2026-06-032025/26:UbU23 · p.9UbUEducation
Certain Other Knowledge Areas
Certain subject areas in the curricula's introductory sections
What's at stake: The decision affects how clearly the school system's responsibility for national minorities, sustainable development and digital competence is expressed to teachers and schools, in light of global challenges such as climate change and rapid technological change. A shorter, more general curriculum text can reduce repetition but also risks making certain tasks less visible in practice.
Case texts and AI reasoning are AI-translated from the Swedish originals; the Swedish text is authoritative.
What the vote decides
The question is whether the curricula's introductory sections should be simplified and shortened as proposed by the government, even though this means that, for example, national minorities are no longer named specifically and sustainable development and digital competence/AI are given less explicit space, or whether these subject areas should instead be highlighted more clearly in the introductory curriculum text.
Yes Yes — the committee proposal
The committee shares the government's assessment that the curricula's introductory sections should be simplified into a coherent whole focused on teaching and learning, without repeating in detail everything already regulated in the School Act and syllabuses. It considers this streamlining purposeful and holds that it does not prevent individual subject areas from continuing to be addressed in syllabuses and other steering documents.
No No — the reservations
Reservation 11 (MP)
The reservation (MP) agrees with the need for a simplified structure but considers that the government has gone too far, so that important content is lost - among other things, national minorities are no longer named. It calls for learning for sustainable development (social, economic and ecological sustainability) and a clearer strategy for digital competence and AI to be included in the curricula's introductory sections, given global megatrends and the risk that Sweden will otherwise fall behind other countries.
Summarised from the committee report. Party labels in the summary come from the report, not from the vote.
What do the votes mean here?
Yes The committee proposal: rejecting the motions (keeping things as they are).
No Backing the counter-proposal: reservation 11 by MP.
Abstain The party marks a position of its own that is not one of the two final alternatives.
What each plan points to — and how the party voted
For each party: the vote its own election manifesto and party programme point to in this case, next to how the party actually voted. A plan can only point to Yes or No; a party can also abstain.
| Plan | Vote | Confidence | Evidence | ||
|---|---|---|---|---|---|
| V | No | Yes 21/0/0/0 | departs from the plan | confidence: medium | not addressed |
| S | No | Yes 105/0/0/1 | departs from the plan | confidence: medium | not addressed |
| MP | No | No 0/18/0/0 | follows the plan | confidence: medium | not addressed |
| C | No | Abstain 0/0/23/1 | departs from the plan | confidence: medium | not addressed |
| L | No | Yes 16/0/0/0 | departs from the plan | confidence: medium | derived |
| KD | No | Yes 19/0/0/0 | departs from the plan | confidence: low | not addressed |
| M | Yes | Yes 66/0/0/0 | follows the plan | confidence: medium | derived |
| SD | Yes | Yes 70/0/0/0 | follows the plan | confidence: low | derived |
Committee proposal
The Riksdag rejects the motions 2025/26:4036 by Niels Paarup-Petersen et al. (C) request 3 and 2025/26:4054 by Camilla Hansén et al. (MP) requests 3, 7 and 8.
Original (Swedish)
Riksdagen avslår motionerna 2025/26:4036 av Niels Paarup-Petersen m.fl. (C) yrkande 3 och 2025/26:4054 av Camilla Hansén m.fl. (MP) yrkandena 3, 7 och 8.
Riksdag decision: There should be a stronger focus on knowledge in schools. The Riksdag approved the government's proposal which, taken together, aims for a school with the knowledge mission in focus. New curricula should be developed for lower grades, middle grades and upper grades. The Riksdag shares the government's view that Sweden needs a strong knowledge-based school where teachers have good conditions to carry out their mission and where all students are given the conditions to achieve the goals of education. A new knowledge perspective and new curricula are needed that focus on teaching and learning. The Riksdag's decision includes, among other things, the following: - It should be clear that the school's most important task is to convey and anchor knowledge and values. - Teachers' roles should be strengthened. It should be the teachers who, based on the curriculum, determine and lead the instruction. - The new curricula for the compulsory school forms should be clearly knowledge-oriented and the level should be adapted to children's cognitive development. - There should be a strong focus on basic knowledge and skills, such as reading, writing and arithmetic. - The curricula should also have a more appropriate structure and the content should be based on principles that promote high and equal quality. - New course curricula should be introduced in basic Swedish for students who are beginners in the Swedish language. - The principle of overall assessment shall apply to all grade levels, that is, also for grade E. Most of the legislative changes enter into force on July 1, 2028. New curricula for primary school, adapted primary school, special school and Sami school shall be used starting from the autumn term of 2028.
