Using cognitive linguistics and multimodal analysis, I study teaching in various contexts—from preschool to vocational education—to develop knowledge and tools that address societal challenges such as digitalisation, generative AI, and the need for inclusive technology education.
In my projects, I collaborate with teachers, science centres, and industry partners to create learning environments and resources that help teachers plan, deliver, and evaluate technology education in ways that strengthen students’ understanding, interest, and confidence in STEM. We develop narratives and materials that make technological literacy relevant in everyday and professional contexts, and create models for long-term skills supply that can be applied by both the education sector and industry. The results are used nationally and internationally to support school development, broaden recruitment into technology-intensive sectors, and contribute to innovation and sustainable growth.
The Future of STEM Identity – Local Collaboration for Sustainable Skills Supply
This project explores how young people’s interest in and identity with STEM are shaped by local context, socio-economic conditions, gender, and informal influences such as social media. Through close collaboration between schools, science centres, and industry partners, we develop narratives and activities that not only make STEM more inclusive and relevant, but also strengthen young people’s self-esteem and belief in their ability to choose technical education and careers. The aim is to create models for local collaboration that can be used by municipalities and regions to secure skills supply and broaden recruitment into technology-intensive industries. I lead the project as project manager and researcher, with funding from the Impact Innovation programme Swedish Metals & Minerals—an initiative by the Swedish Energy Agency, Formas, and Vinnova—and it runs from 2025–2028.
National Centre for Science and Technology Education (NATDID)
NATDID is a national resource that strengthens the link between research and school practice, with a particular focus on the subject of technology. The centre brings together researchers, teachers, and other stakeholders to share knowledge, develop professional resources, and create conditions for equitable teaching. The tools and materials developed are used to support teachers’ planning, instruction, and collaborative learning, thereby improving quality and advancing teaching at all levels. I serve as the director of the centre, which is funded through a government commission to Linköping University.
AI and Humans in Education – Language, Interaction, and Learning
This project investigates how generative AI changes language and interaction in educational environments. The focus is on understanding how AI can be integrated into education in a meaningful and ethical way, and how this affects both learning and teaching. The results will provide teachers and educational providers with guidance on designing activities and strategies that strengthen students’ critical thinking, AI literacy, and communication skills in interactions with AI. I participate as a researcher in this project, which is funded by the Swedish Research Council and runs during 2025–2026.
