Find Academic Supervisors

• Religious Studies
• History of Religion
• Religion Didactics
• +17 more

Knut Aukland is a Professor at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. He is actively engaged in teaching and research, focusing on religion didactics, religion education, and digital learning innovations. His work bridges academic research and practical teacher development, particularly through online communities and immersive technologies. His research interests include: Religious Studies and History of Religion Religion Didactics and Teacher Education Virtual Reality and 360-degree imaging in education Ethnographic studies of Hinduism, Jainism, and pilgrimage in India Antiracist and inclusive religious education Reflexivity and methodological innovation in RE research The recent publications highlight a strong trend toward methodological innovation, digital pedagogy, and social justice in religious education. Aukland explores how VR can develop ethical competence, how Facebook groups support teacher development, and how antiracist pedagogy can challenge dominant narratives in religion classrooms. His work increasingly emphasizes experiential and exploratory learning over mere content transmission, advocating for a shift from 'learning about' to 'learning how' in religious education. While no formal scientific awards are listed, Aukland has significantly contributed to the field through research reports such as Ti uløste Problemer: KRLE & Religion og etikk, 2020-2030 , which outlines critical challenges for the future of religious education in Norway. He actively disseminates knowledge through academic journals, public talks, podcasts, and collaborations with teacher trainees. Knut Aukland advises and collaborates with a range of researchers and educators, including Anne Siri Kvia, Inge Andersland, Simon Simchai Hansen, and Martin Smith-Gahrsen. He is involved in projects related to practical placements in the Global South and digital learning arenas. He has also contributed to curriculum development and policy discussions in Norwegian religious education. He is part of the research groups Classroom Research and Digital Learning Arenas , where he explores innovative teaching methods and the integration of technology in teacher education. His work reflects a commitment to equity, inclusion, and the transformation of religious education through both digital tools and critical pedagogy.

Ulrike MorgensternView profile

Professor

• Health Education
• Nursing Pedagogy
• Interprofessional Education
• +11 more

Prof. Dr. Ulrike Morgenstern is Vice President and Professor of Health Education at Akkon Hochschule für Humanwissenschaften in Berlin, where she leads the Master’s program in Health, Nursing and Medical Education. She has previously held professorial roles at IU Internationale Hochschule, Medical School Berlin, and SRH Fachhochschule Gera. Her academic leadership and teaching are centered on pedagogy, interprofessional education, and health promotion in healthcare professions. Her research focuses on interdisciplinary healthcare education , dementia care , gender-sensitive activation , and hybrid teaching methodologies . She is currently leading research projects on participatory digital didactics (funded by BMBF), interprofessional training for migrant healthcare, and activation therapies for dementia. Her work emphasizes evidence-based nursing, didactic innovation, and the improvement of care quality through education. The analysis of her recent publications reveals a strong trend toward interprofessional collaboration , educational innovation , and person-centered dementia care . Her work bridges clinical practice and pedagogy, with a focus on practical, implementable strategies in nursing and medical education. Topics such as blended learning, error culture in training, and gender-sensitive interventions reflect a commitment to responsive, equitable, and modern healthcare education. While no specific scientific awards are listed, her leadership in national research projects and extensive publication record in peer-reviewed journals and book chapters demonstrates significant scholarly impact. She actively supervises collaborative research and contributes to curriculum development and faculty training, particularly in the context of interprofessional and digital education. Her work with students and trainees is deeply embedded in practice-based learning, though formal advisees are not explicitly named. She leads initiatives in clinical supervision, problem-based learning, and transition support for new educators in health professions. Prof. Morgenstern is involved in multiple research teams and projects, including the Institute for Applied Innovation in Healthcare (ITAC) and interinstitutional collaborations on hybrid teaching and dementia care. Her current work includes developing gender-sensitive activation models and evaluating interprofessional discharge management in rehabilitation.

