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Research presentation

Anneli Frelin

Anneli Frelin, professor i didaktik.

Research presentation

Anneli Frelin

PhD Professor in Curriculum Studies

Research director, Strategic research area Innovative learning

Research subject: Curriculum studies
Research domain: Educational Science

Anneli Frelin is Professor of Curriculum Studies at the University of Gävle, Sweden. With a background in teaching, her main interest is what makes education work for all. She has conducted projects on topics such as innovative learning environments, whole-school approaches to creating sustainable educational environments, safe schools, teachers’ professionalism and teacher commitment. She has a special interest in spatial, relational, and curriculum theories and her articles have been published in international and national journals. She is deputy director of the strategic research area Innovative learning, With Jan Grannäs, she also co-directs the research group ROLE (Research on Learning Environments) and is deputy director of the research program LET (Learning Environments of Tomorrow. She is also involved in the European research network DRAPES (Design, Research and Practice in Educational Spaces) and in several research projects.

Research group: ROLE – Research On Learning Environments


  • A learning environment testbed to evaluate benefits for lighting beyond retrofits
  • Success factors for functional preschool environments
  • CoReD – Collaborative Redesign with Schools
  • Research study on learning environments in two schools  


Scholarly articles, refereed

Frelin, A. & Grannäs, J. (2022). Teachers’ pre-occupancy evaluation of affordances in a multi-zone flexible learning environment - introducing an analytical model. Pedagogy, Culture & Society, 30 (2), 243-259. 10.1080/14681366.2020.1797859 [More information]
Frelin, A. & Grannäs, J. (2021). Designing and building robust innovative learning environments. Buildings, 11 (8). 10.3390/buildings11080345 [More information]
Grannäs, J. & Frelin, A. (2021). Weathering the perfect policy storm: a case study of municipal responses to educational reform surges in Sweden. Pedagogy, Culture & Society, 29 (2), 281-297. 10.1080/14681366.2020.1732448 [More information]
Frelin, A. (2020). Utbildningens mellanrum. Utbildning och Demokrati, 29 (2), 63-80. External link [More information]
Frelin, A. & Fransson, G. (2019). Principals’ experiences of changes in relationships with newly qualified teachers resulting from a teacher registration reform. International Journal of Educational Management, 33 (4), 556-568. 10.1108/IJEM-02-2018-0076 [More information]
Rytivaara, A. & Frelin, A. (2017). Committed to trouble : Learning from teachers’ stories of challenging yet rewarding teacher-student relationships. Teaching and Teacher Education : An International Journal of Research and Studies, 68, 12-20. 10.1016/j.tate.2017.08.004 [More information]
Frelin, A. (2017). Enacting democratic relations in everyday teaching : comparing teachers’ practices from preschool to high school. Citizenship Teaching and Learning, 12 (3), 341-353. 10.1386/ctl.12.3.341_1 [More information]
Frelin, A. & Fransson, G. (2017). Four components that sustain teachers’ commitment to students : a relational and temporal model. Reflective Practice, 18 (5), 641-654. 10.1080/14623943.2017.1307722 [More information]
Grannäs, J. & Frelin, A. (2017). Highlighting educational support professionals’ indirect contributions to the educational environment. Nordic Studies in Education, 37 (3-4), 217-230. 10.18261/issn.1891-5949-2017-03-04-07 [More information]
Frelin, A. & Grannäs, J. (2017). Skolans mellanrum : Ett relationellt och rumsligt perspektiv på utbildningsmiljöer. Pedagogisk forskning i Sverige, 22 (3-4), 198-214. [More information]
Grannäs, J. & Frelin, A. (2017). Spaces of student support : comparing educational environments from two time periods. Improving Schools, 20 (2), 127-142. 10.1177/1365480216688547 [More information]
Fransson, G. & Frelin, A. (2016). Highly committed teachers: what makes them tick? : A study of sustained commitment. Teachers and Teaching : theory and practice, 22 (8), 896-912. 10.1080/13540602.2016.1201469 [More information]
Edling, S. & Frelin, A. (2016). Sensing as an ethical dimension of teacher professionality. Journal of Moral Education, 45 (1), 46-58. 10.1080/03057240.2015.1127801 [More information]
Frelin, A. & Grannäs, J. (2015). Direct and indirect educational relationships : Developing a typology for the contribution of different categories of school staff in relation to students’ educational experiences. Improving Schools, 18 (1), 56-68. 10.1177/1365480214562124 [More information]
Frelin, A. (2015). Relational underpinnings and professionality : A case study of a teacher’s practices involving students with experiences of school failure. School Psychology International, 36 (6), 589-604. 10.1177/0143034315607412 [More information]
Edling, S. & Frelin, A. (2014). Evidence is not enough for developing democratic values : on the role of theory in teacher education. Citizenship, Social and Economics Education, 13 (3), 148-155. 10.2304/csee.2014.13.3.148 [More information]
Frelin, A. (2014). Professionally present : highlighting the temporal aspect of teachers' professional judgment. Teacher Development, 18 (2), 264-273. 10.1080/13664530.2014.900517 [More information]
Frelin, A. & Grannäs, J. (2014). Studying relational spaces in secondary school : applying a spatial framework for the study of borderlands and relational work in school improvement processes. Improving Schools, 17 (2), 135-147. 10.1177/1365480214534540 [More information]
Frelin, A. (2013). Att hantera läraryrkets komplexitet(er) – en grund för professionalitet?. Utbildning och Demokrati, 22 (1), 7-27. [More information]
Edling, S. & Frelin, A. (2013). Doing good? : Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement. Teachers and Teaching : theory and practice, 19 (4), 419-432. 10.1080/13540602.2013.770234 [More information]
Frelin, A. & Grannäs, J. (2013). The production of present and absent presences in education. Journal of Pedagogy, 4 (2), 139-161. 10.2478/jped-2013-0008 [More information]
Frelin, A. & Grannäs, J. (2010). Negotiations left behind : in-between spaces of teacher-student negotiation and their significance for education. Journal of Curriculum Studies, 42 (3), 353-369. 10.1080/00220272.2010.485650 [More information]

Scholarly articles, non-refereed

Frelin, A., Grannäs, J. & Rönnlund, M. (2021). Transitions in Nordic school environments – an introduction. Education Inquiry, 12 (3), 217-224. 10.1080/20004508.2021.1947625 [More information]
Frelin, A., Gershon, W. & Grannäs, J. (2014). Marknadsstyrning skapar oönskade elever. Pedagogiska Magasinet, 2. [More information]
Edling, S. & Frelin, A. (2012). Var går gränsen för lärares ansvar?. Pedagogiska Magasinet (4). [More information]
Frelin, A. (2011). Auktoritet är inte att peka med hela handen. Pedagogiska Magasinet (1), 16-20. [More information]

Other articles (popular science, debate etc.)

Frelin, A. & Grannäs, J. (2014). Trygga möten i skolans mellanrum. Elevhälsa (3). [More information]
Published by: Camilla Haglund Page responsible: Annika Elm Updated: 2020-03-12
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