Publications

Peer-reviewed articles

Berglund, T., Gericke, N., Forssten Seiser, A., Mogren, A., & Olsson, D. (2025). The role of ESD facilitators in bringing about change in schools. Environmental Education Research. Advance online publication. https://doi.org/10.1080/13504622.2025.2486367

Portfelt, P. (2025). Principals’ influences on research-based education: The case of Swedish local municipal adult education institutions. European Journal of Education, 60(2), Article e70081. https://doi.org/10.1111/ejed.70081

Buskqvist, U., & Johansson, E. (2024). From digital competence to digital capacity: A socio-material perspective on digitalization in preschool. Nordic Journal of Digital Literacy, (1), 39-51. https://doi.org/10.18261/njdl.19.1.4

Duek, S., Lindholm, A., & Uddling, J. (2024). Enacting new visions: Headteachers’ preparatory work amidst revised language arts syllabi. Education Inquiry, 1–19. https://doi.org/10.1080/20004508.2024.2438432

Forssten Seiser, A., & Portfelt, I. (2024). Critical aspects to consider when establishing collaboration between school leaders and researchers: Two cases from Sweden. Education Action Research, 32(2), 260–275. https://doi.org/10.1080/09650792.2022.2110137

Francisco, S., Forssten Seiser, A. & Olin Almqvist, A., (2024). Action research as professional learning in and through practice. Professional Development in Education, 50(3), 501–518. https://doi.org/10.1080/19415257.2024.2338445

Glawing, C., Karlsson, I., Kylin, C., & Nilsson, J. (2024). Work‐related stress, stress reactions and coping strategies in ambulance nurses: A qualitative interview study. Journal of Advanced Nursing, 80(2), 538–549. https://doi.org/10.1111/jan.15819

Johansson, E., & Seiser, A. F. (2024). Principals’ professional learning as praxis-oriented change: Leading digitalisation in preschool education. Research in Educational Administration and Leadership, 9(1), 1–38. https://doi.org/10.30828/real.1416955

Jordan, M. S. (2024). Professional development through motivational interviewing training: Lower secondary school teachers’ views and experiences. Professional Development in Education. Advance online publication. https://doi.org/10.1080/19415257.2024.2433044

Mogren, A., Forssten Seiser, A., Gericke, N., Berglund, T. & Olsson, D. (2024). Leadership actions that enable or constrain accommodation of education for sustainable development. International Journal of Leadership in Education. Advance online publication. https://doi.org/10.1080/13603124.2024.2418623

Wagnsson, S., Augustsson, C., & Jordan, M. (2024). To pay or not to pay? Parents’ view of the commercialisation process in children and youth sports. European Journal for Sport and Society, 21(2), 188–207. https://doi.org/10.1080/16138171.2023.2265719

Walan, Susanne & Enochsson, Ann-Britt (2024). Affordances and obstacles when integrating digital tools into science teaching in preschools. Research in Science & Technological Education, 42(3), 533–552. https://doi.org/10.1080/02635143.2022.2116423

Öhman, A., & Klope, E. (2024). How does it feel? An exploration of teaching perceptive sensoriality in hairdressing education. Nordic Journal of Vocational Education and Training, 14(2), 1–6. https://doi.org/10.3384/njvet.2242-458X.241421

Buskqvist, U., Johansson, E., & Hermansson, C. (2023). Inbetween literacy desirings and following commands: Rethinking digitalization in Swedish early childhood education. Nordic Journal of Studies in Educational Policy, 9(2), 210-220. https://doi.org/10.1080/20020317.2023.2229021

Grice, C., Forssten Seiser, A., & Wilkinson, J. (2023). Decentring pedagogical leadership: Educational leading as a pedagogical practice. Journal of Educational Administration and History, 55(1), 89–107.  https://doi.org/10.1080/00220620.2022.2163381

Forssten Seiser, A., Mogren, A., Gericke N., Berglund, T., & Olsson, D. (2023). Developing school leading guidelines facilitating a whole school approach to education for sustainable development. Environmental Education Research, 29(5), 783–805. https://doi.org/10.1080/13504622.2022.2151980

Francisco, S, Forssten Seiser, A. & Grice, C. (2023). Professional learning that enables the development of critical praxis. Professional Development in Education, 49(5), 938–952. https://doi.org/10.1080/19415257.2021.1879228

Johansson, E. (2023). Reconceptualizing Time to Understand How to Lead Digitalization in Education. Forskning og forandring, 6(1), 3–21. https://doi.org/10.23865/fof.v6.5344

