It is extremely important that the construction of the environment where children and youngsters spend the majority of their days supports the progress of their mentality. That is why I in this study will investigate what a certain amount of teachers consider of the interplay between learning and environment and how they thought a satisfactory environment structure eras of learning and also what the teachers consider to be missing at this point. The schools where I gathered my material are located in Thailand but they use the Swedish curriculum as a starting point and the students at these schools are mostly Swedish speaking. An important element that I came across was the impact of the surrounding on how to shape and use the environment as a tool in the teaching. Thailand’s climate is different than the Swedish climate; I want to investigate if that has any effect in the teaching. The educational environment in schools includes not only the classrooms but also every other space closely connected. Earlier scientific research as well as those people that I used as objects for interviews agrees regarding the fact that a suitable and stimulating environment are one of the most impact on how well children learn. How this environment should look like can be structured in different ways depending on the teacher’s thoughts on that a development environment looks like.

El presente estudio trata sobre el aprendizaje de vocabulario de español como lengua extranjera (ELE) en la escuela sueca e investiga si el uso de las aplicaciones didácticas, para los teléfonos inteligentes, que sirven para aprender vocabulario podría ser un apoyo al aprendizaje de nuevas palabras para alumnos en el paso 1, tanto en la educación secundaria como en el bachillerato. También investiga en qué medida los profesores de ELE utilizan las aplicaciones didácticas de vocabulario para que los alumnos puedan aprender nuevas palabras. Para hacer el estudio se ha realizado dos pruebas de vocabulario en cuatros clases del paso 1 en escuelas suecas en las cuales la mitad aprendió con apoyo de una aplicación didáctica mientras que la otra mitad aprendió con la estrategia tradicional, o sea, con listas de vocabulario. Además, se ha entrevistado a tres profesoras suecas de ELE sobre su uso de aplicaciones didácticas en su enseñanza. Los resultados muestran que los alumnos que utilizaron la aplicación didáctica para aprender vocabulario recordaban mejor las palabras que los alumnos que las aprendieron con la estrategia tradicional. Sin embargo, las tres profesoras informantes en la investigación nunca usan aplicaciones didácticas en su enseñanza ya que les falta experiencia del entorno digital. El análisis indica que, aunque el aprendizaje con apoyo de aplicaciones didácticas es efectivo para aprender vocabulario y hay investigadores que lo avalan y recomiendan a los profesores que utilicen aplicaciones para teléfonos inteligentes, los profesores no las utilizan debido a que tienen poco conocimiento sobre recursos técnicos. Así, la conclusión es que aprender vocabulario con aplicaciones didácticas se muestra más efectivo que aprender con la estrategia tradicional, y que los profesores suecos necesitan formación en el entorno digital para que puedan utilizar aplicaciones móviles en su enseñanza. / The present study deals with vocabulary learning of Spanish as a foreign language and investigates if the use of didactic smartphone applications focused on vocabulary learning could help the learning of new words in Spanish for students at level 1, both in secondary schools and in upper secondary schools. The study also investigates to what extent the teachers of Spanish as a foreign language use didactic vocabulary applications in order for the students to learn new words. To conduct the study two vocabulary tests have been made in four classes at level 1 in Swedish schools. Half the students learnt the vocabulary with the use of a didactic application, while the other half learnt it by using the traditional strategy with lists of words. Conversations were also held with three Swedish teachers in Spanish as a foreign language about their use of didactic applications in their teaching. The results show that the students that used the didactic application to learn the vocabulary remembered the words better than the students that learnt the vocabulary by using the traditional strategy. Nevertheless, the three teachers in the investigation never use didactic applications in their teaching since they lack experience of technical tools. The analysis indicates that even though learning with the use of didactic applications is good for vocabulary learning and that investigators recommend teachers to use mobile applications in their teaching, the teachers do not do it because of their little knowledge about technical resources. Hence, the conclusion is that learning vocabulary with didactic applications is more successful than learning vocabulary by using the traditional strategy, but also that Swedish teachers in Spanish as a foreign language need practice in the technical environment so that they can use mobile applications in their teaching.

