The aim of this thesis is to investigate the written guidelines for students attending studies at their first semester on a teachers training programme and a beginners course in Educational Sciences. In our study, we have carried out a comparison between four Swedish higher education establishments and their respective teacher training programmes.

The purpose of this study is to examine how the term "intercultural" is applied in the written guidelines for the Educational Science courses at the following institutions; Södertörns University Collage, Stockholm Institute of Education, Luleå University of Technology and Malmö University. We have used a method of content analysis to identify intercultural content in the respective universities guidelines regarding their Educational Science courses.

Through our analysis of the written guidelines, we have reached the conclusion that Södertörn University College has the most markers of intercultural content, whereas the other Universities in our study showed somewhat similar results in the identifications of intercultural content and focused on other central words and expressions.