This thesis investigates how social studies teachers plan, communicate, and integrate learning intentions in their teaching, as well as the challenges involved in this work. The background to the study is the teachers' role in creating understanding of students' learning, and the aim is to contribute with knowledge about methods and challenges related to learning objectives in social studies education.
To collect data, both classroom observations and interviews with teachers have been conducted. These data have been analyzed through a multiple case study focusing on learning objectives as a central theme. The results show that learning objectives are primarily used before examinations, while teachers use other methods to foster understanding of students' learning. The discussion also explores how the visibility of learning objectives can be useful in social studies education, including its impact on student stress and the possibility of self-evaluation of teaching.