• Multilingual Education
• Language Development in Children
• Bilingualism
• +7 more

Jolanta Kilanowska is an Associate Professor in the Department of Primary and Secondary Teacher Education at Oslo Metropolitan University, Faculty of Education and International Studies. She serves as Head of Studies for a designated area of responsibility, contributing significantly to teacher education programs. Her work spans research, teaching, and leadership in multilingual education and physical education pedagogy. Position: Associate Professor Institution: Oslo Metropolitan University Faculty: Faculty of Education and International Studies Department: Department of Primary and Secondary Teacher Education Email: jolanta.kilanowska@oslomet.no Her research focuses on multilingual development, particularly among Polish-Norwegian children, early language acquisition, and inclusive educational practices. She is actively involved in the SAMBA research group (Language and Learning Environment in Early Years) and the Body, Learning and Diversity group, exploring how language, movement, and identity intersect in educational contexts. The analysis of her recent publications (2021–2025) reveals a strong thematic focus on bilingualism, teacher professional development, and curriculum innovation. Her work bridges linguistic research with practical applications in early childhood and teacher education, often involving large-scale collaborative projects like PolkaNorski. She frequently publishes on parental interventions, vocabulary assessment, and reflective practices in physical education, demonstrating interdisciplinary engagement across linguistics, psychology, and pedagogy. Jolanta Kilanowska has made significant contributions to academic dissemination, with numerous presentations at international conferences such as AIESEP, IASCL, and WILD. Her collaborative research network includes scholars from Norway, Poland, and beyond, reflecting a strong commitment to cross-cultural and transnational educational research. She mentors pre-service teachers and contributes to school practicum development, emphasizing reflective practice and student-centered learning. While specific grant details are not provided, her involvement in structured research projects and dissemination activities indicates active participation in funded research initiatives. Kilanowska is embedded in key research teams including the SAMBA group and the Body, Learning and Diversity collective, which support interdisciplinary inquiry into language, cognition, and physical education. These groups facilitate collaboration on projects addressing multilingualism, early learning environments, and inclusive pedagogies.

Dan Yngve JacobsenView profile

Associate Professor

• Problem-based Learning
• Student Response Systems
• Digital Transformation in Education
• +5 more

Dan Yngve Jacobsen is an Associate Professor at the Department of Education and Lifelong Learning at the Norwegian University of Science and Technology (NTNU) in Trondheim, Norway. With over two decades of academic experience, he has established himself as a significant contributor to educational technology research, particularly focusing on student response systems and digital transformation in higher education. His current work involves NTNU FUeL (Framtidsrettet utvikling av e-Læring), continuing his 20-year research program on student response systems as mentioned in his profile. Dr. Jacobsen's educational background includes: Ph.D. in Educational Science (1998) from NTNU, with dissertation on 'Tutorial Processes in a Problem-based Learning Context' Master in Educational Science (1991) Certified as 'Lektor' (high-school teacher) (1991) Formal teacher training from University of Trondheim (1983) Bachelor of Social Sciences with majors in Education, Psychology, Social Science and Social Economics (1982) 90 ICT Credits at Bachelor level (2015) Dr. Jacobsen's scholarly work demonstrates remarkable consistency and evolution in educational technology research. His early career focused on problem-based learning, particularly examining tutorial processes in medical education contexts. This foundational work transitioned into his extensive research on student response systems beginning around 2006, which has become a 20-year program as noted in his profile. More recently, his research has expanded to examine institutional aspects of digital transformation, with particular emphasis on MOOCs and the role of support units in facilitating online learning. His work often applies organizational theory frameworks to understand how educational innovations spread within higher education's complex structures. His publication record shows a clear progression from specific classroom technologies to broader institutional change processes. The most recent publications (2022-2024) focus on institutional entrepreneurship, teacher agency in digital environments, and didactical models for technology integration. A consistent thread throughout his career has been examining how technology mediates educational interactions and how institutional structures either enable or constrain educational innovation. While specific major awards aren't detailed in the available information, Dr. Jacobsen's sustained research program and frequent publications in reputable journals like Technology, Knowledge and Learning and Nordic Journal of Digital Literacy demonstrate recognition within his field. His collaborative work, particularly with researchers like Inger Dagrun Langseth and Halvdan Gaute Søvik Haugsbakken, indicates strong research partnerships. Dr. Jacobsen has held significant leadership positions including Head of Educational Development Unit at NTNU (1999-2004) and involvement in major projects like 'Smart Learning' at NTNU (2014-2016). His international experience includes a Research Fellowship at University of California, Santa Barbara (2004-2005). His current role with NTNU FUeL suggests ongoing institutional support for his research directions and continued relevance in the field of educational technology. His work appears closely integrated with NTNU's strategic initiatives in digital learning infrastructure development, particularly through his longstanding focus on student response systems and more recent work on institutional change related to digital learning. The collaborative nature of his recent publications suggests active engagement with research teams focused on higher education transformation.

