معرفی
Lena Boström is a Professor in the Department of Education at Mid Sweden University in Sundsvall, with an extensive research portfolio focused on contemporary educational challenges in Sweden. Her work spans teacher education, study motivation, School Age Educare Centers (leisure-time centers), and the critical issue of teacher shortages across the Swedish educational system.
Her research interests center on educational policy, didactics, learning styles, and special needs education, with particular attention to gender differences in educational settings and the physical learning environments in leisure-time centers. Boström's work often examines the intersection between policy intentions and practical implementation in educational settings, revealing the complexities of translating educational reforms into daily practice.
Analysis of her recent publications (2024-2025) reveals a strong focus on the teacher shortage crisis in Sweden from multiple perspectives - examining causes, stakeholder perceptions, and potential solutions. She also conducts significant research on School Age Educare Centers, exploring leadership challenges, didactic approaches, and the physical learning environment. Her work frequently employs comparative and international perspectives to contextualize Swedish educational challenges.
Boström maintains an active research agenda with numerous collaborations, particularly with colleagues Gerd Bostedt, Helene Elvstrand, and Maria Orwehag. Her work demonstrates strong connections between research and practical educational policy, with several publications directly addressing current policy challenges in Swedish education.
Her research projects include EduWell: Education for Health and Learning, investigations into teacher shortages in the Nordic Green Belt, studies on students' health and learning in compulsory schools for pupils with intellectual disabilities, and action research focusing on boys' school results. She also examines study motivation across different educational levels and settings, including visualization in school contexts and the relationship between governing documents and pedagogical practice in leisure centers.
