Social interactions and relationships in Swedish adult education

This article aims to explore the role of social interactions and relationships in teaching in Swedish municipal adult education (MAE). It begins by asking two research questions: What types of social interactions and relationships are valued by students and teachers in MAE? Why are these interactions and relationships valued? The explorative methodology resulted in qualitative interviews with 41 students and 50 teachers in 6 municipalities. The interviews were transcribed, and a thematic analysis was conducted. The findings gave rise to three main themes which indicate that teachers and students view social interactions and relationships as (1) learning opportunities, (2) sources of motivation and fulfilment, and (3) factors that improve the quality of education. We interpreted these findings through a policy enactment lens, tracing how national curriculum ideals around relationality are translated in-situ within local organisational conditions in a marketised MAE. Social interactions and relationships emerge as important and as serving multiple functions in MAE. They are viewed as promoting learning and improving the overall quality of learning. The results show a tension between the need for social interaction and the policy enactment of individualised study, asynchronous methods, and online and distance teaching approaches.