Målet för professor Linda Fälth är att fler elever ska lyckas genom utvecklad undervisning i tidig läsning och att färre ska halka efter redan i lågstadiet.

Although school absenteeism is often described as a growing problem, it has long posed challenges for educators. This article explores how unwanted school absenteeism was problematised in Sweden between 1945 and 1975. (pdf)

Under de senaste åren har ordet hemmasittare blivit centralt i debatten om frånvaro i skolan, och ofta landar förklaringen i att det handlar om psykisk ohälsa. En ny studie har utforskat synen på skolfrånvaro mellan 1945 och 1975 – med hopp om att vi kanske kan lära oss något av historien.

Denne artikel undersøger, hvordan en designbaseret forskningsintervention kan styrke pigers self-efficacy i digitale og teknologiske kompetencer i en skole- og fritidskontekst (SFO ). (pdf)

This scoping review examines 61 peer-reviewed studies (1984–2024) on followership in compulsory schooling to map existing research and highlight future research areas. Findings show a predominance of quantitative studies, with limited attention to relational and co-constructive frameworks. (pdf)

This study explores preservice teachers’ perceptions of the importance of children’s early approaches to learning. The study was conducted at a local university in the western region of the Kingdom of Saudi Arabia. (pdf)

Attending Forest School benefits children’s cognition and behaviour, but there is little research on preschool children. Our exploratory study investigated whether attending Forest School, compared to traditional nursery, helps preschool children’s developing nature connection, emotional regulation, social confidence and mood. (pdf)

Utgangspunktet for artikkelen er et materialseminar med forskningsgruppa Materialitet, teknologi, berekraft (MaTecSus) ved Høgskolen på Vestlandet (se HVL, 2025b). Deltagerne er forskere knyttet til utdanningsfagene forming, kunst og håndverk i barnehage- og grunnskolelærerutdanning. (pdf)

While digital play remains a dominant pedagogical construct, it is unclear how digital learning is understood by teachers, beyond a reliance on theories of play. This paper reports on a two-year collaborative project conducted with teachers working in the early years of schooling alongside three university-based researchers. (pdf)

This study explores how middle school youth engage in collaborative game design to question and reimagine the social structures that shape their everyday educational experiences. (pdf)