Literacy has long been associated with the knowledge and skills that people need in order to be able to write (write) and understand printed text (read). It has been about one system of symbols, the language of print, and the culture and forms of expression that were associated with it. In schools, it has been considered that skills in this field are first and foremost limited to individuals and can be measured, some are flight-literate while others are illiterate or even illiterate.

Over time, people’s ideas about literacy have changed, and scholars in various disciplines have shed light on this through their research. Although connoisseurs do not agree on everything related to literacy, a few important points can be mentioned that they have pointed out: Literacy is about people’s agreement on the use of language and the meaning of words in a language community and is therefore social in nature. It is subject to tradition and is therefore not a skill that individuals can acquire and apply regardless of place and time, culture and values. Literacy requires writing instruments, material to write on and a medium, e.g. a book, to convey the writing and is therefore partly about technical media and know-how.

Although literacy is about systematic symbols and communication techniques, it should be emphasized that it is first and foremost about the creation of meaning and that the creation of meaning never takes place in a vacuum. For example, two people may understand a particular text in different ways, even though their reading technique, phonological awareness, and vocabulary are very similar. In this case, it cannot be said that they are illiterate, but that their meaning-making is determined by the experience they have and the myriad of situational factors that influence their interpretation and understanding. Some are also difficult to understand without being familiar with the discourse tradition and use of words that are prevalent in various groups in society.

It is not only research on literacy that has changed people’s attitudes towards it, but digital technology has changed the environment in which writing and reading take place. Computers and digital communication devices are widely considered an indispensable part of people’s daily lives, at home as well as in the workplace, and have become self-evident tools in schooling. It is of paramount importance that computers are not only powerful word processing or arithmetic tools, but also tools that can be used for multifaceted meaning-making, e.g. through the use of imagery. Students and teachers therefore do not have to tie themselves to the printed language, but computer technology allows them to use more languages in their studies and teaching. Now they can discuss, in preparation for an observation or project work of various kinds, how it makes sense to gather material and process it. Should it be disseminated in a short film or brochure, radio program or on the web?

In these circumstances, names such as digital literacy, media education and media literacy have emerged. Digital literacy refers to the skills that people need to acquire in order to be able to use computer and network technology for communication and content creation of various kinds. It concerns words as well as photographs, printed matter as well as music, and it concerns the entire spectrum of content management, i.e. resources, processing and dissemination.

The term media education refers to schooling where students use various media in their studies and learn in the process about their usefulness and impact on culture and democracy. The goal is for them to learn how to evaluate mediated content but also receive training in using various media in content creation and knowledge creation. The word media literacy is used to describe the skills and knowledge they acquire through the studies that this entails.

Although the number of tools that can be used in school work has increased, this does not in any way diminish the importance of writing and reading in the traditional sense. As before, it is very important that children master certain reading and writing techniques, but attention is now also focused on all the techniques that students can use in communication, learning and meaning-making – for the benefit of themselves and society.

The main goal of literacy is for students to be active participants in recreating and rewriting the world by creating their own meaning and responding in a personal and creative way to what they read with the help of the media and technology available.

Education for sustainability aims to enable people to deal with issues related to the interaction of the environment, social factors and the economy in the development of society.

The most common understanding of the terms sustainability and sustainable development implies that we leave the environment to posterity in no worse condition than we received it, and we strive to meet the needs of the present without compromising the possibilities of future generations to meet their needs. Here we also rely on the definition that sustainability is a state of balance and sustainable development is the process of change when a society, or a smaller unit, is being changed and brought to sustainability. The difference between the traditional definition and the definition used here is more a difference of emphasis than a difference of meaning. However, this difference in emphasis has the significance in school work that it can be emphasized that many small things make one big thing, you don’t have to wait for the big changes to be able to celebrate the smaller ones.

The environment and thus nature surround all human society. Sustainable development can only take place within the limits set by the earth’s ecosystems. Therefore, understanding these limits, along with processes, laws and cycles in nature, is an important basis for us to succeed in working according to the ideology of sustainable development. Thus, students need to know, understand and respect nature, both because of its self-worth and the service it renders to humans. Environmental protection, climate change and biodiversity are examples of challenges.

In social terms, the ideology is about equality, within the generation and between generations. In order to achieve equality, we need to maintain democratic practices, have an understanding of the diversity of human life and ensure that the diverse cultures of different groups are given equal consideration. Diversity is a strength that can overcome poverty, promote peace, and ensure living conditions and quality of life for everyone, wherever they live in the world. Recognizing the importance of one’s own well-being and that of others is a prerequisite for sustainable development.

