These were the 2024 development projects of the Future Education at KTH
The figure shows how the 2024 active projects (one "post-it" per project) are distributed across the Future Education framework based on the projects' primary mapped principle. However, most projects - and their outcomes - span multiple principles and cut across the areas and principles of the framework. The principles are now framed by the vision "We take the lead for a sustainable society" and the goal that "KTH's education shall be of the highest quality and internationally competitive".
Published Feb 12, 2025
A total of 30 development projects were active in 2024, of which 9 were KTH-wide projects (new this year) and 21 were school projects. Of the school projects, 13 were entirely new, and eight school projects continued from the 2023 project round. In addition to the projects, the Future Education programme funded work by THS on a vibrant campus.
Project clusters in headings and colours in the figure
RED = AI;
GREEN = wicked problems;
BLUE = courses and programmes offered;
GREY = broadening recruitment and participation;
YELLOW = examination, study pathways and teacher competencies.
The categories are either at cross-purposes or congruent with the principles of the Future Education framework.
Click on the blue highlighted link arrows below, and you will get:
a short description of the project;
possible project documentation such as webpage, activities, status report (the documentation in OneDrive is available to you with KTH-ID and logged in);
project manager.
KTH-wide projects are marked below with an asterisk/star sign (*) in the project name. The four digits after the project names are the "project ID", the first two digits indicate the year the project started, and the last two are just the serial number.
Artificial Intelligence (AI)
The future professions will use AI to achieve greater efficiency and even new results. How should KTH change its programmes to equip future generations of successful engineers?
Integration of AI into KTH's educational offerings* (2401)
KTH will take the lead in integrating AI skills into education by creating a platform for strategic discussion on how AI can/should/shall be integrated as subject content in teaching at KTH in a few years.
The Faculty Council's Ethics Committee has an AI and Learning working group. To provide clarity to students, they are developing common recommendations for students' use of AI in examinations. Professor Arnold Pears is part of the working group, which is led by Vice Dean of Faculty Nina Wormbs.
Pure Question-Based Learning (pQBL) with AI-generated learning objectives and activities (2415)
Develop pQBL materials in Torus for five courses using generative AI to provide more effective learning materials for students and reduce course development time for teachers.
Interactive learning with automated feedback and continuous assessment, IAK (2415)
Develop a new pedagogical method and software to carry out, in an introductory programming course, a continuous and legally secure examination with learning activities for active learning.
Implementation will take place as originally planned in 2025.
Model for ethical AI integration in Industrial Engineering and Management (2420)
Develop a model for how ethical perspectives can be taught within the discipline industrial engineering and management to strengthen students' ability to deal with moral dilemmas linked to AI.
Digital guide for AI integration in industrial economics and management (2421)
Develop and test a digital guide for handling AI in teaching and examination linked to industrial economics and management, with the master Technology-Based Entrepreneurship (TTBEM) as a pilot.
Principle 2 in the framework is called: Ability to handle wicked problems for the sustainable societal development: "At KTH, the education is designed so that students develop knowledge and profession-based skills to manage complex and uncertain systems in a changing world."
Challenge-driven education with wicked problems for sustainable development and transformation* (2402)
Strengthen existing challenge-driven courses and teachers that address wicked problems for sustainable development and transformation and enable the upscaling and dissemination of such forms of education to more educational programmes.
A joint structure for project courses in Master’s programmes* (2404)
Create a joint structure with schedule and communication for project courses so that Master’s students can be trained in the ability to work with other disciplines - a prerequisite for dealing with wicked problems.
Challenge-driven project course for wicked problems and social change (2414)
Develop a challenge-driven project course in the Master's programme Sustainable Digitalisation (TDIGM), and document and evaluate the development process, which in itself is a complex problem with many conflicting goals.
Structure for partnership collaboration in authentic elements of education (2418)
Develop a prototype for how KTH can effectively and pedagogically introduce authentic challenges linked to major societal changes together with actively participating partner organisations in KTH's education.
Wicked problems in a sustainable context within built environment (2302)
Programme development around sustainable development for integration and transformation to achieve a higher CDIO level (3-5). The aim is to equip the students to deal with wicked problems.
E-mobility as a transversal Master’s profile* (2403)
Package and clearly communicate an interdisciplinary competence profile in electromobility - without creating a new master's programme - and investigate the possibility of creating "virtual programs"/"minors".
Data-driven health - new Master's programme (2411)
Create a Master's programme that blends technical expertise with socio-cultural-ethical knowledge; develop courses, educational materials, and long-term projects with stakeholders in the Stockholm health technology ecosystem.