2021 utkom Skolinspektionen med rapporten Långvarigt låga kunskapsresultat – Grundskolor som under 10 år haft en hög andel elever utan godkända betyg i alla ämnen. Svensk skola har sedan 1990-talet genomgått en decentralisering och marknadsanpassning. Under samma tid har skolsegregationen i Sverige ökat, skolorna har blivit mer homogena och resultatskillnaderna mellan skolor har ökat. Skolorna i Skolinspektionens rapport har i jämförelse med hela riket en högre andel elever vars föräldrar har låg utbildningsbakgrund, en högre andel elever med utländsk bakgrund samt en högre andel nyinvandrade elever. I denna studie sätts rektors roll och arbete i relation till Skolinspektionens rapport om låga kunskapsresultat. Intervjuer har genomförts med sex rektorer på skolor som finns med i rapporten och intresset har riktats mot deras subjektiva bild av sin skolas resultat, utveckling och framgång. Studien pekar på hur Skolinspektionens och tidigare forsknings diskurs kring skolframgång marginaliseras på skolor med komplext kompensatoriskt uppdrag genom att just dessa skolor påverkas i stor utsträckning av diskurser kring segregation och resultatstyrning av skolan. Studien har fokus på hur rektorer i dessa utsatta skolor erbjuds en rekontextualiserad subjektsposition i sin yrkesroll som marginaliserar Skolinspektionens skolframgångsdiskurs. / In 2021 the Swedish Schools Inspectorate published a report Schools with prolonged low results – Compulsory schools that during 10 years have high proportion of students without passing grades in all subjects (com. author´s translation).  The Swedish school have since the 1990´s passed through a great decentralization and market adjustment. During the same years school segregation in Sweden has increased, the schools have become more homogeneous and the differences in results between schools have increased. The schools in the report of the Swedish Schools Inspectorate have compared to all Swedish schools a higher proportion of students with parents with low level of education, a higher proportion of students with foreign lineage and a higher proportion of student newly arrived to Sweden. In this study the role and work of principals are put in relation to the Swedish Schools Inspectorate´s report about prolonged low results. Interviews have been held with six principals of schools from the report and the interest which is pointed is their subjective description of their schools results, development and improvement.  This study points how the discourse of school improvement of the Swedish Schools Inspectorate and previous research is marginalized at schools with a complex compensatory mission by that they are affected by discourses about segregation and results management of school. The study is focusing on how principals at schools in social-economic fragile areas is offered a recontextualized position as subject in their work that marginalize the Swedish Schools Inspectorate´s discourse of school improvement.

The Russian invasion of Ukraine in February 2022 has forced millions of Ukrainian citizens, especially women and children, to seek refuge in other countries, including Sweden. Given the large number of Ukrainian refugee children, it is of utmost importance that they have the possibility to continue their education abroad. In Sweden, Ukrainian refugees have access to education, a right provided by their status as asylum seekers under the Temporary Protection Directive. This thesis aims to explore the reception of Ukrainian refugee students into Swedish schools, by focusing on the communication and interactions between Swedish schools' personnel, classes' collectives, and Ukrainian refugee students and their families. The data used for this study were obtained through conducting five semi-structured interviews with two middle- and high-school teachers and three studiehandledare. The results show that, in general, Swedish schools, teachers, and studiehandledare make substantial efforts to facilitate the reception and integration of Ukrainian refugee pupils; at the same time, the classes' collectives were described as cordial and helpful. Despite the welcoming nature of Swedish schools and the safety that Sweden provides, the Ukrainian refugee pupils and their families struggle to find a sense of belonging, especially since the majority of Ukrainian refugees wish to return to Ukraine once the war is over. The belonging paradox experienced by Ukrainian refugees is, thus, characterised by their desire to express gratitude towards Sweden and, at the same time, being unable to get accustomed to the Swedish culture and education system while waiting to return home.