Publications

Aagaard, J. (2017). Breaking Down Barriers: The Ambivalent Nature of Technologies in the Classroom. New Media & Society, vol. 19(7), p. 1127-1153.

Aagaard, J. (2022). Taming Unruly Beings: Students, Discipline, and Educational Technology. Technology, Pedagogy and Education, vol. 31(2), p. 159-170.

Aagaard, J., Stenalt, M. & Selwyn, N. (2023). “Out of Touch”: University Teachers’ Negative Engagements with Technology during COVID-19. Learning and Teaching, vol. 16(1), p. 98-118.

Bergström, P., Wiklund-Engblom, A., & Lindfors, M. (2025). Sharing Teacher Power: Exploring Teaching Practices in Innovative Learning Environments through Mixed Methods Analysis. Teachers and Teaching. https://doi.org/10.1080/13540602.2025.2528819.

Bergström, P., & Wiklund-Engblom, A. (2022). Who’s Got the Power? Unpacking Three Typologies of Teacher Practice in One-to-One Computing Classrooms in Finland. Computers & Education, 178, 1-14. https://doi.org/10.1016/j.compedu.2021.104396

From, T., Platzgummer, V., Laihonen, P., Sahlström, F., & Szabó, T. P. (2024). Spatial ideologies on official bilingualism and co-located schools in Finland and South Tyrol, Italy. Language and Education, 38(6), 1027-1043. https://doi.org/10.1080/09500782.2024.2362908

From, T. (2023). Rethinking Finland’s Official Bilingualism in Education. In: Thrupp, M., Seppänen, P., Kauko, J., Kosunen, S. (eds) Finland’s Famous Education System. Springer, Singapore. https://doi.org/10.1007/978-981-19-8241-5_23

Hansen, P., Sivesind, K. & Thostrup R. (2021). Managing expectations by projecting the future school: Observing the Nordic future school reports via temporal topologies. European Educational Research Journal 20(6):860-874. doi:10.1177/1474904121995695

Hofverberg, H. (2025). Designing schools for future pedagogies – how visions are transformed and materialized in school architecture. Pedagogy, Culture & Society. https://doi.org/10.1080/14681366.2024.2446965

Hofverberg, H. (2024). New learning environments in design and craft education – acknowledging the learning of design literacy. International Journal of Art and Design Education, 43(2), 320 – 332. https://doi.org/10.1111/jade.12505

Hofverberg, H. & Sigurdson, E. (2023). Who controls the learning environments? A critical inquiry of national policy of school architecture in Sweden. Education Inquiry, 1–17. https://doi.org/10.1080/20004508.2023.2232582 

Kokko, A. K., & Hirsto, L. (2021). From physical spaces to learning environments: Processes in which physical spaces are transformed into learning environments. Learning Environment Research, 24, 71–85. https://doi.org/10.1007/s10984-020-09315-0

Kokko, A. K., Paananen, M., & Hirsto, L. (2023). Machinic assemblages – The role of school policies in producing children’s sense of agency. Children & Society, 38(2), 596–610. https://doi.org/10.1111/chso.12736

Meyer, B., Bergström, P. & Wiklund-Engblom, A. (2021). Sociomaterial entanglement in one-to-one computing classrooms: exploring patterns of relations in teaching practice. Education Inquiry (Special Issue: Teaching and Teacher Education in the light of the digitalized K-12 school – a Nordic perspective), 12(4), 347–364. https://doi.org/10.1080/20004508.2021.1893497

Saari, A. (2022). Topologies of desire: Fantasies and their symptoms in educational policy futures. European Educational Research Journal, 21(6), 883-899. https://doi.org/10.1177/1474904120988389

Saari, A., & Decuypere, M. (2024). Governing by prototype and proto-practice: topological configurations of future classroom labs. Journal of Education Policy, 39(5), 683-701. https://doi.org/10.1080/02680939.2024.2304567

Saari, A., & Säntti, J. (2018). The rhetoric of the ‘digital leap’in Finnish educational policy documents. European Educational Research Journal, 17(3), 442-457.https://doi.org/10.1177/1474904117721373

Saur, E., & Ulleberg, H. P. (2025). Space, place and safety: user experiences of new school buildings. Educational Research, 67(1), 117–134. https://doi.org/10.1080/00131881.2024.2443141

Säntti, J., Hansen, P., & Saari, A. (2021). Future jamming: Rhetoric of new knowledge in Finnish educational policy texts. Policy Futures in Education, 19(7), 859-876.

Wiklund-Engblom, A. (2018). Digital relational competence: Sensitivity and responsivity to needs of distance and co-located students. Seminar.net – International Journal of Media, Technology and Lifelong Learning, 14(2), 188–200. https://doi.org/10.7577/seminar.2979

Wiklund-Engblom, A., Bergström, P., & Lindfors, M. (2025). Exploring Teaching Practices in an Innovative Learning Environment: A Pragmatic View on the Student-Centred Ideal in Future Classrooms. Postdigital Science and Education, special issue: Postdigital Future Classrooms. DOI: 10.1007/s42438-025-00570-z