Own publications

Doctoral thesis in Education

• Backstage pedagogy: Compulsory school pupils’ informal social strategies when dealing with formal individual writing assignments for assessment, Rönn, C. (2023).

  (Summary in Swedish on page 151 and in French on page 171)

Scientific articles included in the thesis

• Pupil’s informal social strategies in a Swedish compulsory school – What pupils do and say, out of sight of the teachers, while managing written individual assignments, Rönn, C. (2024)

• Students’ social strategies in responding to leaked National tests at a Swedish municipal compulsory school, Rönn, C. (2023)

• Swedish students’ everyday school life and teachers’ assessment dilemmas: peer strategies for ameliorating schoolwork for assessment, Rönn, C., & Pettersson, D. (2023)

Book chapters in anthologies

• Curriculum dilemmas: How can teachers foster pupils’ ability to collaborate and compete in the Swedish education system?, Rönn, C. (2025). I S. Sivasubramaniam & I. Glendinning (Red.), Ethics and Integrity in Educational Contexts. Springer. https://doi.org/10.1007/978-3-031-98157-9_6

• Gaining Access to Students’ Informal Conversations with Peers: An Explorative Approach on Educational Research and Staging of Recording Devices, Rönn, C. (2021). L. K. Sarroub & C. Nicholas (Red.), Doing Fieldwork at Home: The Ethnography of Education in Familiar Contexts. Rowman & Littlefield Publishers.

  The anthology is available in hardcover, paperback and e-book formats.

My published texts have more than 30,000 downloads in full text, and in March 2026 my thesis was downloaded 2,000 times in full text.

Articles about me and my research:

In 2024, my thesis was named “teachers' favourite” by Skolporten:

Students' strategies for helping each other

It was featured in Forskning.se:

More difficult to assess student learning in school

Article in Vi lärare:

How student texts are plagiarised behind the teacher's back

Ongoing research projects

I am currently working on three minor research projects:

• Since 2025 I work on a research project investigating how students in higher education use ChatGPT in their studies – with and without their teachers’ awareness. The data was collected through semi-structured interviews with 10 students from e.g. engineering, medical, and teaching programmes at five different universities and colleges in the south of Sweden. The research aims to answer the questions: How do students use generative AI such as ChatGPT? What are, according to the students, the advantages and disadvantages with using generative AI? Furthermore the research project highlights the universities policy documents regarding the use of AI, as well as how universities and teachers could respond to the students’ use of genAI. The results will be published in two scientific articles.

• Teachers' perspectives on students' schoolwork “backstage” (i.e. work that teachers are not supposed to be aware of) in lower secondary school. How do teachers view and relate to the fact that students can allow themselves to be assisted with their schoolwork by peers and ChatGPT, which undermines the students' own learning? How can teachers prevent that learners do not do their studies themselves, but outsource assignments to peers and/or chatGPT, and then hand them in for grading as personal achievements? These results are based on interviews with teachers and were presented at the European Conference on Educational Research in September 2025. The presentation was titled How Can Teachers Support the Individual’s Learning in a Digitalised Sharing Culture? Teachers' views on pupils' 'backstage pedagogy, which will be presented in a scientific article. The results show how teachers have changes their way of teaching and that they now can follow the learners’ writing processes in ways that ensure that they assess the correct learner’s performances. This is done by. For example, securing that all writing assignments which are to be assessed and/or graded have to be written in the classroom, that they do no longer use software such as Google classroom in class in order to prevent the learners from logging in to peers’ accounts and write original texts for them and make comprehensive revisions of others’ texts.

• A student perspective on the difference between helping and cheating: a study of how students at a municipal lower secondary school view cheating. The results were presented at the European Conference on Ethics and Integrity in Academia in June 2025 under the title How do pupils distinguish between helping and cheating? An ethnographic study from a Swedish municipal lower secondary school. I am currently working on a scientific article in which the results will be reported.