Counter-proposals
- The counter-proposal wants to preserve in the education law that students acquire and develop knowledge, not merely receive it. (MP) — Reservation 11
Plan vs actual vote
Every party, in chamber order: what its own plan pointed to, how it voted, and the reasoning behind both. Highlighted rows are where the two differ — but a vote that follows the plan is a result too, so the reasoning is there for every party.
The plan gives Sweden a special task to strengthen national minorities' rights to identity, language and cultural heritage, which argues against them no longer being named in the introductory parts of curricula.
Plan documents: party programme · 2022 manifesto
Reasoning and quotes
The plan gives Sweden a special task to strengthen national minorities' rights to identity, language and cultural heritage, which argues against them no longer being named in the introductory parts of curricula. The plan also links the climate transition to investments in education and wants to see a deliberate strategic approach to technical power positions, which supports demands for sustainable development and digital competence. The committee's reasons concern the purification of curricula, which the plan does not comment on.
Original (Swedish)
Planen ger Sverige en särskild uppgift att stärka de nationella minoriteternas rättigheter till identitet, språk och kulturarv, vilket talar mot att de inte längre benämns i läroplanernas inledande delar. Planen kopplar också klimatomställningen till satsningar på utbildningsväsendet och vill se ett medvetet strategiskt förhållningssätt till tekniska maktpositioner, vilket bär kraven om hållbar utveckling och digital kompetens. Utskottets skäl gäller läroplanernas renodling, som planen inte uttalar sig om.
- national minorities' rightsdecisive»de nationella minoriteternas rättigheter till identitet, språk, kulturarv« (party programme ↗)“national minorities' rights to identity, language, cultural heritage”
- education for climate transition»En framgångsrik klimatomställning kräver många nya och kunskapsintensiva arbeten, hög kompetens och satsningar på utbildningsväsendet.« (2022 manifesto ↗)“A successful climate transition requires many new and knowledge-intensive jobs, high competence and investments in education.”
- strategic approach to technology»Sverige behöver ett medvetet och strategiskt förhållningssätt till« (party programme ↗)“Sweden needs a deliberate and strategic approach to”
- sustainability in all decisions»Omställningen behöver ske omgående och alla politiska beslut behöver ta hänsyn till den akuta kris som vi befinner oss i.« (2022 manifesto ↗)“The transition needs to happen immediately and all political decisions need to take account of the acute crisis we are in.”
The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.
The plan establishes rights for national minorities and that minority languages are part of cultural heritage, which speaks against them falling away from the opening parts of curricula.
Plan documents: party programme
Reasoning and quotes
The plan establishes rights for national minorities and that minority languages are part of cultural heritage, which speaks against them falling away from the opening parts of curricula. It also requires prompt and just climate transition and that no one is left behind when artificial intelligence transforms society. The counter-proposal's demand for sustainable development and digital competence therefore follows from the plan.
Original (Swedish)
Planen slår fast rättigheter för nationella minoriteter och att minoritetsspråken är en del av kulturarvet, vilket talar mot att de faller bort ur läroplanernas inledande delar. Den kräver också en skyndsam och rättvis klimatomställning och att ingen lämnas utanför när artificiell intelligens förändrar samhället. Motförslagets krav på hållbar utveckling och digital kompetens följer därför av planen.
- rights of national minoritiesdecisive»Rättigheter för nationella minoriteter.« (party programme ↗)“Rights for national minorities.”
- digital competence for all»Ingen lämnas utanför strukturomvandlingen när artificiell intelligens« (party programme ↗)“No one is left behind in the transformation when artificial intelligence”
- learning for sustainable development»Skyndsam och rättvis klimatomställning« (party programme ↗)“Prompt and just climate transition”
- language and cultural heritage»Det svenska språket är en central del av vårt kulturarv« (party programme ↗)“The Swedish language is a central part of our cultural heritage”
The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.