Jordan, M., Wagnsson, S., & Gustafsson, H. (2023). Using motivational interviewing to promote teacher efficacy, autonomy-supportive teaching, and students’ academic motivation. Cogent Education, 10(2), 2229033. https://doi.org/10.1080/2331186X.2023.2229033

Olsson, Å. (2023). Social Sustainability in Swedish Multicultural Preschools. Nordisk barnehageforskning, 20(3), 185–202. https://doi.org/10.23865/nbf.v19.341

Portfelt, I. (2023). Principals' influences on teaching and assessment in special education. Educational Research, 65(4), 428–443. https://doi.org/10.1080/00131881.2023.2239832

Duek, S., & Nilsberth, M. (2022). Languages and Identity Constructions in Multilingual Students’ Digital Literacy Practice. Education Inquiry. https://doi.org/10.1080/20004508.2022.2109561

Forssten Seiser, A., & Söderström, Å. (2022). The impact of the Swedish national principal training programme on principals’ leadership and the structuration process of school organisations. Research in Educational Administration and Leadership, 7(4), 826–859. https://doi.org/10.30828/real.1120909

Wikström, P., Duek, S., Nilsberth, M., & Olin Scheller, C. (2022). Smartphones in the Swedish upper-secondary classroom: A policy enactment perspective. Learning, Media & Technology.https://doi.org/10.1080/17439884.2022.2124268

Enochsson, A.-B., Kilbrink, N., Andersén, A., & Ådefors, A. (2021). Obstacles to progress: Swedish vocational teachers using digital technology to connect school and workplaces. International Journal of Training Research, 20(2). https://doi.org/10.1080/14480220.2021.1979623

Forssten Seiser, A. (2021). When the demand for educational research meet practice. Research in Educational Administration and Leadership, 6(2), 348–376. https://doi.org/10.30828/real/2021.2.1 

Svensson, M., Wagnsson, S., & Gustafsson, H. (2021). Can motivational interviewing be a helpful professional tool? Investigating teachers' experiences. Educational Research, 63(4), 440-455. https://doi.org/10.1080/00131881.2021.1989318

Finnveden, G., Friman, E., Mogren, A., Palmer, H., Sund, P., Carstedt, G., Lundberg, S., Robertsson, B. & Svärd, L. (2020). Evaluation of integration of sustainable development in higher education in Sweden. International Journal of Sustainability in Higher Education, 21(4), 685–698. https://doi.org/10.1108/IJSHE-09-2019-0287

Forssten Seiser, A. & Blossing, U., (2020). Actions and practice architectures for realising sustainable development by restructuring school organisations. Forskning och Forandring 3(2), 69–88. https://doi.org/10.23865/fof.v3.2457

Forssten Seiser, A. (2019) Exploring enhanced pedagogical leadership: An action research study involving Swedish principals. Educational Action research, 28(4). https://doi.org/10.1080/09650792.2019.1656661

Mogren, A., & Gericke, N. (2019). School leaders’ experiences of implementing education for sustainable development: Anchoring the transformative perspective. Sustainability, 11(12), 3343. https://doi.org/10.3390/su11123343

Mogren, A., Gericke, N., & Scherp, H. Å. (2019). Whole school approaches to education for sustainable development: A model that links to school improvement. Environmental education research, 25(4), 508–531.https://doi.org/10.1080/13504622.2018.1455074

Aas, M., & Blom, T. (2017). Benchlearning as professional development of school leaders in Norway and Sweden. Professional Development in Education, 44(1), 62–75. http://doi.org/10.1080/19415257.2017.1355840

Mogren, A., & Gericke, N. (2017). ESD implementation at the school organisation level, part 1: Investigating the quality criteria guiding school leaders’ work at recognized ESD schools. Environmental Education Research, 23(7), 972–992. https://doi.org/10.1080/13504622.2016.1226265

Mogren, A., & Gericke, N. (2017). ESD implementation at the school organisation level, part 2: Investigating the transformative perspective in school leaders’ quality strategies at ESD schools. Environmental Education Research,23(7), 993–1014. https://doi.org/10.1080/13504622.2016.1226266

Doctoral and licentiat theses

N.B. The doctoral dissertations in Swedish from our group, all have an English summary of 10–20 pages. 

