Article Notice – A Genesis of Remote Teaching in Swedish Rural Compulsory Schooling

As was noted in yesterday’s [AIJRE] New notification from Australian and International Journal of Rural Education entry, this article has a focus on K-12 distance, online, and blended learning that may be of interest to readers.

Authors

• Josef Siljebo – Umeå University, Department of Education https://orcid.org/0000-0003-3531-4002
• Fanny Pettersson – Umeå University, Department of Education https://orcid.org/0000-0003-3985-7848
• Björn Norlin – Umeå University, Department of Education https://orcid.org/0000-0002-6196-401X

DOI:

https://doi.org/10.47381/aijre.v35i2.792

Keywords:

remote teaching, rural education, microhistory, k-12 schooling, Sweden, digitalisation

Abstract

Remote teaching in Sweden has emerged as a response to the persistent challenges of rural education, including sparse populations, urbanisation, declining birthrates, and long travel distances. This study investigates the historical genesis of remote teaching in northern Sweden, particularly in small rural schools, where digital technologies have been used in K-12 education. Through a microhistory approach, we examine early developments in digital education, drawing from interviews with key stakeholders involved in school development and governance from the 1980s to 2010. The findings suggest that the integration of digital technologies in rural Swedish education was driven by both necessity and innovation, as schools sought solutions to sustain education in sparsely populated areas. The study contributes a historically contextualised perspective on remote teaching, emphasising the long-term challenges of rural schooling and the role of digital technologies in addressing these issues. By analysing the early adoption of digital education in Swedish rural municipalities, we provide insights into the evolution of remote teaching and its implications for future educational practices.

Author Biographies

Fanny Pettersson, Umeå University, Department of Education

Department of Education, Umeå University, Sweden

Björn Norlin, Umeå University, Department of Education

Department of Education, Umeå University, Sweden