containing the components: (1) school and leadership…
Developing school leading guidelines facilitating a whole school approach to education for sustainable development
This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination w…
Temporal Variation in Air Pollution Concentrations and Preterm Birth—A Population Based Epidemiological Study
There is growing evidence of adverse birth outcomes due to exposure to air pollution during gestation. However, recent negative studies are also reported. The aim of this study was to assess the effect of ozone and vehicle exhaust exposure (NO(2)) on the length of the gestational period and risk of preterm delivery. We used data from the Swedish Medical Birth Registry on all vaginally delivered singleton births in the Greater Stockholm area who w…
Development of NO2 and NOx land use regression models for estimating air pollution exposure in 36 study areas in Europe – The Escape project
Does feeling respected influence return to work? Cross-sectional study on sick-listed patients’ experiences of encounters with social insurance office staff
Long-term sick-listed patients find that their self-reported ability to return to work is affected by positive and negative encounters with social insurance office staff. This effect is further enhanced by feeling respected or wronged, respectively
Odor and Noise Intolerance in Persons with Self-Reported Electromagnetic Hypersensitivity
Lack of confirmation of symptoms attributed to electromagnetic fields (EMF) and triggered by EMF exposure has highlighted the role of individual factors. Prior observations indicate intolerance to other types of environmental exposures among persons with electromagnetic hypersensitivity (EHS). This study assessed differences in odor and noise intolerance between persons with EHS and healthy controls by use of subscales and global measures of the …
The Effectiveness of Education for Sustainable Development
Perhaps the most important issue in our time is how to sustain our planet’s resources, while developing wealth and well-being for a growing population. This monumental task has been defined in the concept of sustainable development (SD). During the last few decades the world communities have agreed upon addressing SD through international treaties. As a response Education for Sustainable Development (ESD) has been launched as an answer to cope wi…
Exposure to Seasonal Temperatures during the Last Month of Gestation and the Risk of Preterm Birth in Stockholm
Recent evidence from studies performed mainly in warm climates suggests an association between exposure to extreme temperatures late in pregnancy and an increased risk of preterm delivery. However, there have been fewer studies on the effect of low temperatures. The aim of this study is to explore the potential association between both heat and cold during late pregnancy and an increased risk of preterm birth in the northern location of Stockholm…
The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness
During the past decade, numerous schools in Sweden have implemented education for sustainable development (ESD) as an explicit guiding approach in teaching. In this paper, we investigate the effect
Sickness absence and the time-varying excess risk of premature death
Right after start of a sick-leave spell exceeding 30 days, sickness absentees were at higher risk of premature death than the total population. The difference in risk, however, decreased over time and vanished completely after 6 years of follow-up
The adolescent dip in students' sustainability consciousness—Implications for education for sustainable development
Previous research has shown that interest in and concern about environmental issues tends to decrease in adolescence, but less is known about adolescents' broader consciousness of sustainable development, also including economic and social issues. This study investigates students' sustainability consciousness in the transition to adolescence. This was done by surveying 2,413 Swedish students in the sixth, ninth and twelfth grades using an age-ada…
The Sustainability Consciousness Questionnaire
In this paper, the concept of sustainability consciousness, an individual's experience and awareness of sustainable development, is introduced. Based on UNESCO's definition of sustainable development, a sustainability consciousness questionnaire (SCQ) is theoretically and empirically developed. Using the data of 638 respondents from Sweden aged 18–19 years old, the scale is developed in two versions. The long version (SCQ‐L) can be used to measur…
Green schools in Taiwan – Effects on student sustainability consciousness
Redefining action competence
The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We call the latter education for sustainable development (E…
Associations between Vehicle Exhaust Particles and Ozone at Home Address and Birth Weight
We have studied the associations between exhaust particles and birth weight. Adjustments were made for ozone and potential confounding factors at the individual level. The study included all singletons conceived between August 2003 and February 2013 with mothers living in Greater Stockholm. We obtained record-based register data from the Swedish Medical Birth Register. Data concerning the parents were provided by Statistics Sweden. Exposure level…
Underlying Factors Explaining Physical Behaviors among Office Workers—An Exploratory Analysis
