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The purpose of this study is to provide in-depth knowledge of what students consider significant during parent-teacher conferences, beyond the formal content. The study focuses particularly on communicative aspects, including the role of both verbal and nonverbal communication from a student perspective. This study employed a case study design within a lifeworld phenomenological framework, using interviews as the primary method of data collection. The results indicate that it is essential for all conference participants to have the opportunity to speak. Teachers should communicate in ways that are understandable to students and ask questions in a friendly manner. Teachers’ body language is very important. From a lifeworld phenomenological perspective, supported by the concept of intersubjectivity, verbal and non-verbal communication are closely intertwined and related to students’ experiences of participation. Glances, gestures, and the way questions are posed influence students’ experiences during parent-teacher conferences. The study concludes that teachers need in-depth knowledge of both verbal and non-verbal communication, as well as strong relational competence, to create effective opportunities for interaction with students during parent-teacher conferences. The results imply that teachers need to develop communicative and relational skills and recommend further research into students’ perspectives on communication. 

Engineering education must not only be scientifically based, but also relevant to the future job market. Education incorporating elements of work-integrated learning (WIL) aims to achieve this by combining academic learning with practical work experience. This literature review examines WIL's impact on engineering education. Through a snowballing process, 29 empirical studies published between 2000 and 2023 were identified and analyzed. Key findings reveal that WIL enhances employability, fosters critical thinking, and improves problem-solving skills by connecting classroom concepts with real-world applications. Successful WIL programs depend on strong collaborations between educational institutions and industry stakeholders, structured support systems, and reflective learning practices. The review underscores the need for carefully designed WIL programs that integrate contextual understanding. Based on these findings, a new model for WIL in engineering education is proposed, in which elements of contextual understanding from an end-user perspective are accentuated.

The aim of this article is to contribute knowledge about how newly arrived students are perceived as bringing diversity, and how that relates to the potential to be included in a newly diverse Swedish school. The research questions guiding the analysis are 1. How are the newly arrived students perceived in the teachers’ statements in relation to diversity and inclusion? 2. How can the teachers’ statements on this be understood in relation to Ahmed's concept of institutional thought? Theoretically, the analysis in this article draws on the work of Sara Ahmed, specifically institutional thought, which refers to routines and norms within an organisation. The study was carried out through qualitative interviews with nine teachers at a newly diverse, countryside upper secondary school. The results of the analysis show that the teachers view is that students already at the school were lacking experiences of diversity, while the newly arrived students added diversity merely by being there. Further, the analysis indicates that the students already at the school become the hosts, and the newly arrived students become guests who by all intents and purposes are welcome but remain guests within the organisation. If diversity is identified as a property of “others”, then this view on newly arrived students as bringing diversity is in line with the institutional thought. But as Ahmed (2012) points out, when diversity can be achieved by adding people to the institution simply to be diverse, the result may be that nothing really changes within the institution.

Att undervisa är en flerdimensionell verksamhet. I denna verksamhet är läraren beroende av ämneskunskap och förmåga att didaktiskt planera och genomföra undervisning på ett sätt som gör innehållet intressant och möjligt att förstå. Därtill inbegriper undervisning att kunna bedöma och utvärdera elevens kunskapsutveckling - men även själva undervisningen i sig. Med utgångspunkt i begreppet pedagogisk takt lyfter boken fram betydelsen av att lärare över tid utvecklar en pedagogisk taktkänsla i det möte som undervisning innebär. Denna taktkänsla relateras såväl till didaktiska som relationella kompetens. 

In this article, we analyse dilemmas in education for newly arrived students from a teacher perspective, and contribute theoretical understanding of these dilemmas with the help of the concept of liminality, which refers to any “betwixt and between” situation that cannot be easily categorised. The data has been gathered during a research- and development program at two different schools, during which we identified several dilemmas; organisational, pedagogical and social. If newly arrived students’ situation is viewed through the lens of liminality, it becomes clear that the dilemmas identified will likely continue to arise within the educational system. Recognizing these situations as dilemmas could provide other ways forward in understanding recurring issues, on an organizational, pedagogical and social level.