Framework Sweden’s approach to collaborative educational research reflects its social-democratic welfare state, emphasizing universalism, equity, and de-commodification of social rights (Esping-Andersen, 1990). Education is a shared responsibility between the central government, which oversees quality, and Local Education Authorities (LEAs) or independent counterparts, which manage preschools and schools (Nordholm, 2024). This model balances local autonomy with alignment to national goals through substantial state funding and collaborative frameworks. Research-practice partnerships (RPPs; Farrell et al., 2021) aligns with Sweden’s strategy for educational equity and quality. In 1997, the Higher Education Act mandated university collaboration with society, establishing Regional Development Centers (RUCs; Öijen, 2014) to strengthen school-university connections. Recent policies have deepened these commitments. The 2017 ULF agreement tests sustainable collaboration models between schools and academia, emphasizing research translation and practical application (Government decision, U2017/01129/UH). In this setting I explore: What roles do boundary spanners play in facilitating alignment between research objectives and local needs in decentralized governance contexts. The KOoL Project: A Case Study in Collaborative Research The collegial observation and lesson analysis (KOoL) project offers insights into the roles of boundary spanners in navigating Sweden’s decentralized governance to align research objectives with local needs. A collaboration between Mälardalen University and two municipalities, KOoL utilized the local RUC and ULF funding to establish partnerships with schools. By engaging stakeholders at multiple levels—LEA leaders, superintendents, and teachers—the project fostered reciprocal discussions to bridge the gap between research-based improvements and local priorities. Within this setting, RUC boards functioned as meta-level boundary spanners, connecting municipalities with universities to shape the overarching collaboration. At the local level, headmasters and researchers played foundational boundary-spanning roles, facilitating communication and collaboration within schools. This multi-level structure was instrumental in ensuring that research-based professional development initiatives aligned with governance priorities and addressed the specific needs of schools, reflecting social-democratic values of equity and collective progress. Interviews with headmasters from four schools highlighted the dual challenges and contributions of boundary spanners. While logistical issues such as scheduling and managing substitute teachers posed obstacles, these individuals emphasized the program’s transformative potential. Their efforts in the co-design of the intervention were key in creating a shared language for discussing teaching and learning, reinforcing KOoL’s ability to bridge the divide between professional development and classroom practices in decentralized governance contexts.

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