Vocational education and training (VET) programs in Sweden blend classroom instruction and internships, while coding bootcamps offer accelerated adult education in computer science. These institutions increasingly teach in English, mirroring the shift towards English-medium Instruction (EMI) in higher education. Consequently, most EMI scholarship is focused on higher education. This paper investigates how ten Swedish EMI schools are discursively constructed on their webpages, employing reflective thematic analysis to uncover three primary themes: the schools’ affinity with success, the uniqueness of their students, and the schools’ teaching methods. The analysis reveals the schools’ strong affinities with the neoliberal language and ideology, suggesting an alignment with the discourse of academic capitalism in higher and vocational EMI contexts. This paper discusses the similarities and differences in the dominance of neoliberal language and ideology in both educational settings, highlighting broader implications for critical education.

Increasing numbers of job roles emphasise skills related to Artificial Intelligence (AI). Alongside this trend, AI education has been incorporated into curricula at all levels, from K-12 to higher education. However, how to teach AI knowledge and transfer this knowledge into practice, especially to vocational students, remains under-investigated. To address this research gap, we first examined the goals and components of an AI curriculum that has been running for more than three years in Sweden. Then, we interviewed fourteen vocational students from different cohorts within the curriculum about their learning experiences. We found that the students expected more personalised learning and guidance from dedicated instructors, and a better curriculum structure. Further to this, many students wanted to learn more practical skills; it also became clear that technical training, sustainability, and reflection opportunities were given surprisingly little consideration. Building on the results of this case study, we provide recommendations for the future integration of AI into vocational education.

This paper analyses menarche episodes from TV series using the discourse-historical approach to compare how menarche has been depicted on TV during different decades and takes a closer look into inter-generational experience of menarche. The analysis focuses on membership categorization analysis of the scenes and dialogues involving menarche. After analyzing several decades of menstrual discourse, it is possible to conclude that TV discourse has changed from depicting menarche as a shameful taboo to a powerful visual storyline statement. However, the menarche scenarios did not change dramatically and continue to rely heavily on a mother-daughter bonding plot and highlight childbearing as the main and sometimes the only positive aspect of menstruation. The continuous use of menstruational euphemisms is still predominating the TV discourse.

This case study investigates the variables of language and communication, as well as gender, in the board gaming community of practice. The study provides an analysis of gender and language during ten board gaming videos from YouTube using methods of digital ethnography, conversation analysis, and the community of practice framework. The levels of verbosity and other aspects of language are also investigated. The findings suggest that the differences in members’ behaviours are connected to core or peripheral memberships within the community of practice, rather than to the gender variable.