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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.
- Jabil Seven External link.
- Therese Uppman External link.
Affiliated Researchers
- Anouk Jasmine Albien External link.
- Anna Bilon-Piórko External link.
- Ann-Kristin Boström External link.
- Satya Brink External link.
- Anders Dybelius
- Wai Yi Feng
- Claudia Gillberg External link.
- David Hallberg External link.
- Colette Henry External link.
- Ann Ludvigsson
- Svein Tvedt Johansen External link.
Publications
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Bäcklund, J., Bagga-Gupta, S. (2025). What do universities showcase digitally?: Epistemological-methodological issues and the role of higher educational institutions in the 21st century.
Bandung 12(1), 65-116
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Milner, A., Bäckström, P., Ernestam, J. (2025). Constructing solidarity through social justice in education: from collaboration and conflict to amalgamation between Swedish teacher unions. Globalisation, Societies and Education 23(1), 291-309
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Schmidt, C., Wedin, Å. (2024). Replik: Viktigt att ta hänsyn till olika typer av forskning. Ämnesläraren
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Wedin, Å., Schmidt, C. (2024). Kränkande påstående om lärarutbildningen. Ämnesläraren
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Hvit Lindstrand, S. (2024). Childrens multimodal language throughout reading of picture books in preschool.
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Schmidt, C. (2024). The Picture book – a world to experience and communicate about in the primary school classroom.
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Schmidt, C., Krogstad Svanes, I., Hvit Lindstrand, S., Andersson-Bakken, E. (2024). The Potential of Picture Books in Early Language- and Literacy Education.
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Schmidt, C. (2024). Bilderboken som språklärande potential i förskoleklassen och årskurs 1-4.
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Helming Gustavsson, M. (2024). ”Vi får möta hindren tillsammans”: en studie om vadsvensklärare i årskurs 7–9 säger att de gör för att främja engagemang bland sina elever vid fiktionsläsning. In: Lena Ahlin, Jonas Asklund, Christoffer Dahl, Maria Freij, Petra Magnusson & Anna Smedberg Bondesson (Ed.), Language and Literature in Education Stockholm: Stockholm University Press
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Janoušková, S., Bílek, M., Boesen, J. (2024). Barriers and drivers by sustainability school community projects implementation: What changes appeared. Chemistry-Didactics-Ecology-Metrology 29(1-2), 39-52
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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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