TaL-21 – Teaching and Learning in the 21st century

About this project

All schools, including the traditions and policies that frame and govern them, can be seen as an institutional context where the young members of society, i.e., future adults, are being shaped. Schools are what our children and youth encounter before engaging with society as adults. Therefore, the nature of, including changes in teaching and learning in the 21st century, not the least with regards to digitalization is not only important to study, but also crucial. Furthermore, the 21st century is also framed more clearly by globalization, multiculturality, diversity, and discourses regarding inclusion, etcetera. These framings imply that all people engaged in schools – irrespective of whether they are members of schools or make decisions about schools – are shaped by various kinds of changes. Questions that previously more clearly resonated with issues of Why? with regards to schools, are now accompanied more clearly by questions that resonate with How?, Who? and What?

Project TaL-21, Teaching and Learning in the 21st century, attempts to tackle methods and theories that emerge from two epistemological approaches: ethnography, and phenomenology. Project TaL-21 aims to explore teaching and learning in the 21st century, on all educational levels, by illuminating what teaching and learning can mean for different actors in a democratically framed society in the 21st century.

Project TaL-21 peer reviewed international publications

Bäcklund, J., & Samuelsson, U. (under review). 60 years of intentions – a study of the digitalization of the Swedish school system

Bäcklund, J. & Bagga-Gupta, S. (accepted/forthcoming). What do universities showcase digitally? Epistemological-methodological issues and the role of higher educational institutions in the 21st century. Bandung Journal of the Global South.

Bagga-Gupta, S., & Bäcklund, J. (2025, in press). Curiosity-driven netnographic research. Schools online languaging landscapes. In S. Bagga-Gupta ED. PaDELS, The Palgrave Handbook of Decolonizing the Educational and Language Sciences. Palgrave.

Bäcklund, J., Hugo, M., Ericson, K. (2022). Pre-service teachers’ experiences of the transition from analogue to digital learning during the Covid-19 pandemic Problems of Education in the 21st Century, 80(2), 273-288.

Bäcklund, J., Hugo, M. (2018). The paradox of the flipped classroom: One method, many intentions Problems of Education in the 21st Century, 76(4), 451–464.

Project Tal-21 international peer-reviewed conference presentations

Bäcklund, J. (2023). Teaching and Learning in the 21st century – Classrooms in 2022 with a focal point on digital tools. 27th JURE 2023 Pre-Conference (Part of EARLI), 20-21 August 2023, Thessaloniki, Greece.

Bäcklund, J. (2023). Making Education Matter and Educational Matters in the 21st century: Digital Presence of Schools. Jönköping: Jönköping University, School of Education and Communication, Lärande och kommunikations doktorandsymposium 2023, 14 december 2023.

Bjursell, C. Ahl, H. Almgren, S. Berglez, P. Bergström, J. Bertills, K. , ... Öhman C. (2022). Lifelong Learning Through Context Collapse: Higher education Teachers’ Narratives About Online education During The Pandemic. INTED2022 Conference, 7th-8th March 2022

Ishäll, L., Aktaş, V., Bjursell, C., Ozturkcan, S., Bäcklund, J. (2021). Upplevelser av digitaliseringens effekter på lärandet, sociala interaktioner och arbetsmiljön: en kvalitativ pilotstudie under global pandemi. FALF 2021, "Hälsosamt arbetsliv - utopi eller verklighet?", Online, June 14-16, 2021.

Bäcklund, J., Hugo, M. (2021). Lärarstudenters uppfattningar av övergången från analog till digital undervisning under Covid-19. Forskning om högre utbildning, Örebro universitet, 19–20 maj 2021.

Bäcklund, J. (2018). Teachers’ experiences of the Flipped Classroom. New Delhi: Excel India Publishers, 5th International Media Summit - An interdisciplinary conference on Mediamorphosis: Identity & Participation, 16–17 February 2018, KC College, Mumbai, India.

Other publications of relevance to project TaL-21

Segolsson, M., Hirsh, Å., Bäcklund, J. (2017). The Flipped Classroom and Student Learning at Compulsory School in Sweden: A Longitudinal, Qualitative Study Journal of Education and Practice, 8(18), 77–86.

Segolsson, M., Bäcklund, J. (2016). Flippa mellan skolämnen: En forskningsstudie om Flippad undervisning i skolår 6 och 7. Jönköping University/Värnamo kommun. (Report)

Project TaL-21 Researchers

Sangeeta Bagga-Gupta, Professor in Education, School of Education and Communication, Jönköping University

Johan Bäcklund, doctoral candidate in Education, School of Education and Communication, Jönköping University

Martin Hugo, Associate Professor in Education, School of Education and Communication, Jönköping University

Ulli Samuelsson, Senior Lecturer in Education, School of Education and Communication, Jönköping University