English profile school that provide English language instruction are common today, and despite the fact that English speaking international teachers make up approximately 50% of the teacher population of these schools, there is no empirical data to date collected on this group within Sweden.

In Sweden, individuals can study adult education while incarcerated. However, the conditions for education differ from those found in the wider society. This project aims at exploring how education is organized in Swedish prisons and what it is like to teach and study in prison.

Enacting Sex Education: a practice based study concerning an interdisciplinary knowledge content in Swedish secondary school.

Swedish municipal adult education (SMAE), Komvux, offers a second chance for adults to complete their basic or upper secondary education. In the thesis, conditions for inclusion in SMAE and how they are formed stand in focus.

Learning with robots? The project aims to explore how we can use and benefit from human-robot interaction in adult education in Sweden, with special focus on students with Swedish as a second language.

Digitization has had a transformative impact on museum practices in recent years, including the work with exhibitions. The aim of this project is to produce knowledge about the effects of digitization in relation to the exhibition medium and to visitors' meaning-making.

Creativity is an important competence for driving societal development forward and according to the curriculum and EU regulations, students must be given the opportunity to develop their creative abilities. This means that teachers must have the right skills to conduct teaching which benefits this.

The purpose of the thesis is to study the objectification of the teacher's knowledge in the Swedish Schools Inspectorate's review reports and the teacher education syllabuses and thereby make visible the knowledge regimes about the teacher's knowledge that are created in this context, as well as how these regimes discipline teachers.

How is the professional identity of  practically experienced teachers affected by undergoing an academic education alongside their teaching work? What impact do experienced teachers perceive that the academic education has on professional activities during and after the graduation?