Ministerial Push for Practice‑Oriented Theses At the “Lærere bygger samfunn” conference on 12 February 2026, Knowledge Minister Kari Nessa Nordtun urged that master theses be tightly linked to classroom work and hinted that the mandatory thesis might be dropped to strengthen school‑practice connections[2]. The same sentiment appears in a later interview where ministry officials confirmed they are reviewing the requirement in light of new pedagogical models[1]. This reflects a broader policy shift toward aligning teacher‑education outcomes with everyday school needs.

Entrepreneurial Thesis Model Already Implemented Five Norwegian teacher‑training programmes have adopted an entrepreneurial master‑thesis format, where students identify a real school problem, design a research‑based solution, pilot it, and refine the product[2]. Enrollment in these programmes is rising, and supervisors report that the projects maintain rigorous theory while delivering tangible classroom tools[2]. The Ministry’s call therefore aligns with an existing, expanding practice‑oriented pathway.

Study Identifies Four Functions and Process‑Skill Value A newly published study surveyed students, programme leaders, teachers, and instructors, revealing four distinct functions the thesis serves, from knowledge creation to professional identity formation[1]. Researchers emphasized that the learning process itself equips future teachers with competencies—such as project management and iterative design—that are often under‑communicated in the relevance debate[1]. These findings support the argument that thesis work offers benefits beyond the final written product.

Critics Question Relevance Despite Positive Evaluations NOKUT data cited by critics show that a quarter of teacher‑students do not understand why they must write a thesis, and many remain skeptical about its classroom relevance[1]. Opponents argue that even well‑executed entrepreneurial projects may not address the broader concern that many theses feel disconnected from teachers’ daily workload[1]. This tension highlights the need for clearer articulation of thesis purpose to all stakeholders.

Debate Over Five‑Year Teacher Education Persists Public discussion continues over Norway’s five‑year teacher‑education track, especially since the first cohort of primary‑school teachers graduated four years ago[1]. While some view the entrepreneurial thesis as a solution, others call for more systemic reforms to the entire programme structure[1]. The Ministry’s potential policy change will likely become a focal point in this ongoing debate.