Marie Kolmos

Marie Kolmos serves as Tenure Track Assistant Professor in the Department of Communication at the University of Copenhagen's Faculty of Humanities, specializing in pedagogical-psychological, philosophical, and sociological dimensions of children's formation (Bildung), care practices, and relationships within educational contexts.

Educational background:

• PhD in Educational Psychology, Roskilde University (2019)
• MA in Educational Psychology, Aarhus University (2011)

Her research integrates place-based pedagogy, cultural geography, and social aesthetics to examine how materiality and spatial contexts shape children's experiences. Employing phenomenological, ecofeminist, and critical theoretical frameworks, she investigates human-place-nature interconnections in educational practices with emphasis on sustainability, children's literature, and creative aesthetics. Current projects explore worldcare pedagogy as a response to climate crisis through early childhood education.

Analysis of her 2023-2025 publications reveals a cohesive focus on embedding sustainability within early childhood education via worldcare frameworks. Key trends include leveraging children's literature for environmental agency, developing dialogic reading practices for sustainability literacy, and reimagining care ethics through ecofeminist lenses to address climate anxiety. Her work consistently bridges theoretical innovation with practical pedagogical interventions in daycare settings.

Scientific recognition:

• Award for best practice in School-Based Family Counseling for ‘Green transition and Worldcare in ECEC’ (August 2023)

Professional activities include collaborative research with the Early Childhood Education Consortium on sustainability integration, though specific grant details and student supervision records are not publicly documented. Her methodological approach combines ethnographic fieldwork with phenomenological analysis across Nordic educational contexts.

Dr. Kolmos maintains active partnerships with the Nordic Network for Early Childhood Sustainability Research, contributing to cross-institutional initiatives on climate-responsive pedagogy without dedicated laboratory facilities.