Phenomenography and Variation Theory Global Network Inaugural Conference

About the conference

This first conference marks an important moment for the international PVT community. It aims to provide a collegial space for scholarly dialogue, knowledge exchange, methodological discussion, and collaboration across countries, disciplines, and educational contexts. We are pleased to announce that registration for the conference is free. This reflects the network’s commitment to accessibility and to supporting participation across career stages and geographical contexts.

The conference will include keynote presentations, paper sessions, PhD and ECR activities, and informal networking opportunities. Planned social and networking events will also provide space for delegates to connect during the conference.

More information

The Phenomenography & Variation Theory Global Network Inaugural Conference is the first conference organised by the newly established PVT Global Network. The conference focuses broadly on Phenomenography and Variation Theory, bringing together work that contributes to the development, application, and critical discussion of these research traditions. It welcomes contributions from across educational research and related fields, including studies concerned with learning, teaching, knowledge, experience, subject didactics, professional learning, and methodological development. The conference aims to support international dialogue and collaboration across the growing global PVT community. It is intended as a space for established scholars, doctoral students, early-career researchers, and research-engaged practitioners to share research, discuss theoretical and methodological questions, and develop connections across contexts.

• Phenomenography
• Variation Theory
• Learning and lesson study
• Teaching and learning in schools, higher education, and professional settings
• Methodological development
• Subject didactics
• Professional learning
• Early childhood, school, university, and workplace learning contexts
• Cross-disciplinary applications, including health, nursing, AI, and professional practice
• PhD and early-career researcher development

Registration

Registration deadline: 1 September 2026

Registration for the Phenomenography & Variation Theory Global Network Inaugural Conference is free. Registration is managed through the Oxford Abstracts platform. Registration is free and straightforward. Here is what to expect:

1. On the event page, click Get Tickets.
2. Select your ticket. Please note that registration is limited to one ticket per person, then click Continue.
3. Complete the details form with your information and submit your order.
4. You will receive a confirmation email once your registration is complete. From the confirmation page, you can also download an invoice confirming your free registration.

Abstract Submissions

Abstract submissions for the conference are now closed. Authors will be notified of review decisions by 5 June 2026.

Conference Programme

The conference will take place from Wednesday 7 October to Friday 9 October 2026 at the Department of Pedagogical, Curricular and Professional Studies University of Gothenburg, Sweden.

The programme will include:

• Keynote presentations
• Individual paper sessions
• Poster presentations
• PhD and early-career researcher activities
• Informal networking opportunities
• Planned social and networking events

PhD and ECR Activities

The conference will include specific activities for doctoral students and early-career researchers. These sessions will provide opportunities to meet other researchers working with phenomenography and variation theory, share developing work, discuss methodological questions, and build international connections within the network. Further details about PhD and ECR activities will be shared when the full programme is released.

Networking and Social Events

Alongside the formal conference programme, there will be opportunities for informal networking and social connection. These activities are intended to support conversation across career stages, institutions, and geographical contexts, and to help delegates connect with the wider PVT community during their time in Gothenburg. Further details will be included in the full conference programme. Please note that there will not be a formal conference dinner, but informal social and networking opportunities will be organised during the conference.

The full conference programme will be available online on 7 September 2026.

Key Note speakers

We are pleased to announce two keynote speakers for the Phenomenography & Variation Theory Global Network Inaugural Conference.

Dr Lam, Ho Cheong

Department of Early Childhood Education, The Education University of Hong Kong
Title: Reflecting Upon Core Concepts of Phenomenography and Variation Theory

Phenomenography and Variation Theory is becoming popular in education research. One of the reasons is its applicability to inform the practice of teachers. But I believe theories are not carved in stone but ongoingly developing. In this talk, I will invite you to reflect upon some of the core concepts of phenomenography and variation theory.

For instance, one distinctive feature of phenomenography is its description of the results from a second-order perspective, that is, the meanings that appear to learners. Should we then look at variation theory also from a second-order perspective? During observation of teaching in classrooms, we often describe the patterns of variation and invariance, namely, contrast, generalization, and fusion, from a first-order perspective. Can we also describe these patterns from a second-order perspective? What do these patterns mean to learners from a second-order perspective? Learning is often regarded as a continuous discernment of more aspects of a phenomenon. But generalization, a kind of learning, is for learners to ignore, not to open, some aspects of the phenomenon. How should generalization be understood?

Methodologically, phenomenographic studies often use semi-structured interviews as the data collection methods. But can we also use observation, questionnaire, document analysis, and others, to conduct phenomenographic studies? In doing so, can we still maintain the depth of the investigation into the perspectives of participants? While we conduct phenomenographic studies, is there always an inclusivity in the categories of description we found? In social sciences and humanities, it is sometimes difficult, if not impossible, for us to say that one way of seeing is better than the others, for example, cultural or political views. But, in phenomenographic studies, we always regard some ways of seeing as more desirable than the others. Is it always possible for us to find a desirable way of seeing inclusive to all ways of seeing? When we design a learning situation, the desirable ways of seeing from a phenomenographic study are often used as the learning outcomes. But should learning outcomes be pre-determinedly closed or continuously open-ended during a learning situation? What are the roles that the results of phenomenographic studies can be used in designing a learning situation? To be frank, I do not have answers to all these questions. But my hope is to foster more discussions for continuous improvement on the core concepts of phenomenography and variation theory.

Biography

Dr Lam has adopted the use of phenomenography and variation theory in most of his research work since 2000. He is dedicated to kindergarten teacher education in Hong Kong with extensive experience in programme development and administration at the Education University of Hong Kong. His research primarily focuses on Chinese language instruction and multicultural education. He publishes both qualitative and quantitative research in academic journals and regularly writes for a newspaper for the public at large.

Professor Åke Ingerman

Vice-Chancellor of Örebro University and Professor in Science and Technology Education
Title: From Making Sense of Studying to Facilitating Learning at Scale

The phenomenography–variation theory tradition aims to make sense of learners’ ways of seeing phenomena in the world and to facilitate learning. 

This keynote reflects the breadth of studies within the tradition, as well as its theoretical development and shifting foci over time, by drawing on a selection of studies I have conducted in different contexts and at different points in time. The presentation takes the form of an exposition of contributions, highlighting recent methodological developments and challenges, and opening up for discussion of possible future directions, as well as key aspects that sustain the dynamism and coherence of the community and the tradition. The studies include how students make sense of physics; how variation and differentiation function as mechanisms for sense-making in discussions; and the path from small-scale learning studies on integers to large-scale implementation in teaching, including the importance of different conditions for facilitating student learning.

Biography

Professor Ingerman is Vice-Chancellor of Örebro University and Professor of Science and Technology Education. He has a long-standing history within the Phenomenography and Variation Theory research tradition, including previous coordination of the Phenomenography and Variation Theory research group. His research focuses on the relationship between students and technological, scientific, and mathematical content, from primary school through to university. Much of his work involves practical classroom studies in collaboration with teachers, combining qualitative and quantitative approaches to explore how students perceive and understand key concepts, and how teaching can be designed to better facilitate learning.

Practical information

The conference will be hosted at the Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden.

Further venue details, including the exact building and room information, will be added closer to the conference.