EU is an integral part of Sweden's social studies syllabus for both secondary and upper secondary school. Early on, these students will learn how EU's various institutions cooperate with each other to make certain decision and how these decisions affect us in our daily lives. Yet, prior research has proven, despite being so important, that EU education in Sweden is quite faulty due to focusing too much on one dimension of political knowledge, as proven by Peter Wall's dissertation (2011) and a report from Swedish National Agency for Education (2007). While it would be interesting to see if this rings true today, this paper had a different aim. This paper examined what type of EU educational content was used by previous researchers in their own studies. The aim was to create an overview of what kind of EU educational content has been used in previous research and show if a dimension of political knowledge tends to be prioritised over others. In order to conduct this study, a systematic literature review was used as a method. Research articles were collected through databases and manual searches. The content of these articles were then analysed and categorised based on three political dimensions: Polity, policy, and politics. Seven articles were analyzed in total, and the results showed that polity tended to be on the forefront whereas the other dimensions were not equally present. Furthermore, the political knowledge within these dimensions tended to be related to the processes within EU and what the individual institutions do. Meanwhile, EU's collaboration with non-EU members alongside with individuals' and organisations' possibility to influence EU political decisions were not present. In short, facts about the framework of EU och how it works within is put on the forefront while how we might influence EU in various way is put in the background. These findings may have implications for schools, teacher, students, and educational science within this field.