Studies using technical measurements of physical behavior show wide interindividual variations. This study aimed to explore underlying factors related to sitting, standing and walking among office workers. Cross-sectional data for background characteristics, work-related variables, and device-based measures for sitting, standing and walking were collected among office workers in either a cell office or a flex office with activity-based work. Data…
A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden
Education for sustainable development (ESD) is promoted as one important component in the endeavor toward sustainable development. Goal 4 in the Sustainable Development Goals (UN in Sustainable development goals—17 goals to transform our world, 2017) in particular targets the role of ESD in this respect. The importance of cultural specificity in ESD is emphasized in numerous international policy documents, but there are few cross-cultural studies…
Self-perceived action competence for sustainability
This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors,…
The effect of current and future maternal exposure to near-surface ozone on preterm birth in 30 European countries—an EU-wide health impact assessment
Preterm birth is the largest contributor to neonatal mortality globally and it is also associated with several adverse health outcomes. Recent studies have found an association between maternal exposure to air pollution and an increased risk for preterm birth. As a constituent of air pollution, ozone is a highly reactive molecule with several negative health effects when present near earth’s surface. This health impact assessment aims to estimate…
Productivity, Satisfaction, Work Environment and Health after Relocation to an Activity-Based Flex Office—The Active Office Design Study
Implementation of activity-based flex offices (AFOs) are becoming increasingly common. The aim of this study was to evaluate the effects of an AFO on perceived productivity, satisfaction, work environment and health. Questionnaire data from the longitudinal, quasi-experimental Active Office Design Study was used. The study evaluates a public organization relocating staff to either an AFO or to cell offices. Measures from baseline, 6 and 18 months…
Validity of Three Survey Questions for Self-Assessed Sedentary Time
Time spent in sedentary behavior (SB) has increased during the last decades. Accurate assessments are of importance when studying health consequences of SB. This study aimed to assess concurrent validity between three different questions for self-reported sitting and thigh worn accelerometer data. In total, 86 participants wore the ActivPAL accelerometer during three separate weeks, assessing sitting time with different questions each week. The q…
Developing school leading guidelines facilitating a whole school approach to education for sustainable development
This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination w…
The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability
This study revisits the seminal question of the effectiveness of education for sustainable development (ESD) by using a novel longitudinal approach. Scholarly attention in the past decade has been increasingly directed towards the concept of action competence for sustainability. However, little is still known about the effects of ESD as a teaching approach to help develop students’ action competence for sustainability. This study therefore adopts…
Teachers’ ESD self-efficacy and practices
This longitudinal quantitative study investigated teachers’ development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with …
Do students have anything to say? Student participation in a whole school approach to sustainability
The article demonstrates how a questionnaire gauging students’ experiences of participation in decision-making at their school can operationalise student participation in a whole school approach (WSA) to education for sustainable development model. Some 902 students in three upper secondary schools participated in the study by giving their answers to Likert-scale items developed to tap into their experience of participation in the decision-making…
The relationship between student participation and students’ self-perceived action competence for sustainability in a whole school approach
This study examines the relation between student experiences of participation in a whole school approach (WSA) and students' self-perceived action competence.We surveyed 902 students in three Norwegian upper-secondary schools participating in an education for sustainable development (ESD) programme.The questionnaire measured students' experiences in decision-making and influencing within a WSA, containing the components: (1) school and leadership…
Developing action competence for sustainability – Do school experiences in influencing society matter
In terms of developing students’ action competence when it comes to sustainability, the research literature highlights the importance of sustainability action taking in education for sustainable development. However, few studies have statistically investigated the relation between sustainability action taking and students’ action competence. Recognising the importance of action taking in education for sustainable development, this study investiga…
Psychology (21 works) · Environmental Education and Sustainability (17 works) · Sustainability (16 works) · Environmental education (13 works) · Pedagogy (13 works) · Education for sustainable development (12 works) · Sociology (12 works) · Medicine (10 works) · Political science (10 works) · Social Psychology (10 works)