This study aims to describe the challenges that faculty faced in the transition to distance education in higher education during the COVID-19 pandemic in spring 2020.

The aim is to contribute knowledge about the ways in which Swedish pupils with a migrant background speak about school performances and their first experiences of being graded. The results describe pupils and parents as positioned as being lower down in a top-down relationship vis-à-vis school.

This paper analyses the associations between computer use in schools and at home and test scores by using TIMSS data covering over 900,000 children in fourth grade. When controlling for school fixed effects, pupils who use computers at school, especially those who use them frequently are found to achieve less than students who never use computers.

The purpose of this study is to discern and discuss issues with relevance to the tension between contextuality and generalisation, which recurrently are identified over time in research reviews of teaching methods.

Two tendencies in research and policy on youth and education are firstly a general focus on urban contexts and their differences, and secondly a presentation of the non-urban as uniform. Based on a research project on rural young people and their education, we draw attention to these tendencies as problematic, before then discussing some similarities and differences between young people’s lives and education in different rural contexts.

To experiment with the meaning of the concept, this article is introducing the verb “läring” into Swedish, by discussing it in relation to the current National Curriculum for the Compulsory school.