English reading expectations in Swedish higher education

Artikel i vetenskaplig tidskrift, 2026

In higher education, students’ learning conditions are shaped in no small part by the reading they are expected to do. This study documents the scope of English reading assigned in Swedish-medium undergraduate education. Although instruction is conducted in Swedish, students are nevertheless frequently required to engage with English texts, a practice long established in non-Anglophone contexts but not previously mapped in detail. Drawing on an extensive sample of reading lists from 2,225 Swedish-medium undergraduate courses across major disciplines, the study shows that students are often expected to manage substantial volumes of English reading, frequently without clear alignment to course credits or realistic consideration of workload. There is also considerable variation in academic reading expectations, reflected for example in the weekly English reading load both across and within disciplines. The study is descriptive by design: establishing a baseline of English reading load is a necessary first step toward theorizing reading practices in higher education and preparing interventions. At the same time, the results highlight the need for reflection and adjustment: ensuring that English reading demands are transparent, purposeful, and balanced across the curriculum will make them more manageable for students and support a more effective use of English texts in Swedish higher education.