Historical empathy as a didactic tool in teaching about the Holocaust: A qualitative study on history teachers' didactic design of Holocaust education and challenges they see in relation to this teaching.  The author of the study, which includes 44 pages, is Marcus Johannesson. The survey is aimed at teaching about the Holocaust in a Swedish school context. It was carried out against the background of research that has highlighted that students have difficulties in understanding the Holocaust and its circumstances. Considering this, the aim is to contribute with increased knowledge about how teachers handle teaching about the Holocaust and how they believe that such teaching should be designed to develop students' learning. Furthermore, the aim is to investigate what challenges teachers see in relation to teaching about the Holocaust, as well as how historical empathy as a didactic tool can be helpful for history teachers in their teaching. Another aspect that is important for teachers' teaching about the Holocaust is that anti-Semitic expressions are increasing in society. This is because of the ongoing conflict between Israel and Hamas in Gaza. The theory that is therefore applied in this study is Jason Endacott's definition of historical empathy, namely a concept that contains the three aspects of historical context, perspective taking and emotional attachment. The conclusion is that the interviewed teachers' design of Holocaust education to varying extents contains the three aspects of historical empathy, which can improve students' opportunities to understand and learn about the genocide. More conclusions are that the teaching needs to be adapted depending on the student group due to social development, that myths and misconceptions about the Holocaust occur in the respondents' classrooms and that historical empathy as a didactic tool can be helpful for current and future history teachers.