CURRENT RESEARCH

I am the PI for the project Goda exempel för skolnärvaro (Good examples for school attendance), financed by ULF for the years 2025-2026, where researchers from Jönköping University (Lilly Augustine and Elisabet Sandblom), Sylvi Vigmo (University of Gothenburg) and Therése Haglind (Jönköping municipality) collaborate with school leaders and staff in Jönköping. The goal is to coordinate efforts and facilitate for children and youngsters who either fail to attend school (i.e. problematic school absence) or risk finding themselves in that position.

The above-mentioned researchers also work with a group of upper secondary students in the Superpowered Narratives project, which centers on students' storytelling and unacknowledged skills. An upcoming chapter – "Främja närvaro, motverka frånvaro" – in the volume Specialpedagogik - en introduktion edited by Thomas Barow and published by Studentlitteratur draws on our research on both projects.

The project Futures Day – Who holds the future? is a collaboration with an upper secondary school in Jönköping, which began in 2023 and plans its fourth Futures Day in May 2026. Focus in this project is students' ideas about technology and the role of AI in the future drawing on futures scenarios as a framework as they collaboratively write short stories with the help of Generative AI. More information can be found here.

Ylva Lindberg, Anna-Lena Godhe and I have published/are publishing several articles, in Swedish as well as English, with a foundation in Futures Day: The Unbearable Lightness of Imagination in a GenAI Era in Postdigital Imaginations: Critiques, Methods, and Interventions  (Springer, 2025) and Futures Day: Framtidsperspektiv och kollaborativt skrivande med GenAI i svensk- och teknikämnena på gymnasiet (SMDI conference volume).

The book chapter Digital hållbarhet (Digital Sustainability) can be found in the book Digital kompetens för lärare (Digital Competence for Teachers) published by Gleerups. It focuses on environmental, economic and social sustainability in relation to digitalisation in schools.

The REaD-IT project (2022 - current) focuses on the reading strategies of students at upper secondary level and highlights the invisible competencies (primarily digital and language ones) as paths towards active citizenship. The article "Lost Opportunities for Globalisation, Digitalisation, and Socially Sustainable Education?" was published in the special issue. Learning, Digitalisation, and Social Sustainability published by Frontiers in Education, for which the editorial "Learning, Digitalisation, and Social Sustainability" also was written. Editors: Sylvi Vigmo and myself.

An upcoming article "Students’ Reading Strategies at Upper Secondary Level for Equity and Diversity" derives from the same research material will be published in the volume Diversity and Equity in Education, for which I'm one of the editors (together with Andreas Gegenfurtner, Christine Rubie-Davies, Dimitrios Papadopoulos and Özün Keskin-Senkal)