Jutzi, Michelle; Wicki, Thomas; Grgic, Marina; Hostettler, Ueli (2026). Policy design and enactment in a federalist school system: understanding the interplay of actors in educational governance. Education Inquiry, pp. 1-15 Taylor & Francis. 10.1080/20004508.2026.2618868

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This article examines the design and enactment of a Media and Information Literacy (MIL) curriculum within the decentralised, federalist Swiss school system. It explores how national and state actors shape the design and implementation of education policy. An analysis of expert interviews reveals that the curriculum design process involved stakeholder dialogue and aimed for collaboration and inclusivity of the different states. Furthermore, the article profiles six states and their MIL policies, highlighting varied strategies of enactment. The integration of qualitative data and the formulation of vignettes illustrate the iterative nature of policy design and enactment processes, demonstrating that not all states align with national policy but rather define their own strategies and regulations. This multi-case approach also underscores how societal demands may precede national policy design, emphasising the importance of the state context in educational governance.

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