Forsler, A. (2024). The role of pedagogical content knowledge when teaching sustainable development in science education (Karlstad University Studies 2024:37) [Doctoral dissertation, Karlstad University]. DiVA. https://kau.diva-portal.org/smash/get/diva2:1903873/FULLTEXT01.pdf

Mogren, A. (2019). Guiding principles of transformative education for sustainable development in local school organisations: Investigating whole school approaches through a school improvement lens [Doctoral dissertation, Karlstad University]. DiVA. https://www.diva-portal.org/smash/get/diva2:1368940/FULLTEXT01.pdf

Books and book chapters

Gericke, N., Forssten Seiser, A., Mogren, A., Berglund, T., & Olsson, D. (2024). How to institutionalize a whole school approach to ESD. In A. E.J. Wals, B. Bjønness, A. Sinnes,  & I. Eikeland (Eds.), Whole school approaches to sustainability (pp. 57–69). Springer. https://doi.org/10.1007/978-3-031-56172-6_4

Grice, C., Forssten Seiser, A., & Wilkinson, J. (2024). Decentring pedagogical leadership: Educational leading as pedagogical practice. In C. Grice, A. Lizier, & S. Fransisco (Eds.) Decentring Leadership: Rethinking Leading in Educational Contexts (pp. 89–107). Routledge. https://doi.org/10.4324/9781003456919-1

Olsson, Å. & Cooper, A. (2024). Globalisation, Education Policy and Reform: Changing Schools: Intercultural Preschools in Sweden, In J. Zajda (Eds.) Fourth International Handbook of Globalisation, Education and Policy Research (753–768). Springer. https://doi.org/10.1007/978-3-031-67667-3_39

Söderström, Å., & Forssten Seiser, A. (2024). Ethical and moral perspective in leading schools. In L. E. Damgaard Knudsen, M. Wiberg, K. Bjerg Petersen, & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools (pp. 126–142). Routledge https://doi.org/10.4324/9781003407775

Thelin, K. & Forssten Seiser, A. (2024). Nurturing eco-thinking by leading and learning from the future as it emerges. In K. Remier, M. Kaukko, S. Windsor, S. Kemmis & K. Mahon (Eds.) Living well in a world worth living in for all: Volume 2: Enacting praxis for a just and sustainable future (pp. 31–46). Springer. https://link.springer.com/book/10.1007/978-981-97-1848-1

Verhelst, D., Mogren, A., Boeve-de Pauw, J., & Van Petegem, P. (2024). Getting to a whole school approach: Lessons from school effectiveness and school improvement in ESD research. In Whole School Approaches to Sustainability: Education Renewal in Times of Distress (pp. 71-86). Springer International Publishing. https://doi.org/10.1007/978-3-031-56172-6

Kilbrink, N., Enochsson, A-B.,  Andersén, A., & Ådefors, A. (2021). Teachers’ use of digital boundary objects to connect school and workplace-based learning in dual vocational education. In E. Kyndt, S. Beausaert, & I. Zitter (Eds.), Developing connectivity between education and work: Principles and practices (pp. 119–136). Routledge.

Kilbrink, N., Enochsson, A.-B., & Söderlind, L. (2020). Digital technology as boundary objects: Teachers’ experiences in Swedish vocational education [Digitale Technologien als Grenzobjekte: Erfahrungen von Lehrpersonen der beruflichen Bildung in Schweden]. In C. Aprea, V. Sappa, & R Tenberg (Eds.), Connectivity and integrative Competence Development in Vocational and professional Education and Training (ZBW-B, Band 29, pp. 233–251). franz Steiner Verlag.

Reports

Tengberg, M., Forssten Seiser, A., Wejrum, M., Evermark, M., & Pihlfalk, M. (2022). Linking Instruction and Student Achievment: Professional Learning Observations of Teaching (LISA-PLOT): Main report. https://www.diva-portal.org/smash/get/diva2:1710710/FULLTEXT01.pdf

Other

Asplund, S.-B., Kilbrink, N. & Enochsson, A.-B. (Eds.) (2024). Vocational classroom research [Special issue]. Nordic Journal of Vocational Education and Training, 14(2). https://doi.org/10.3384/njvet.2242-458X.24v14i2

Windsor, S. (host). (2024, 13 May). Nurturing eco-thinking by leading and learning from the future as it emerges (a conversation with Katina Thelin and Anette Forssten Seiser) [Pod cast]. In A world worth living in. https://open.spotify.com/episode/5nDcjx5fSrKl7hNgZFFtCM?si=PnxRdll_SeShjqW74Wlzww&fbclid=IwZXh0bgNhZW0CMTAAAR2i-3FJWmuRBr0tOONmCJ7-akzaApX_dqiM-hd0VVZH75ivsopBpyVJH8g_aem_AZtsaPIP5PF73QLsONqUeJiatE8_F4xfMMbNnkOlfdH_7BrQaG_nklMnb9ugkrQrdTLfd3jjazec-7k65N1EGD_R&nd=1&dlsi=afe195fc473342a2