November 21–22 the Nordic Basic Schools project participated in the midterm seminar organized by the research programme Future Challenges in the Nordics, featuring all 11 projects funded through the programme. Over two inspiring days in Uppsala, each project showcased its research through workshops centered on topical themes. Our project, together with colleagues from Demography and Democracy and The Future of Nordic Youth in Rural Regions, presented under the theme Transforming Research into Policies. The contributions in this workshop especially highlighted the importance of long-term evaluation of how decision-making affects local communities of all age groups.
The event provided a unique opportunity to exchange perspectives on how humanities and social sciences, including educational research, can address pressing societal challenges. In our presentation, we explored the role of the Nordic basic school as a meeting place and cohesive force in society.
The Nordic basic school reform of the 1970s was built on bold, research-based policies that shaped not only pedagogical practices but also the very architecture of schools. These policies aimed to reflect and reinforce the values of equality, inclusion, and community central to Nordic societies. School buildings were designed as hubs of daily life, with open layouts and communal spaces fostering collaboration and integration. For students, these spaces were more than just physical structures – they shaped the rhythms of their daily lives and interactions with peers and teachers.
Fast forward to today, classrooms have become arenas of hybrid sociality, where face-to-face interactions coexist with the ever-present influence of digital technologies. While screens and school choice have introduced new dynamics, research shows that for students, the foundations of social life in schools remain remarkably consistent. Place-based sociality – formed through face-to-face interactions in classrooms, hallways, and playgrounds – still takes precedence. Screen-based sociality, such as messaging or online interactions, tends to follow and complement these in-person connections rather than replace them.
At the same time, digital technologies are reshaping the boundaries of school life. The distinction between school and home is increasingly blurred, as students carry their learning, social interactions, and even classroom dynamics across spatial and temporal boundaries. This hybrid reality challenges educators and policymakers to rethink what it means to create equitable and inclusive learning environments in today’s world.
As we reflect on the Nordic basic schools' past and present, one message is clear: research-based policymaking remains crucial. Just as the architectural and social innovations of the 1970s were grounded in a vision of societal cohesion, today’s policies must address the complexities of hybrid sociality while reaffirming the role of local schools as places of connection, learning, and community.
A special thanks goes to our discussants, Lena Nyberg, Former Director General of the Swedish Agency for Youth and Civil Society, and Professor Heikki Hiilamo from the University of Helsinki. As we move toward the final stages of the project and begin formulating policy recommendations for the future, we are guided by Heikki Hiilamo’s thought-provoking question: What does the history tell about the future?