Henrik hopes to give his students the opportunity to work with data collected during the expedition. His plan is to learn about the work of the different research groups on board and identify research questions that could be suitable for student projects. He also wants to report directly from the ship to students back in Sweden and use the expedition as a source of inspiration in his teaching.

– I would love to get some of our students working with data that we collect during the expedition. My plan is to spend the first weeks getting to know the different research groups and then present a number of project ideas that are realistic from a student perspective. Hopefully, some of them will want to use Arctic data for their upper secondary school projects.

After the expedition, Henrik plans to continue sharing his experiences through lectures and workshops for both students and colleagues. He also hopes to draw inspiration for his teaching and incorporate examples from the Arctic into different areas of science education.

Research provided new perspectives

Henrik Swärd has worked as an upper secondary school teacher of chemistry, geography and mathematics since 2002. In 2018, he earned a PhD in marine geology after participating in a research school for teachers. His experiences in research have influenced both his view of knowledge and his approach to teaching, while also strengthening his appreciation for the teaching profession.

– One thing I take with me from my time as a researcher is humility regarding how long it takes to produce new knowledge. All the knowledge we teach in school has been developed through great effort and hard work. Research deserves respect because it forms the foundation of so much of what we know.

Today, Henrik works at P A Fogelströms Gymnasium in Stockholm, where he mainly teaches chemistry and mathematics. In addition to teaching, he also serves as a lead teacher with a focus on school development.

– The best part of being a teacher is all the positive young people I have the privilege of working with. They bring a great deal of energy and make the work rewarding. Research can be very solitary, so after my doctoral studies I found myself longing to return to working with students.

Curious about the Arctic

The Arctic has fascinated Henrik for a long time. What attracts him most are the vast landscapes and the feeling of being in a region where much remains unknown.

– What draws me to the Arctic is the remoteness, the absence of people, the vastness and the unknown. I look forward to learning more about the Arctic from many different perspectives. I may be able to contribute something to the marine geology work because of my own research background, but I am really looking forward to broadening my horizons and learning more. Perhaps that is a teacher’s trait – being curious and eager to learn.

During the expedition, researchers from a wide range of disciplines will study the ocean, sea ice, atmosphere and seafloor. For Henrik, this is an opportunity to engage with research far beyond his own field.

– The breadth of research being carried out is what attracts me. I hope to gain a deeper understanding of some of the issues shaping the Arctic today.

Henrik also sees broader value in giving teachers the opportunity to participate in research expeditions. Through their daily interactions with students, teachers can help make research and climate issues more tangible and relevant to young people.

– Teachers have extensive contact with young people, and young people tend to listen with an open mind, especially when it comes to climate change. In the long run, that can contribute to greater awareness of these issues.