This presentation builds on a follow-up study of Olsen et al. (2017), in which we proposed a national competence strategy to develop a Norwegian teacher education system that integrates Sámi issues and perspectives in a sustainable and systematic manner. In recent years, there has been a notable increase in research activity focused on the inclusion of Sámi content and perspectives into the Norwegian education system. Importantly, teacher education plays a key role in the growing interest and progress in the field, as reflected in the rising number of master's theses on Sámi and Indigenous-related topics. This trend appears to be characteristic of teacher education institutions nationwide. What subject areas and topics are explored in the theses? What research questions are posed? What methods and approaches are employed? And what findings and outcomes emerge from the research? To answer these questions, we have mapped Sámi- and Indigenous-related master’s theses from various teacher education programs in Norwegian research archives spanning the period from 2010 to 2025. In the discussion, we integrate findings from different subject areas and disciplines, with a particular focus on the case of Norwegian subject didactics, language, and literature. This overview contributes to research-based knowledge on key developments in Norway and offers valuable insight into future opportunities and needs within the (teacher) education system in the field.

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