The plan establishes that school shall give students tools to understand and influence digitalization and knowledge about growing and living in nature, and that children should be able to learn their minority languages.
Plan documents: party programme
Reasoning and quotes
The plan establishes that school shall give students tools to understand and influence digitalization and knowledge about growing and living in nature, and that children should be able to learn their minority languages. The counter-proposal's demands that sustainable development, digital competence and national minorities shall appear in the introductory sections of curricula follow from these commitments. However, the plan does not state a position on the structure of curricula.
Original (Swedish)
Planen slår fast att skolan ska ge eleverna verktyg att förstå och påverka digitaliseringen och kunskap om att odla och leva i naturen, och att barn ska kunna lära sig sina minoritetsspråk. Motförslagets krav på att hållbar utveckling, digital kompetens och de nationella minoriteterna ska framgå av läroplanernas inledande delar följer av dessa åtaganden. Planen uttalar sig dock inte om läroplanernas struktur.
- digital competence in schooldecisive»Skolan ska även ge elever verktyg för att förstå och påverka digitaliseringen, utveckla sociala förmågor, uttrycka sina tankar och föreställa sig en värld som skiljer sig från den vi delar idag.« (party programme ↗)“School shall also give students tools to understand and influence digitalization, develop social skills, express their thoughts and imagine a world different from the one we share today.”
- knowledge for sustainable life»Det handlar självklart om grundläggande färdigheter som att läsa, skriva och räkna, men också om förmågan att leda och slutföra projekt, förstå hur man odlar och lever i naturen, och om grundläggande vård och omhändertagande.« (party programme ↗)“It obviously concerns basic skills such as reading, writing and arithmetic, but also the ability to lead and complete projects, understand how to grow and live in nature, and basic care and support.”
- minority rights in school»Barn ska ha rätt att fullt ut lära sig och behärska sina minoritetsspråk och ha tillgång till kultur på minoritetsspråk.« (party programme ↗)“Children should have the right to fully learn and master their minority languages and have access to culture in minority languages.”
- broad educational mission»För att värna bildningsidealet måste utbildning ses ur ett bredare perspektiv än att enbart styra mot lätt mätbara kunskapskrav.« (party programme ↗)“To safeguard the educational ideal, education must be viewed from a broader perspective than simply directing toward easily measurable knowledge requirements.”
The election manifesto explicitly commits to strengthening minority protection and the status of minority languages, which speaks against national minorities disappearing from the opening sections of curricula.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The election manifesto explicitly commits to strengthening minority protection and the status of minority languages, which speaks against national minorities disappearing from the opening sections of curricula. The plan moreover puts climate and sustainability first and sees digitalization on equal terms as a prerequisite for democracy. The counter-proposal's requirement that sustainable development and digital competence be clearly visible is therefore in line with the plan.
Original (Swedish)
Valmanifestet åtar sig uttryckligen att stärka minoritetsskyddet och minoritetsspråkens ställning, vilket talar mot att nationella minoriteter försvinner ur läroplanernas inledande delar. Planen sätter dessutom klimat- och hållbarhetsfrågan först och ser digitalisering på lika villkor som en förutsättning för demokratin. Motförslagets krav på att hållbar utveckling och digital kompetens ska framgå tydligt ligger därmed i linje med planen.
- strengthened minority protectiondecisive»Vi vill stärka bland annat äganderätten, diskrimineringsförbudet, minoritetsskyddet och minoritetsspråkens ställning, och grundlagsskydda rätten till abort och reproduktiv hälsa.« (2022 manifesto ↗)“We want to strengthen, among other things, property rights, the prohibition on discrimination, minority protection and the status of minority languages, and provide constitutional protection for the right to abortion and reproductive health.”
- digitalization on equal terms»Digitalisering på lika villkor, oavsett var man bor, är en förutsättning för demokrati och möjliggör decentralisering.« (party programme ↗)“Digitalization on equal terms, regardless of where you live, is a prerequisite for democracy and enables decentralization.”