The economic aspect of sustainable development is closely related to both the environmental and social aspects. The economic systems of societies play a major role when it comes to the rational use of resources and their fair distribution. Thus, it is important that economic growth is neither based on, nor leads to, excessive encroachment on nature. Production and consumption are inseparable aspects of society and at the same time the economy of each individual. Understanding one’s own ecological footprint, the ecological footprint of communities and nations contributes to sustainable development and moderation. Consumer education and financial literacy are therefore an important prerequisite for being able to assess our needs in the present and future.

Sustainability education means creating a co-responsible society where every individual is mature as an active citizen, aware of their values, attitudes and feelings towards the global impact and equality of all the world’s inhabitants; nature and the environment; democracy, human rights and justice; equality and multiculturalism; welfare and health; and economic development and vision.

Sustainability education also involves children and young people tackling a variety of issues and disagreements in their education. Teaching and working methods within the school shall be intertwined with the attitude that the goal of education is the ability to act. This involves training in democratic working methods and promoting interest and willingness for children and young people to participate in society.

In democracy, individuals take a stand on ethical issues and take an active part in shaping society. In a democracy, citizens must enjoy human rights and decide all their major issues collectively. A prerequisite for democracy is the co-responsibility, awareness and activity of citizens, which enables them to participate in shaping their society and exert influence near and far. Respect for human values and the health of children and young people includes both respect for their human rights and recognition of their talents and developmental potential. Attitudes, values, and morals are rich elements in democratic education, at the same time as they are intertwined with other basic aspects of education. Schools must cultivate the attitude that society should be democratic and that individuals should be critical and have a vision for the future.

Democracy is important at the level of the school. Firstly, schools need to take into account that children and young people are waiting to participate in a democratic society, and it is therefore important that children learn about such societies. Secondly, schools must take into account in all practices that respect for the human values of each individual. Children and young people are expected to learn about democracy by learning about democracy in a democracy.

It is important that in all studies, subjects of the school work and methods, the interest of the students and their responsibility for their own learning are taken into account. Knowledge of the fundamental rights of children and adults also needs to be strengthened, taking into account Icelandic legislation and international agreements. Social studies and life skills are the basis of knowledge about democracy and human rights and attitudes towards the same aspects. However, a democratic way of thinking applies in all subjects. Democratic values ​​will not be formed unless all subjects and all areas of study are used for this purpose. Caring for people, animals and the environment is also part of democratic education and belongs in all subjects.

Democracy and human rights education is based on critical thinking and reflection on the basic values of society. Such learning allows for collaboration beyond the walls of the school just as much as collaboration in the school. Thus, active cooperation must be provided for in the homes of children and young people, as well as in youth and sports activities. Active collaboration with the local community within a municipality or neighbourhood must be assumed, but such cooperation is also one of the key aspects of sustainability. Emphasis is placed on democratic schools being able to participate in creating a jointly responsible and sustainable society.

The goal of gender equality education is to create opportunities for everyone to develop on their own terms, cultivate their talents and live a responsible life in a free society in a spirit of understanding, peace, tolerance, open-mindedness and equality. In schooling, everyone shall take an active part in creating a society of equality and justice. Gender equality education involves a critical examination of accepted ideas in society and its institutions in order to teach children and young people to identify the conditions that lead to discrimination for some and the privileges of others.

Equality education refers to the content of teaching, learning methods and the learning environment. Equality is an umbrella concept that encompasses many aspects. The following is a list of some of them in alphabetical order: Age, residence, disability, gender, sexual orientation, colour, philosophy of life, culture, class, religion, language, ancestry, nationality. At all school levels, education for equality should be carried out, addressing how the above factors can create discrimination or privilege in people’s lives.

The Act on the Equal Status and Equal Rights of Women and Men contains clear provisions stating that at all school levels, students shall receive education on equality issues, where emphasis is placed on, among other things, preparing both genders for equal participation in society, such as in family and work life. Emphasis should be placed on boys and girls having the widest and most equal opportunities possible. Nowhere in the school work, in content or practices, should there be obstacles in the way of either gender. It is important that in all school activities, both in lessons and in all communications, these provisions of the Equality Act are a guiding light. It is also important to point out that many people experience multiple forms of discrimination when several such factors are intertwined, such as gender and disability, sexual orientation and nationality, age and place of residence. To this end, it is natural to make use of knowledge that new disciplines, such as gender studies, queer studies, multicultural studies and disability studies, have drawn attention to.

Equality education includes, among other things, studies on gender and sexual orientation. With the basic element of equality, emphasis is also placed on learning about culture, nationality, language, religion and philosophies of life. One of the topics is the development of Iceland as a multicultural society. Equality also emphasizes a social understanding of what disability entails. The challenges faced by people with disabilities are no less rooted in the environment than in the impairment of an individual. Emphasis shall be placed on inclusive schools in all school activities.