ReCirc - feasibility study of a new Master's programme in sustainable material recycling (2419)
Develop proposals for curriculum, development needs, entry requirements and organisation for a new programme/track towards sustainable material recycling for structural and functional materials.
Create a brand portfolio strategy for Indek's programmes and elective courses for positioning at KTH and towards other universities with target formulation, brand architecture and definition of the role of courses in the portfolio.
Mapping, evaluation and needs analysis to develop further and expand the range of lifelong learning courses to reach the target of 20 per cent of the school's educational volume.
The design studio's pedagogical landscape on the Degree Programme in Architecture (2303)
Map the pedagogical methods and the pedagogical infrastructure that create active students who drive themselves independently towards excellence in KTH's architecture education, both today and tomorrow.
Development of Advanced-Level Programme Structures – UPPA (2307)
On ‘smaller’ Master’s programmes with a high degree of choice for specialisation: find programme structures with course offerings that allow for a combination of choice and subject depth, review course offerings, and improve recruitment processes.
Iterative learning format for sustainability competencies* (2324)
Develop, test, and implement an iterative learning method in a modular format for both general and specific sustainability competencies with Scania and AstraZeneca, with the aim of creating a global learning organisation.
Principle 4 in the framework is called Broadened recruitment and participation: "KTH works actively to attract a student population that reflects society at large and the education programmes are designed to give each student the conditions to succeed in their studies."
Data-driven assessment of qualifications to Master’s programmes, DDMV2* (2406)
KTH handles 12,000 applications for master's programs annually. The purpose of the project is to significantly reduce the processing time and ensure that the process is both transparent and legally secure.
Learning Centres - system demonstrator for broader participation and lifelong learning* (2409)
Addressing issues/challenges that enable developing and scaling up cooperation with learning centres, using local infrastructures, and offering technical foundation year and digital courses for learning centre students.
Broader recruitment to industry-relevant Master’s programmes (2305)
Evaluate methods in international student recruitment – web content and recruitment materials, recording recruitment videos and search engine optimisation – to increase qualified first-choice applicants to Master's programmes.
Increased student completion in the chemical engineering programmes (2306)
Introduce student-led drop-in sessions in semester 1 in the first course in Chemistry/Chemical engineering, rewiew recruitment efforts, and in the Bachelor of Science in Engineering programme also teacher-led student meetings where study techniques, etc., are discussed.
Primo Labs - open experimental environment in the field of machinery (2317)
Continue exploring and establishing sustainable financial and organisational conditions for four institutions sharing ownership of an integrated experimental environment for product realisation in the circular society.
Vibrant campus - what is it and what are the most important resources? (THS)
THS, the Student Union at KTH, has been commissioned by Future Education at KTH to investigate student social life; what are the conditions today, and how does it affect KTH's competitiveness and throughput? The report is available in OneDrive and accessible with KTH-ID and logged-in.
Principle 4 in the framework is called Assessment and examination for learning: "At KTH, constructive alignment of examinations and learning activities is applied, resulting in enhanced achievement of both course and degree objectives."
Teacher-centred examination support for diverse examination formats* (2405)
Identify challenges and areas for improvement and develop knowledge, processes and procedures for examination support from a teacher’s perspective, initially focusing on on-campus digital assessment.
Develop digital assessment via KTH Digicertus Exam (Safe Exam Browser) as a continuous sub-assessment of theory modules through Canvas quizzes and as exams with drawing and essay questions.
Principle 8 in the framework is called Flexible and structured study paths: "At KTH, education is designed to give students the opportunity to follow flexible study paths and to shape the focus of their education based on individual goals and degree criteria."
Data-driven learning agreement and credit transfer, DDLA (2407)
Develop system support (including administration) for more efficient and legally secure handling - for both students and teachers - of applications and assessments of credit transfer of international courses.
Safe study paths with precise prerequisites (2413)
Develop a model with tools and visualisation that clarifies subject progression and provides quality assurance to flexible and structured study paths for more efficient and safer management of specific entry requirements (SB).
Principle 10 in the framework is called Continuous competence development in the teaching role: "At KTH, the teacher role is characterised by continuous pedagogical and digital competence development that rests on a scientific basis and on proven pedagogical experience."
Collegial competence development with a focus on subject didactics (2423)
Develop, test and evaluate a method that strengthens the subject didactic conversations (the aim is to identify the subject didactic challenges) and thus increases subject didactic competence of the teachers at KTH.
Develop formats for collegial learning, using and within digital learning to strengthen KTH's ability to conduct courses with blended learning environments while improving student learning.
If you have an idea for a project, please get in touch with your school's Director of First and Second Cycle Education (GA) as soon as possible if you want to apply for funding in 2025 to develop education at KTH.
