Educare adopts article-based publishing, by which articles are published as soon as they are ready, without waiting for the issue's completion. The article is assigned a unique URL identification and is made available for early view till the issue it is scheduled to appear in is complete. This to ensure expedient exposure for all accepted publications. Once the issue is complete, all the articles and other features, while keeping their unique URL identifications, are published as part of the current issue.

The current issue consists of seven articles covering diverse aspects of educational issues such as guardians’ participation in preschool education; how students enrolled in a teacher programme specialising in school-age educare articulate their educational choices in relation to migrant background, gender and class; the construction of the research area Svenskämnesdidaktik as perceived through a corpus of job announcements; variations that appear in preschool teachers’ perceptions of experiences from conducting systematic child talks in preschool; how practitioners perceive their experiences with values clarification, a technique comprising of various exercises employed to process diverse themes; preschool teachers’ and head teachers’ conceptions and experiences during the initial phase of the national improvement initiative, Collaboration for the Best School Possible and manifestations of professional agency in teacher educators during higher education’s transition to emergency remote work.

This special issue consists of five position papers, four articles and two essays covering diverse aspects of the theme Culture on the Move that foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the texts in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.

The current issue consists of eight articles covering diverse aspects of educational issues such as mother tongue teachers’ perspectives on interdisciplinary collaboration with mainstream and special educational needs teachers, how mothers support their children’s literacy development during the first year in primary school, how students in preschool teacher education perceive the role of popular culture in preschool education, the effects of implementing a model for analysis of multimodal texts, a deeper understanding of conditions for students’ subject-specific reading comprehension in civic education, the potential to encompass questions about transgender and gender fluid identity in the school subject visual art in compulsory years 7-9, how courses in teaching and learning of mathematics create conditions for preservice teachers to develop professional knowledge relating to mathematical subject knowledge and pedagogical mathematical knowledge in preschool and primary teacher education and how assessment of the English subject is presented in curricula from Sweden and Finland at the lower and upper secondary levels.

The current issue consists of seven articles covering diverse aspects of educational issues such as a comparative analysis of two different frameworks for discourse analysis in the science classroom, a critical analysis of the model that is used to generate test grades in Swedish national tests, a critical discourse analysis of national policy documents focusing on how the concept of gender equality and the compulsory school’s gender equality mission can be understood, an analysis of how the concept of “weak pupils” as social representation has been, and still is, (re)produced in governmental inquiries,  difficulties in written productions at the early stages of primary teacher programme, teaching practices characterised by translanguaging in multilingual classrooms in Sweden and the professional role of teachers of Swedish as a second language.

The current issue consists of six articles and a position paper covering diverse aspects of educational issues: preschool teachers discussing physics in preschool, the role of Swedish as a second language (SSL) teachers in language introduction programmes, undergraduate Swedish EFL (English as a foreign language) critical thinking skills online, the need of a developed conceptual framework to describe preschool teachers leadership in preschool and within education and research, the emergence of learning in dating television, smartphones as a resource for adult immigrants' multi modal text production and VTS (Visual Thinking Strategies) in a Swedish EFL classroom.

The current issue consists of 7 articles and a position paper covering diverse questions in educational research: how teachers in school-age educare perceive their work situation, what significance fiction reading carries in the Swedish school, how teachers describe teaching in preschool, what upper secondary school pupils find interesting when learning literary history, how teachers scaffold newly arrived pupils’ digital text production, what teachers say about teaching newly arrived pupils at a vocational upper secondary school, how gender is represented in Swedish English as a Foreign Language (EFL) textbooks and why it is essential to publish research on Swedish higher education (also) in Swedish.

The current issue consists of two position papers and six articles covering diverse aspects of didaktik in preschool stemming from a major collaborative research project Multivocal Teaching in Preschool. The guest editor, Professor Ann-Christine Vallberg Roth, introduces this special issue in her position paper “Teaching in preschool: Multivocal didaktik modelling in a collaborative conceptual replication study.”

In the last three decades, the development of digital technology, and not least the Internet, has affected how we communicate, make meaning, and learn, both on an individual and on societal levels. Changes in communication patterns also coincide with increased globalization, changes in production and economic conditions. What drives what is difficult to ascertain, but all factors impact the educational system and contribute to the changing conditions for teaching and learning. Teaching nowadays involves the use and incorporation of digital technologies where learning increasingly becomes a matter of student-active participation, collaboration and sharing. Moreover, students need to be able to interpret information from a diversity of sources and media, formulate questions for this content and solve problems (Binkley et al., 2012; EU, 2017; Godhe et al., 2020). This special issue aims to showcase digital approaches to communication with the help of case studies that illuminate how text, information and multimodality in the digital age shape and influence education.

This December issue consists of eight articles. In focus are several pertinent educational questions: how pre-service teachers’ reflect on interculturality prompted by an international virtual exchange (VE), how control is divided between preschool teachers and special educational needs coordinators (SENCOs) when dealing with special needs children, what are parents’ reflections on the transition of their children from preschool to school, how teacher feedback promotes the development of mathematical reasoning in secondary school pupils, how the concept of systematic leadership is addressed in recent Nordic research on kindergartens, what work preconditions school-age educare teachers have for support and development of pupils in leisure centres, how preschool teachers develop professional knowledge within the preschool context and, finally, what classroom management choices teachers report making.

This summer issue consists of seven articles and a position paper. In focus in this issue are several pertinent educational questions: how the concept of proven experience shapes teaching practice in school, how professional orality should be viewed from ethical perspectives, what is the essential meaning of joy in learning, how pupils develop narrative competencies and identities through consuming and producing stories in various forms, in what ways the Swedish minorities are represented in the steering documents (Lgr11), how taste can be reconceptualised to contribute to sustainable food consumption, what teaching means for pre-school and school-age recreation leaders and how PE teachers legitimise pupils’ writing in their subject.

