To Örebro University

This article explores the tensions within inclusive education and emphasises the research community’s responsibility to enhance the understanding and practical application of inclusive practices. It highlights the challenges the researchers face when navigating diverse scientific disciplines, often leading to entrenched policies that overlook varied epistemologies. We aim to display and open up for scrutiny current and ongoing social epistemologies in research on inclusive education that can be achieved through a diverse research environment in the field of inclusive education, and its attempt to recognise and accommodate diverse epistemologies within research on inclusive education. Utilising Bacchi’s comparative policy analysis, we analyse researchers’ interpretations of inclusion and its implications. The article concludes by advocating for a broader embrace of theoretical diversity and a more nuanced, lived understanding of inclusion, challenging prevailing monocultural interpretations.

This paper explores the implementation and impact of Professional Learning Communities (PLCs) for international educators, with a particular focus on experiences at Örebro University (ORU) and its collaboration with Ostrava University (OU) and The Hague University of Applied Sciences (THUAS) in their “Triplet PLC”, situated in the context of a larger project on PLC’s. The study is situated within the broader context of internationalization in higher education, highlighting the unique challenges faced by educators working in increasingly diverse and multilingual environments.

The first section details the rationale for establishing a PLC at ORU, emphasizing the need for pedagogical support among international educators. The PLC model, defined as a collaborative, reflective, and growth-oriented group, was adopted to address complex issues. The PLC operated through a blend of online cross-institutional sessions and informal local "fika" meetings, fostering both structured and organic professional development. Research on PLCs is reviewed, demonstrating their positive effects on teaching skills, collaborative learning, and trust-building among educators. 

The continuation of the paper delves into the reflections of the participants and facilitators of the PLC from ORU.

The second section shows that the facilitators played a central role in organizing and steering the PLC. Five key aspects—relationship, space, ownership, direction, and result—are identified as critical to effective facilitation, with practical examples illustrating how these were embodied in the Triplet PLC. 

The third section explores the students’ perspectives on AI integration in higher education based on results from a survey conducted at the three “Triplet PLC” universities. The majority of respondents from all three countries are aware of AI technologies and use them in several ways: supporting writing, supporting research and learning, providing comprehensive explanations, getting inspiration, and improving efficiency. Furthermore, most students believe that AI is useful in higher education. 

In the fourth section, intercultural supervision is addressed as a distinct challenge. Key strategies include cultural awareness, clear communication, flexibility, empathy, and supportive feedback. The PLC provided a valuable platform for sharing experiences and developing best practices in this area. Exercises and recommendations for effective cross-cultural mentoring are presented.

In the final section, the paper discusses the practical integration of PLC-derived materials and methods into a master’s program in Chemistry at ORU. Activities such as the "Value Game" and collaborative environmental discussions were introduced to promote intercultural understanding and inclusive teaching. The PLC experience led to concrete improvements in program design, collaboration, and emotional support among faculty and students. 

In conclusion, the paper demonstrates that PLCs are a powerful mechanism for professional development, fostering innovation, collaboration, and inclusivity in internationalized higher education settings. The diverse contributions and spin-off projects described reflect the transformative potential of PLCs, encouraging further experimentation and cross-disciplinary engagement.

Blended Intensive Programmes (BIPs) are demanding in multiple ways: they stem from close collaboration among an international group of academics, unite diverse student groups to tackle specialised tasks while building international teams, and rely on support from internationalisation officers to succeed. The complexity of these programmes motivated us to share our experiences, successes, and challenges, presenting four perspectives: academic, student, strategic, and expert support. Join us to share your own insights!

Redan innan pandemin använde många universitet runt om i världen digitala plattformar för undervisning och lärande. Örebro universitet har sedan 2016 samlat data för att undersöka hur digital undervisning påverkat studenters inlärning och mående. Här delar lärosätet med sig av resultaten av studien, gjord bland universitetsalliansen NEOLAiA:s studenter.