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.
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.
Researchers and Post-docs
- Pia Andersson External link.
- Anders Dybelius
- Carin Falkner
- Joel Hedegaard
- Ann Ludvigsson
- Emma Neal External link.
- Helena Anderström External link.
- Joel Berglund External link.
- Richard Lindberg External link.
- Nevena Pantelic External link.
- Samuel Raoufi-Kvist External link.
- Therese Uppman External link.
- Godhe, A. (2023). Swedish teachers' digital competence: infrastructures for teaching and working. In: S. Willermark, A. D. Olofsson, J. O. Lindberg (Ed.), Digitalization and Digital Competence in Educational Contexts: A Nordic Perspective from Policy to Practice (pp. 194-206). Taylor & Francis
- Wernholm, M., Hvit Lindstrand, S., Kjällander, S. (2023). Barns hybrida lek i förskolan. Utbildning och Lärande / Education and Learning 17(4), 105-122
- Elofsson, J., Ekdahl, A. (2023). Supporting or restricting mathematical communication and reasoning in teaching 6-year olds.
- Ekdahl, A. (2023). 6-year-olds’ different ways of reasoning about a larger collection of items.
- Kullberg, A., Ekdahl, A. (2023). To see the yet unseen – “critical aspects” as a key to developing teaching and students’ learning.
- Rostedt, J. (2023). Traces of children’s agency in preschool; teacher’s out-of-classroom planning work. European Early Childhood Education Research Association (EECERA)
- Bäcklund, J. (2023). Teaching and Learning in the 21st century – Classrooms in 2022 with a focal point on digital tools.
- Schmidt, C., Molin, L. (2023). Paradoxes of access to equity: multilingual primary school classroom practices. Language and Education
- Almgren White, A., Sundberg, S. (2023). Creative play sculptures from a sustainable and intermedial perspective.
- Öhman, C. (2023). Parental participation in preschool teaching – An aspect of democracy. European Early Childhood Education Research Association (EECERA)
- Graven, M., Venkat, H. (2023). SAARMSTE's role in building and connecting Early Grade Mathematics research: A review of SAARMSTE Proceedings 2003-2022. Taylor & Francis
- Godhe, A. (2023). Teachers’ experience of the breakdown of infrastructures during the pandemic. Education and Information Technologies
- Bäckström, P. (2023). Peer effects in education: Theoretical synthesis of frame factor theory and opportunity to learn using TIMSS 2011. International Journal of Educational Research
- Hugo, H. (2023). Historiska resonemang på mellanstadiet: En designbaserad studie för att utveckla undervisningen. Jönköping: Jönköping University, School of Education and Communication
- Hugo, H., Sandblom, E., Dybelius, A. (2023). Kan elever i årskurs 5 lära sig att resonera historiskt? Uttryck för historiskt tänkande genom resonemang och historiespecifik litteracitet i vardande. Nordic Journal of Literacy Research 9(1), 141-161
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