It is important to create awareness of the different social status and importance of the young and the elderly compared to those closer to middle age. Stereotypes, characteristics and historical development of different ages can be used, i.e. childhood, adolescence, adulthood and old age, and the different meanings of these ages in different times and cultures. You can also look at different access to social goods depending on class, place of residence and financial means. The influence of class and place of residence on health, educational and employment opportunities and access to positions of power in society can be examined.

Health is based on mental, physical and social well-being. It is determined by the complex interplay between the individual, the situation and the environment. All school activities must promote health and systematically promote welfare and well-being, as children and young people spend a large part of the day in school.

Schools need to create a positive school atmosphere and a health-promoting environment where development and health are systematically nurtured from various angles. The main aspects of health that need to be emphasized are: positive self-image, exercise, nutrition, rest, mental well-being, good communication, safety, hygiene, sexual health and understanding of one’s own feelings and those of others.

School administrators, teachers and other school staff need to be aware of what health-related prevention entails and be able to make use of reliable information on factors that affect health. In schools, children and young people need to be created the conditions for healthy lifestyles. Their skills in communication, building self-image, decision-making, goal setting and stress management need to be strengthened. It is essential that they gain an understanding of the impact that culture, media and technology can have on health and well-being. Its goal is, among other things, to support children and young people so that they can make informed and responsible decisions in relation to their own health.

A school that emphasizes daily physical activity and systematic physical education lays the foundation for physical, mental and social well-being for life. Education on physical activity must be provided, motor skills must be strengthened, and a safe environment must be created that encourages everyone to exercise. This must be taken into account in physical education and all other school activities. In the same way, healthy food choices must be promoted in the school environment through education and a good supply of diverse food. The educational and social value of meals must be emphasized, among other things, by allowing enough time to eat.

It is important that the school takes into account the needs of all children and young people in an individual manner. Everyone needs the opportunity to enjoy their strengths, which is a key factor in building a positive self-image. Many interests of children and young people contribute to health and can be used in this context. By giving space to their interests in the school work, there is an opportunity to work based on strengths and interests, build a positive self-image and thus promote health.

In order to meet the emphasis on health, everyone who works in schools needs to look at their work from the perspective of health and work together towards clear goals that support a positive school atmosphere, improved academic performance and well-being. School staff play a great role as role models in this regard. It is also necessary to work closely with parents, health care and parties from the local community, as such cooperation is a prerequisite for good results.

Learning occurs when a person processes a stimulus, it connects previous knowledge and creates new. Thus, education is essentially self-creation, a way for an enlightened individual to become „more today than yesterday“. Creativity is rooted in innate curiosity, activity and promotes individual initiative. Creativity leads to interest in learning when children and young people perceive the meaning of the subjects and their value.

Creativity involves shaping subjects and communicating them, creating, doing something new or different from what the person knows or has done before. Creativity is discovering, enjoying, stimulating curiosity and interest, activating the imagination and playing with possibilities. Creation is anticipating the future and carrying it out. Creativity is based on curiosity, challenge, excitement and search. Wrestling with the subject and finding a solution can be a reward for creativity in itself. Creativity breaks traditional patterns, rules, and systems and provides a new perspective on phenomena and accepted ideas.

Creativity is based on critical thinking and methods that open up new possibilities, and therefore the creative process is just as important as the outcome of the work. To create is to go beyond the set of the known and thereby increase one’s knowledge and skills. Although creativity in a general sense is certainly closely linked to the arts and art education, creativity as a basic element is not limited to the arts any more than to other subjects and fields of study. Creativity as a basic element shall promote reflection, personal learning and initiative in school work.

Creativity and intuition are keywords in this context. Critical thinking is a key element in literacy and creativity and is intertwined with the role of critical thinking in democracy. Creativity involves the application of ideas and the formation of attitudes, values ​​and skills. Working practices in art and science are often characterized by creativity, initiative and originality. This way of working is desirable to see in all studies and all studies and school work. Creativity is not only about the new and original, but also about the utilization of what is already there. It thus revolves around solutions to problems and the search for new possibilities. This intertwines well with education for sustainability and literacy in a broad sense.

Play is an important learning method and opens up dimensions where the creativity of children and young people can flourish. Happiness and joy lie in finding a channel for one’s talents and being able to enjoy oneself as an individual and part of a whole. Creativity is an important foundation for looking to the future and forming a vision for the future, participating in shaping a democratic society and creating a role within it.