Author(s)
May KOKKIDOU
Abstract
In this qualitative study, the Year 9 LGR-22 Music curriculum at a Swedish Grundskola was modified by introducing a seamless learning approach using mobile technology. Combining formal and informal learning, the study aimed to fill a gap in the music education taught at this school and to promote personalised self-directed learning for Gen-Z and Gen-Alpha students. The adaptation of the curriculum was supported by the Seamless Learning Experience Design framework, which promotes an environment that is adaptable, inclusive and student-centred. Autors used convenience sampling to select 13 students who participated in the post-study interviews. Through thematic analysis, were identified the advantages of seamless learning, such as enhanced collaboration, better time and self-management, greater accessibility and increased engagement. Challenges such as diverse levels of student readiness for self-directed learning and the technology infrastructure are acknowledged. A conclusion drawn from the study was that by bridging traditional and digital environments, seamless learning promotes self-empowerment, inclusivity, cross-cultural understanding and lifelong learning. Although the study focused on a Swedish primary school, the findings offer valuable insights into music education pedagogy globally, presenting, as it does, practical approaches to integrating seamless learning by embracing mobile technology to support diverse student needs.
Keywords: seamless learning, SLED framework, Swedish Grundskola, mobile technology, year 9 Music curriculum, personalised learning, instructional design, student-centred approach