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The Swedish educational system is characterized by a well-structured framework with a strong focus on inclusivity and student-centered learning. Over the course of the 20th and 21st centuries, reforms have progressively adapted the system to meet social and economic demands, emphasizing both academic and vocational preparation. Democracy, sustainability, and digital innovation are key elements integrated into all educational levels. However, recent challenges, such as the privatization of schools (friskolor) and the digitization of education, have raised concerns about potential inequalities and their impact on educational quality. Despite its strengths, the system faces issues related to increasing social disparities and standardized assessments.

The dictionaries of Piedmontese language published in the first half of XIXth century show that the word miraco ‘miracle’ [mi'raku] (< lat MIRACULUM) is not only grammaticalized as a marker of unexpectedness, but develops the epistemic meaning of ‘maybe’, ‘probably’. This phenomenon is apparently a unicum among the romance languages, and it shows a communality with typologically distant languages which express the so-called category of mirativity. Starting from the analysis of the attestations in the literary texts of XVIIIth and XIXth century (mostly theatrical comedies written in vernacular), this paper seeks to explore how the semantic development of this peculiar marker with a transparent etymology can be included in the typological debate on the category of mirativity and its links with evidentiality and epistemic modality.