Call for Papers


15 April, 2020: Deadline for submission of extended abstracts (max 1500 words excl. references)

15 June, 2020: Notification of Educare’s interest

15 November, 2020: Deadline for submission of manuscripts for peer review


Educare is a peer-reviewed journal published regularly at the Faculty of Education and Society, Malmö University, Sweden since 2005. Educare publishes a wide range of research in education and educational sciences and has long been considered a research forum for faculty, practitioners and policymakers in Sweden. The journal strives to be of relevance to these stakeholders not only through its choice of the published topics, but also through the clarity of presentation. The journal accepts original submissions in Swedish, Danish, Norwegian and English. We welcome both experienced and young researchers to contribute to the journal. All articles are first reviewed by the editor-in-chief or the editorial board. In the next step, articles are subjected to a double-blind review by two external reviewers. All submissions are judged on the basis of their relevance from a professional and educational perspective, theoretical and methodological contribution, critical insights and rhetorical quality. The journal is currently registered in The Norwegian Register for Scientific Journals, Series and Publishers is a national peer-reviewed journal within the field of education and educational research with scientific level 1.


We invite contributions to a special issue of Educare focusing on recent changes and challenges in education adressing texts, information and multimodality in the digital age. More specifically, this issue invites global contributions which explore the impact of the increasingly multimodal and digital society on teaching and learning practice in compulsory and higher education: How do the ways we communicate and make meaning of texts and information affect education, where verbal language (speech and writing) traditionally is in focus? What competences and strategies are needed for teachers and students to engage with contemporary texts, to understand how information is spread and made available through technology, and to handle the information flow in the digital age? How are teaching and assessment supported by curricula?

This special issue welcomes contributions in the form of research articles, position papers and book reviews that explicitly investigate and explore challenges and opportunities connected to texts and information in a digitalized society. The proposed articles, papers and reviews should not have been published elsewhere.


Abstracts are to be submitted at


Guest editors:

Anna-Lena Godhe,

Sylvana Sofkova Hashemi,

Linnea Stenliden,


Anna Wärnsby,