This paper highlights and problematises the state’s selection of subject content in Mathematics and Art teaching, and how this has changed over time, based on syllabi from the introduction of elementary education in 1842 to the present syllabi from 2022. (pdf)

Social Education and Public Administration programs. Drawing on in-depth interviews with four educators, the study explores how impartiality is negotiated in response to diverse student backgrounds and institutional expectations. (pdf)

In recent years, long-term school absence has emerged as an incomprehensible problem and phenomenon, often referred to as “school refusal”. We suggest that, to understand the emergence of the phenomenon of school refusal, we must analyse what we have called a process of phenomenisation. (pdf)

The aim of this short-term longitudinal study was to identify salient factors within practicum and develop a questionnaire to measure practicum experiences, and explore how practicum periods affect changes in student teachers’ motivation to continue initial teacher education within a semester. (pdf)

Through a critical policy analysis, this paper investigates how the recontextualisation of “trust” may reshape power relations and reflect underlying ideological positions. NPM has played a central role in the conservative modernisation of education, shaped by coalitions of neoliberals, neoconservatives, the new managerial middle class, and authoritarian populists. (pdf)

Within Variation Theory, the notion of critical aspects is used to identify what learners must discern to grasp an object of learning. Its meaning within Cultural-historical Theory – particularly Davydov’s approach, which emphasizes the formation of theoretical concepts – remains underexplored. This paper theoretically reconstructs the notion through a dialectical analysis, relating it to knowledge as theoretical…

Girls appear to benefit more from classroom-based assessment, whereas boys achieve comparatively higher results under blind grading. However, the existing knowledge base is limited, as previous studies rely on older datasets, focus primarily on compulsory schooling, and lack access to comprehensive register data from upper secondary education. This study addresses these gaps by analyzing recent…

This study provides a scoping review of the use of international large-scale assessments (ILSAs) focused on information and communication technology (ICT) within academic research. (pdf)

This study examined the development of school-related stress across two student cohorts in Sweden: one educated under a less performance-oriented system, and the other under a more performance-oriented system characterised by earlier grading and increased assessments. (pdf)

When grade point averages (GPAs) are used for admission into tertiary education, there is an implicit assumption that any two identical GPAs convey the same level of academic competency. However, this assumption does not hold when students are free to choose elective subjects and there are differences in their difficulty and dimensionality. (pdf)

While task analysis is considered a core aspect of self-regulated learning, its specific relationship with academic achievement among upper secondary school students and how it may be promoted in school remains poorly understood. (pdf)

his study examines how cumulative risk characteristics influence student wellbeing in Danish primary and lower secondary schools. Using linked survey and register data, we identify four distinct wellbeing clusters: low wellbeing, medium wellbeing, differentiated wellbeing, and high wellbeing. (pdf)