Bridging Policy and Practice in Spatial Ability Development

Abstract

A curriculum is a complex system shaped by educational values, institutional structures, and policy priorities. Within these systems at the compulsory level, spatial ability—the mental capacity to visualise, manipulate, and transform visual-spatial information—is inconsistently addressed, which translates to inconsistencies in classroom practice as well. While research increasingly acknowledges its significance, spatial ability is rarely positioned as an explicit learning goal within national curricula. Its development is often left to implicit interpretation, creating systemic ambiguity that affects equitable access to spatial ability development opportunities, particularly during the foundational years of schooling.

This thesis investigates how spatial ability development is positioned at the intersection of curriculum policy and teaching practice, with a specific focus on primary and lower secondary education in Sweden. The central research question is: How is the development of spatial ability situated within the national curriculum and supported through educational practice? Subquestions explore how spatial ability is represented and structured in curriculum documents, and how teachers perceive and implement its role within their teaching.

Framed by Bronfenbrenner’s ecological systems theory, which situates human development within interacting layers from policy to classroom practice, the study explores how these levels shape spatial ability development. Guided by an interpretivist paradigm, it adopts a qualitative, multi-method design incorporating grounded theory and a phenomenological approach. The research is primarily situated in the Swedish education system, with Ireland serving as a secondary, comparative context. The thesis comprises five interlinked papers, collectively exploring curriculum and teaching from both systemic and practitioner perspectives. Paper A establishes a foundational understanding of system-level enablers and barriers that influence spatial ability development. Paper B focuses on how spatial ability is embedded in Swedish Technology and Craft education. Paper C develops a structured analytical framework to evaluate curriculum representation. Paper D extends this analysis across the broader Swedish national curriculum beyond Technology and Craft. Finally, Paper E brings in teacher perspectives, contextualising curriculum findings within classroom practice and comparing implementation between Sweden and Ireland.

Findings are interpreted through Bronfenbrenner’s ecological systems model. At the macrosystem level, national curricula in both Sweden and Ireland do not explicitly define spatial ability as a learning objective, limiting coherent policy support. At the mesosystem and exosystem levels, subject organisation, interdisciplinary structures, and assessment frameworks shape whether and how opportunities for spatial ability development are constructed within curriculum pathways. At the microsystem level, teachers consistently acknowledge the value of spatial ability and attempt to integrate it into their practice. However, such efforts remain informal, uncoordinated, and dependent on individual initiative, resulting in uneven experiences for learners.

This thesis reveals a disconnect between curriculum policy and classroom practice, where the development of spatial ability depends heavily on teacher agency in the absence of systemic support. The thesis argues that bridging this gap requires more intentional integration of spatial ability into curriculum frameworks, alongside institutional supports that align policy, practice, and pedagogy. In doing so, it contributes to broader discussions on how national education systems can better support foundational cognitive development through both policy and practice.

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