- sustainability for future generations»Vi kan klara klimat- och miljöutmaningen och överlämna en hållbar planet till kommande generation.« (2022 manifesto ↗)“We can meet the climate and environmental challenge and hand over a sustainable planet to the next generation.”
The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.
The plan explicitly requires that school gives all students knowledge about Sweden's indigenous people, national minorities and minority languages, which the counter-proposal points out has been dropped.
Plan documents: party programme · 2022 manifesto
Reasoning and quotes
The plan explicitly requires that school gives all students knowledge about Sweden's indigenous people, national minorities and minority languages, which the counter-proposal points out has been dropped. The plan also affirms digitalization's possibilities and wants critical thinking to permeate school. Refinement of the curricula is a goal in the plan, but according to the plan's own commitments may not mean that these contents are lost.
Original (Swedish)
Planen kräver uttryckligen att skolan ska ge alla elever kunskap om Sveriges urfolk, nationella minoriteter och minoritetsspråk, vilket motförslaget pekar på har fallit bort. Planen bejakar också digitaliseringens möjligheter och vill att kritiskt tänkande genomsyrar skolan. Renodlingen av läroplanerna är ett mål i planen, men får enligt planens egna åtaganden inte innebära att dessa innehåll tappas bort.
- knowledge about national minoritiesdecisive»Skolan ska ge alla elever kunskap om Sveriges urfolk, nationella minoriteter och minoritetsspråk.« (party programme ↗)“School shall give all students knowledge about Sweden's indigenous people, national minorities and minority languages.”
- digitalization's possibilities»Digitaliseringen innebär fantastiska möjligheter för den enskilda individen och för samhället i stort, om den kan bejakas på rätt sätt.« (party programme ↗)“Digitalization offers fantastic possibilities for the individual and for society at large, if it can be affirmed in the right way.”
- critical thinking in school»Kunskap, kreativitet och kritiskt tänkande ska genomsyra skolan.« (party programme ↗)“Knowledge, creativity and critical thinking shall permeate school.”
- refined curricula»Läroplanerna ska revideras och få ett större fokus på fakta och kunskap.« (2022 manifesto ↗)“Curricula shall be revised and get greater focus on facts and knowledge.”
The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.
The plan recognises national minorities' linguistic and ethnic rights and requires that their needs are taken into account at all levels of the public sector, which speaks against their being lost in the introduction of curricula.
Plan documents: party programme
Reasoning and quotes
The plan recognises national minorities' linguistic and ethnic rights and requires that their needs are taken into account at all levels of the public sector, which speaks against their being lost in the introduction of curricula. The plan also requires that environmental considerations permeate all policy areas and that sustainability's three dimensions are integrated. However, the document does not address the structure of curricula.
Original (Swedish)
Planen tillerkänner de nationella minoriteterna språkliga och etniska rättigheter och kräver att deras behov beaktas på alla nivåer i den offentliga sektorn, vilket talar mot att de tappas bort i läroplanernas inledande delar. Planen kräver också att miljöhänsyn genomsyrar alla politikområden och att hållbarhetens tre dimensioner integreras. Frågan om läroplanernas struktur behandlas dock inte.
- minorities' rightsdecisive»Genom att tillerkänna samer, sverigefinländare, tornedalingar, romer och judar språkliga och etniska rättigheter stärks deras självtillit och kulturella identitet.« (party programme ↗)“By recognising Sámi, Sweden Finns, Torne Valley Finns, Roma and Jews' linguistic and ethnic rights, their self-confidence and cultural identity are strengthened.”
- minorities considered at all levels»Det är viktigt att dessa gruppers behov och intressen beaktas i alla delar av landet och på alla nivåer i den offentliga sektorn.« (party programme ↗)“It is important that these groups' needs and interests are taken into account in all parts of the country and at all levels of the public sector.”
- sustainability in all policy areas»Miljöhänsyn behöver genomsyra alla politikområden.« (party programme ↗)“Environmental considerations need to permeate all policy areas.”
- three sustainability dimensions»Hållbar utveckling förutsätter att ekologi, ekonomi och sociala hänsyn integreras.« (party programme ↗)“Sustainable development presupposes that ecology, economy and social considerations are integrated.”
The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.
