he use of English is extensive and normalized in many areas of Norwegian society. This article examines its role in Norwegian vocational education and training (VET), exploring how teachers and students view the use of English and English-language materials, and how their language environment impacts students’ learning opportunities. (pdf)

In this article, we examine the historical development and problematization of school absence in Denmark through a genealogical approach inspired by Foucault. We do so by tracing the shifting definitions and societal responses to absence and the discursive practices involved. (pdf)

Barn och ungdomar med adhd upplever ofta starka och snabbt skiftande känslor. Men hur påverkas deras tankar och sätt att hantera situationer när känslorna blir intensiva eller svåra att kontrollera?

Despite several decades of large-scale surveys in educational contexts, our understanding of what teachers and students do in classrooms in the process of teaching and learning different school subjects is still limited. (pdf)

In the Danish Folkeskole (primary and lower secondary school) and teacher education, increasingly plurilingual student populations call for responsive plurilingual pedagogies in teacher education. (pdf)

This study investigates how cultural and linguistic diversity is discursively construed in mathematics teacher education for Grades 4–6 in Sweden at policy level. (pdf)

This qualitative case study analyses questions of exclusion in Swedish education from a Jewish minority perspective. The study draws on semi-structured interviews with 14 Jewish pupils aged 10–20 in Malmö about their experiences of attending non-Jewish schools. (pdf)

This study investigates how teacher leaders enact leadership within AI-integrated classrooms, highlighting the posthuman entanglements that shape their agency, identity, and authority. (pdf)

Education systems worldwide position equity as a central policy objective, yet its advancement depends heavily on school-level interpretation and enactment. This article examines how school leaders understand and operationalise equity within the constraints and opportunities of their policy environments. (pdf)

This article examines the dynamic flow of influence from leading to student’s learning practices in schools, reconceptualising leadership as a multifaceted complex of interrelated and ecologically integrated practices. (pdf)

This paper investigates the leadership dynamics of a large-scale amalgamation between two Catholic schools in Australia, using Kotter’s Eight-Step Change Model as the primary evaluative framework. (pdf)

This theory-building article explores how governance structures shape school leadership practices in contexts with limited autonomy. In low-autonomy environments, principals often occupy dual roles, functioning as administrative enforcers of centrally determined regulations and limitedly as instructional leaders, striving to influence teaching and learning processes. (pdf)