In focus in this issue are several pertinent educational topics: the benefits of combining literary and linguistic tools for literary textanalysis, the use of digitaltools for literacy development in school, assessment in visual arts education, preschool teacher trainees’ practice placements, spoken interaction in heterogeneous classrooms, multi-instrumental music teachers’professional flexibility and professional ethics in teacher education.

This special issue of Educare is published in collaboration with NB!Write, The Nordic and Baltic Writing in Higher Education Network, who aim to consolidate and disseminate writing research and pedagogy and forge new collaborations in the region. Therefore, in this issue of Educare, the Reader will find contributions investigating how writing and the teaching of writing are embedded and supported in different international, national, local and institutional models. The issue consists of three research articles, three position papers and an interview. The focus is on the recent initiatives in the Nordic and Baltic region, but other European contexts of relevance to the regional writing initiatives are also represented. More specifically, the contributing authors explicitly situate writing issues in particular institutional contexts, explore writing support and development of student writing and instructor competency and articulate strategies to make this work sustainable.

The current issue consists of seven articles and Educare’s first book review (hopefully, many more to come). The articles illuminate a number of pertinent subjects in school education, ranging from school segregation, conflicting assessment practices, immigrant students reading and writing skills to literacy in working-class men.

This special issue stems from the biannual conference affiliated with The National Forum of English Studies, which organizes university teachers of English throughout Sweden, convened at Malmö University 10-12 April, 2019. The conference theme, “English in Transformation,” identified the challenges that have characterized the academic study of English in Sweden in recent years. In accordance with this theme, some of the papers discussed the perceived weakening of English as an independent, well-defined discipline. In support of this view, data were presented on student numbers, program profiles, courses offered on graduate level and positions. Other presenters offered a more optimistic outlook, stressing that English is nearly ubiquitous within the academy and that this opens up many opportunities, especially with regard to vocational programs. Certainly, the comparative approach offered by the shifting perspectives and situations in different seats of learning in Sweden provided an invaluable cross-section of the subject as it stands in Sweden today, not least in relation to teacher education

The current issue consists of six articles illuminating the following subjects. Based on a qualitative analysis of an extensive data set collected during a 3-year-long-project, Linda Palla and Ann-Christine Vallberg-Roth demonstrate a shift in the identities of preschool teachers towards a more active teaching role. In his quantitative study, Lars Fonseca explores pupils’ social norms about cheating in school. Liselotte Eek-Karlsson, Mattias Lundin and Ann-Christin Torpsten illuminate how schools approach their task of upholding equality and counteracting discrimination. Exploring the conceptualization of digital competency in the Swedish curriculum for compulsory school, Anna-Lena Godhe, Petra Magnusson and Sylvana Sofkova Hashemi conclude digital competency is predominantly perceived as a tool. Hanna Thuresson and Ann Quennerstedt present a research synthesis of Swedish research from 2005 to 2018 on children’s and pupils’ influence and democratic participation in preschool and school. Finally, after having investigated in what ways relational competency is described in 142 different curricula for special education teacher training programmes in Sweden, Jonas Aspelin and Daniel Östlund conclude that relational competence is a neglected topic in these curricula.

The current issue Aestetics, Learning and Education, Part 2 consists of seven articles illuminating the subject from different perspectives and in different contexts. The guest editor is Ann-Mari Edström, who introduces the subject area and and the issue in the first article

The current issue Rasism och Skola (Racism and School) consists of five articles illuminating the subject from different perspectives and in different contexts. The guest editors are René León Rosales  and Rickard Jonsson, who introduce the subject area andthe issue in the first article.

The current issue consists of six articles illuminating different subjects from preschool to text talks on poetry to student counseling.

The current issue Aestetics, Learning and Education, Part 1 consists of five articles illuminating the subject from different perspectives and in different contexts. The guest editor is Ann-Mari Edström, who introduces the subject area and and the issue in the first article

The current issue History of Education consists of six articles illuminating the subject from different perspectives and in different contexts. The guest editor is Thom Axelsson, who introduces the subject area and the issue in the first article.

The current issue consists of six articles spanning the educational field. Three of the articles focus on literacy and literacy development. Two articles are concerned with how leisure centres in the Swedish school function. One article focuses on special needs education in private schools in scarcely populated, rural areas of Sweden.

EDUCARE är en sakkunniggranskad tidskrift som finns vid fakulteten för lärande och samhälle på Malmö högskola. Dess ambition är att publicera artiklar från det breda fält som utgör det som benämns som utbildningsvetenskap. EDUCARE publicerar även specialnummer kring aktuella teman inom det utbildningsvetenskapliga fältet. Detta nummer, EDUCARE 2018:1, består av åtta artiklar med stor spännvidd inom det utbildningsvetenskapliga området.

EDUCARES ambition är att publicera artiklar från det breda fält som utgör det som benämns som utbildningsvetenskap. Detta nummer (Educare 2017:2) består av sju artiklar som samtliga lever upp till denna målsättning och som tillsammans ger indikationer om av vad utbildningsvetenskap kan handla om.

EDUCARE är en sakkunniggranskad tidskrift som finns vid fakulteten för lärande och samhälle på Malmö högskola. Dess ambition är att publicera artiklar från det breda fält som utgör det som benämns som utbildningsvetenskap. EDUCARE publicerar även specialnummer kring aktuella teman inom det utbildningsvetenskapliga fältet. Detta nummer (EDUCARE 2017:1) består av sex artiklar som handlar om flerspråkighet i svenskämnet. Gästredaktör för detta nummer är Anna Lyngfelt, docent i litteraturvetenskap vid Göteborgs universitet.