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Early craft curricula (“school industry”) differed from “home industry,” but later developments culminated in 1999 when craft was re-established as a technological subject oriented to literacy, innovation, and design. The paper outlines curriculum influences, compulsory grades 1–8 and optional grades 9–10, student problem-based design, and the subject’s shift from craft toward technology education, including historical background and pedagogical rationale.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/design-and-craft-education-in-iceland-pedagogical-background-and-development-a-literature-review/601574/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/design-and-craft-education-in-iceland-pedagogical-background-and-development-a-literature-review/601574.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the historical origin of Sloyd pedagogy in Icelandic education?","Question",{"text":112,"@type":113},"Sloyd pedagogy was introduced toward the close of the 18th century to Icelandic educators, and it provided a foundation for craft as a pedagogical tool in general education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did craft education change in Iceland around 1999?",{"text":117,"@type":113},"In 1999 craft was re-established as a new technological subject, grounded in the rationale of technological literacy, innovation, and design.",{"name":119,"@type":110,"acceptedAnswer":120},"Which grade levels are required to study Design and Craft, and which are optional?",{"text":121,"@type":113},"Design and Craft is compulsory for grades 1–8 (ages 6–13) and optional for grades 9–10 (ages 14–15).",{"name":123,"@type":110,"acceptedAnswer":124},"How do students approach learning in the Design and Craft subject?",{"text":125,"@type":113},"Students base idea generation and design on authentic problems and produce artefacts from resistant materials, designing systems using electronic circuits, mechanisms, pneumatics, and structures.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},601574,1792191772,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Design and Craft Education in Iceland, Pedagogical Background and Development: A literature review  \nBrynjar Ólafsson, University of Iceland  \nGisli Thorsteinsson, University of Iceland  \nRESEARCH  \n10  \nAbstract  \nSloyd pedagogy was introduced towards the close of the18th century to Icelandic educators. Subsequently craft was established as a specific subject aimed at general education. In the beginning craft was called “school industry,” to distinguish it from “home industry” whose aim was to help homes to be self-sufficient for commercial purposes. Different curricula focusing mainly on craft were developed until 1999 when craft was re-established as anew technological subject, based on a rationale for technological literacy, innovation and design. The new subject, Design and Craft was influenced by the national curricula of New Zealand, Canada and England and a specific Icelandic model for Innovation Education. Design and Craft education is compulsory for all grades 1-8 (ages 6-13), but optional for grades 9-10 (ages14-15) . In the new subject students base their idea generation and design on authentic problems and make their artefacts from resistant materials. They design systems based on electronic circuits, mechanisms, pneumatics and structures. In this article the authors describe the pedagogical background of the subject and the curriculum development.  \nKey words  \npedagogy, craft, pedagogical craft, Sloyd, Iceland, Cygnaeus, Salomon, Thorarinsson, Design and Craft, technology education, Innovation Education, national curriculum.  \nIntroduction  \nEducation for work was institutionalised in the 18th century in many countries. The main reason was the founding of general educational systems and the beginning of industrialisation. New methods for manufacturing and production demanded new skills from citizens (Kantola et al. 1999) .  \nPedagogically aimed craft education was established at the same time as a school-based system of formative education using the term Sloyd. Sloyd originally meant handy or skilful, and refers to the making of crafts (Chessin 2007) . However, the meaning of Sloyd in relation to education refers to the discussions amongst philosophers of those times about the value of craft for general education (Borg 2008) . The purpose of Sloyd was to use craft as a tool in general education to build the character of the child, encouraging moral behaviour, greater intelligence, and industriousness (Thorarinsson 1891) .  \nUno Cygnaeus in Finland and Otto Salomon in Sweden were major leaders in the development of a systematic Sloyd model for school education. They emphasised the usefulness of constructing objects through formal educational methodology (Kantola et al. 1999) . The model was disseminated by Salomon through thousands of teachers from all over the world who attended his classes. Sloyd had a noted impact on the early development of manual training, manual arts, industrial education and technical education in many countries, including the UK (Bennet 1926) . Sloyd was introduced in 1898 by the first Icelandic educationalist Jon Thorarinsson and became a compulsory subject from the beginning of 1900 (Olafsson 2007) .  \nThis article describes and discusses ideas from European educationalists who developed ideas for craft as a pedagogical approach towards general education. Next the pedagogical/historical background of the Icelandic Design and Craft subject is traced. Then the introduction of Sloydin Iceland is described and also the curriculum development of craft education in Iceland from 1918 to the present. Finally, the authors describe the curriculum change from craft to technology education and the present situation.  \nHistorical background of craft aimed at general education  \nEducation in the Middle Ages was focused on theoretical studies (Myhre 2001, Kapes 1984 and Roberts 1965) . Nevertheless, educationalists, at this time, were discussing the importance of manual training (Anderson 1926, Bennet","cbCairLNAq1oLH3t","https://ap.wps.com/l/cbCairLNAq1oLH3t","pdf",207030,15,"English","# Abstract\n# Introduction\n## Education for work and early craft as general education\n## Sloyd leaders and Icelandic adoption\n# Historical background of craft aimed at general education\n## Middle Ages and the role of manual training\n## Comenius and handicraft principles","[{\"question\":\"What is the historical origin of Sloyd pedagogy in Icelandic education?\",\"answer\":\"Sloyd pedagogy was introduced toward the close of the 18th century to Icelandic educators, and it provided a foundation for craft as a pedagogical tool in general education.\"},{\"question\":\"How did craft education change in Iceland around 1999?\",\"answer\":\"In 1999 craft was re-established as a new technological subject, grounded in the rationale of technological literacy, innovation, and design.\"},{\"question\":\"Which grade levels are required to study Design and Craft, and which are optional?\",\"answer\":\"Design and Craft is compulsory for grades 1–8 (ages 6–13) and optional for grades 9–10 (ages 14–15).\"},{\"question\":\"How do students approach learning in the Design and Craft subject?\",\"answer\":\"Students base idea generation and design on authentic problems and produce artefacts from resistant materials, designing systems using electronic circuits, mechanisms, pneumatics, and structures.\"}]","Design and Craft Education in Iceland - Pedagogical Background and Development - A literature review | PDF",1792092887,38]