Digital Intentions: A Critical Discourse Study of the national curricula concerning digitalizing Swedish Education

Digitalization in Sweden has been promoted for six decades through national policies aimed at integrating technology into education. However, this ambitious effort has often faced a gap between political goals and actual classroom practices. After the significant “back-to-basics” movement following 2022, which included removing digital requirements and encouraging printed textbooks, this study explores the underlying epistemological and ideological conflicts that emerged. The main goal of the study is to analyze how different perspectives on technology and knowledge are expressed and addressed within the core legal documents of Swedish compulsory education. The methodology employed is Critical Discourse Studies (CDS), emphasizing the macro-level social, structural, and ideological roles of the curriculum language. The corpus includes a deliberately chosen collection of Swedish compulsory education curricula (Lpo94, Lgr11, Lgr22) and their legislative amendments (SKOLFS regulations), from 1994 to 2025. The study traces the policy development through three conflicting discursive phases: the Technocratic-Instrumental discourse, the Digital Competence Hegemony, and the final Recenterment Counter-Discourse. Findings reveal a clear discursive shift, where technology moved from being a practical tool to being an abstract, systemic necessity, culminating in its dramatic legislative removal by the state. The final policy reversal is seen as a direct ideological critique of the previous policy, fundamentally questioning the value of digital resources and re-centering traditional, material knowledge sources, like textbooks. This highlights curriculum law as a key arena for high-stakes political conflict over core educational values.