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Lifelong learning (LL)
Lifelong learning occurs for personal, democratic, and work-related purposes. Within the environment, we refer to it as an ongoing, lifelong individual educational process that takes place in various formal and informal contexts. Much of our research focuses on what happens in the workplace and in educational settings, but we also study what happens on the margins and in the new borderlands that arise from changes at the regional, national, and international levels.
We who work in the research environment contribute to scientific development, but it is equally important that the knowledge developed benefits teaching, our partners, and society at large. When we talk about sustainable work in relation to our HR program, it means talking about both work and life in a broader sense where meaning-making, co-creation, and motivation are central. We envision a society where there is room for all people, and where learning supports individual development in work, as citizens, and above all as human beings.
Themes
Encell - National centre for lifelong learning
The research environment has been developed as part of the work to establish a National Centre for Lifelong Learning - Encell. Encell has been commissioned by the government to have overall national responsibility for research and knowledge dissemination on adult learning in partnerships and networks. Encell was formed in 2001 and is managed by the Jönköping University Foundation, with the School of Education and Communication (HLK) as the host organization.
The Institute of Responsible Education Management
The Institute of Responsible Education Management addresses those who are leaders of principals and preschool directors in public or private institutions, with the ultimate purpose to strengthen them in their leadership.
The Institute of Responsible Education Management offers research and education based on an interactive approach, where we together work with both the individual’s leadership and activity development.
Researchers
Group members
Professors
- Helene Ahl External link.
- Sangeeta Bagga-Gupta External link.
- Cecilia Bjursell
- Lene Foss External link.
- Roland Persson
Associate Professors
Researchers and Post-docs
- Lars Almén External link.
- Pia Andersson External link.
- Isa Bohman Jertfelt External link.
- Carin Falkner
- Joel Hedegaard
- Emma Neal External link.
Doctoral students
- Helena Anderström External link.
- Asia Della Rosa External link.
- Joel Berglund External link.
- Karin Ingeson External link.
- Richard Lindberg External link.
- Nevena Pantelic External link.
- Samuel Raoufi-Kvist External link.
- Jabil Seven External link.
- Therese Uppman External link.
Affiliated Researchers
Publications
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Godhe, A., Lindberg, Y., Bäcke, M. (2024). Who holds the future? Teachers’ work with students’ future thinking, sustainability & technology.
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Lindberg, Y., Godhe, A., Bäcke, M. (2024). Diffractive creation: Students’ collaborative writing processes and practices with GenAI.
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Ekdahl, A., Nord, M., Kullberg, A. (2024). What matters in teaching for students’ learning opportunities of subtraction in the 1–20 number range?. Scandinavian Journal of Educational Research
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Lindberg, Y., Godhe, A., Bäcke, M., Haglind, T., Galbraith, A., Selvander, F., Rangsjö, J. (2024). Futures Day: Framtidsperspektiv och kollaborativt skrivande med GenAI i svensk- och teknikämnet på gymnasiet.
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Godhe, A., Lindberg, Y., Bäcke, M. (2024). Students create futures: Diffraction patterns in writing practices and processes with GenAI.
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Godhe, A., Lindberg, Y. (2024). Composing future imaginaries in L1.
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Alnervik, K., Öhman, C., Anderstaf, S., Wennefors, K. (2024). Vårdnadshavare i förskolan - förtroendefulla relationer för professionellt samarbete. Stockholm: Lärarförlaget
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Öhman, C. (2024). Development dialogue in Preschool – a study about how parental participation appears through preschool teachers’ professionalism. European Early Childhood Education Research Association (EECERA)
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Ekdahl, A., Björklund, C. (2024). Teaching number relations with finger patterns when exceeding 10.
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Ekdahl, A., Kerekes, K. (2024). Implementing a French teaching program in a Swedish grade 1 classroom. Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF
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Björklund, C., Elofsson, J., Kullberg, A., Ekdahl, A., Runesson Kempe, U., Alkhede, M. (2024). Preschool class students’ discernment of number structure in a spatial pattern. Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF
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Ekdahl, A., Lundberg, B. (2024). Att utveckla undervisning om tal och talrelationer i förskoleklass. Forskning om undervisning och lärande 12(2), 85-107
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Björklund, C., Elofsson, J., Kullberg, A., Ekdahl, A., Runesson Kempe, U., Alkhede, M. (2024). Förskoleklasselevers användning av talstrukturer. Forskning om undervisning och lärande 12(2), 31-45
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Elofsson, J., Runesson Kempe, U., Ekdahl, A., Björklund, C. (2024). Kartläggning av förskoleklassens matematikundervisning om tal – kvalitativa skillnader och lärandemöjligheter. Forskning om undervisning och lärande 12(1), 47-68
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Florin Sädbom, R. (2024). Like stepping into a spaceship: Adjunct lecturers lived experiences during their initial time in teacher education programs in Sweden. Journal of Praxis in Higher Education
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