The plan wants to refine curricula around measurable factual knowledge and reduce burdens on schools, with knowledge transmission as the main task.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The plan wants to refine curricula around measurable factual knowledge and reduce burdens on schools, with knowledge transmission as the main task. The counter-proposal wants instead to lift in more areas of knowledge in the introductory parts of curricula. This goes against the plan's explicit drive for fewer and clearer writings.
Original (Swedish)
Planen vill renodla läroplanerna kring mätbara faktakunskaper och minska pålagorna på skolan, med kunskapsförmedling som huvuduppdrag. Motförslaget vill i stället lyfta in fler kunskapsområden i läroplanernas inledande delar. Det går emot planens uttryckliga strävan efter färre och tydligare skrivningar.
- refined knowledge curriculumdecisive»Fokusera på mätbara faktakunskaper, med inspiration från Finlands läroplan« (2022 manifesto ↗)“Focus on measurable factual knowledge, inspired by Finland's curriculum”
- measurable goals in curriculum»Mätbara fakta i kurs- och läroplanerna.« (2022 manifesto ↗)“Measurable facts in course and curricula.”
- knowledge transmission is the main task»skolans förmåga att klara sitt huvuduppdrag att förmedla« (party programme ↗)“school's ability to complete its main task of transmitting”
- fewer burdens on schools»Minska lärarnas dokumentationskrav« (2022 manifesto ↗)“Reduce teachers' documentation requirements”
The plan requires a knowledge-focused school where curricula are supplemented with clearer learning objectives and political experiments on children and young people end.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The plan requires a knowledge-focused school where curricula are supplemented with clearer learning objectives and political experiments on children and young people end. The counter-proposal instead wants to write in learning for sustainable development and a strategy for digital competence in the opening parts of curricula, which broadens them beyond the knowledge assignment. That the plan values the national minorities' cultural autonomy speaks partly in the other direction.
Original (Swedish)
Planen kräver en kunskapsfokuserad skola där läroplanerna kompletteras med tydligare kunskapsmål och där politiska experiment på barn och unga avslutas. Motförslaget vill i stället skriva in lärande för hållbar utveckling och en strategi för digital kompetens i läroplanernas inledande delar, vilket breddar dem bortom kunskapsuppdraget. Att planen värnar de nationella minoriteternas kulturella autonomi talar delvis åt andra hållet.
- clearer learning objectivesdecisive»Läroplaner ska kompletteras med tydligare kunskapsmål.« (2022 manifesto ↗)“Curricula shall be supplemented with clearer learning objectives.”
- knowledge-focused school»Återupprätta en kunskapsfokuserad skola genom beprövad pedagogik och fokus på traditionellt lärande med lika villkor på alla skolor« (2022 manifesto ↗)“Restore a knowledge-focused school through proven pedagogy and focus on traditional learning with equal conditions in all schools”
- no political experiments»Avsluta de politiska experimenten på Sveriges barn och unga« (2022 manifesto ↗)“End the political experiments on Sweden's children and young people”
- minorities' cultural autonomy»assimileringssträvanden och ges långtgående kulturell autonomi.« (party programme ↗)“assimilation efforts and given far-reaching cultural autonomy.”
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Sources and documents
- The committee report on riksdagen.se (2025/26:UbU23)
- Committee report full text (HD01UbU23)
- Per-MP voting data (API)
- Case status (API)
Documents under consideration
- Motion 2025/26:3998 — med anledning av prop. 2025/26:194 Nya läroplaner - för en stark kunskapsskola av Isabell Mixter m.fl. (V)
- Motion 2025/26:4022 — med anledning av prop. 2025/26:194 Nya läroplaner - för en stark kunskapsskola av Anders Ygeman m.fl. (S)
- Motion 2025/26:4036 — med anledning av prop. 2025/26:194 Nya läroplaner - för en stark kunskapsskola av Niels Paarup-Petersen m.fl. (C)
- Motion 2025/26:4054 — med anledning av prop. 2025/26:194 Nya läroplaner - för en stark kunskapsskola av Camilla Hansén m.fl. (MP)
- Proposition 2025/26:194 — Nya läroplaner - för en stark kunskapsskola
Source: The Swedish Parliament