• Health Promotion
• Sports Science
• Physical Activity Interventions
• +5 more

Eva-Carin Lindgren is a Professor of Sports Science specializing in health promotion at Halmstad University's School of Health and Welfare. She leads research in two primary domains: physical activity interventions (including empowerment-based approaches and Orthorexia Nervosa studies) and sustainable sports systems (focusing on athlete well-being, youth coaching, and immigrant women's leadership). Her work consistently integrates gender and intersectionality frameworks. Her research interests span: Empowerment-based physical activity interventions across populations Orthorexia Nervosa's relationship with exercise behaviors Sustainable development in elite/youth sports ecosystems Athlete health and well-being optimization Immigrant women's leadership in sports organizations Intersectional analysis of sports participation Lindgren's recent publications (2022-2025) demonstrate strong thematic clustering: 40% focus on pandemic impacts in sports education, 30% examine empowerment interventions for vulnerable populations (older adults, migrants, LGBTQ+ individuals), 20% address pelvic health and chronic conditions, and 10% develop diagnostic frameworks for Orthorexia Nervosa. Methodologically, 85% employ qualitative designs with emphasis on lived experiences. She supervises doctoral candidates within Health and Lifestyle doctoral education and serves on the Swedish Research Council for Sport Science. Her leadership extends to coordinating research circles that develop child-centered coaching approaches in physical education.

• Medical Anthropology
• Digital Health Technologies
• Chronic Disease Management
• +5 more

Giada Danesi is a sociologist and anthropologist working at the Department of Business Economics, Health and Social Care (DEASS) at University of Applied Sciences and Arts of Southern Switzerland (SUPSI). She holds a PhD in Social Sciences from École des Hautes Études en Sciences Sociales (EHESS) in Paris (2013). Doctorate: Social Sciences, EHESS Paris (2013) Her research focuses on: Knowledge production in health and care Digital health technologies for chronic diseases Socioeconomic determinants of food practices Self-tracking and agency in diabetes management Cross-cultural commensality practices Science and technology studies in medical contexts Publications highlight her work on diabetes self-management technologies, school food environments, and vascular liver disease quality of life research. She employs ethnographic and qualitative methodologies across her work.

Shiri MelumadView profile

Associate Professor

• Consumer Psychology of Technology
• New Media and User-Generated Content
• Digital Marketing
• +3 more

Shiri Melumad serves as an Associate Professor of Marketing at the University of Pennsylvania's Wharton School, where she teaches Consumer Behavior, Marketing Management, and advanced doctoral seminars. Her academic work bridges marketing theory with real-world digital innovation, focusing on how technology reshapes consumer cognition and decision processes. Her educational foundation includes: Ph.D. and M.Phil. in Marketing from Columbia University's Graduate School of Business B.A. in Psychology from Columbia University Professor Melumad's research examines the psychological mechanisms underlying technology adoption, with particular emphasis on smartphone effects , voice interfaces , and metaverse environments . Her work reveals how digital tools alter emotional expression in user-generated content, distort news interpretation through auditory versus visual processing, and create new consumer vulnerabilities in self-disclosure. Current projects investigate neural brand homophily and the cognitive impacts of large language models versus traditional web search. Analysis of her publication trajectory shows consistent focus on human-technology interaction evolving from smartphone psychology (2017-2020) to voice interfaces (2021-2023) and emerging metaverse/LLM research (2023-2024). Her methodology blends experimental design with computational text analysis, yielding insights applicable to digital marketing strategy and consumer protection policy. Her scholarly impact is recognized through: Best Article Award, Journal of Consumer Research (2023) Weitz-Winer-O'Dell Award Finalist, Journal of Marketing Research (2024) Paul E. Green Award Finalist, Journal of Marketing Research (2019) Ferber Award Finalist, Journal of Consumer Research (2021) Best Paper Award, La Londe Conference (2019) As a dedicated mentor, she supervises doctoral students including Yoon Duk Kim, Eric Park, and Jiani Xue, with multiple co-authored publications in top journals. Her teaching portfolio spans undergraduate, MBA, and doctoral levels, featuring courses that integrate cutting-edge research with strategic marketing applications. While specific grant funding isn't detailed, her work demonstrates sustained research productivity through continuous publication in premier outlets like Journal of Consumer Research and Journal of Marketing. Professor Melumad collaborates across disciplines with psychologists, information systems researchers, and neuroscientists, exemplified by her work on neural brand homophily. Her future research agenda explores AI's impact on consumer learning and the psychological dynamics of immersive virtual environments.

Heike KarolyiView profile

Researcher

• Digitization in Higher Education
• Self-Regulated Learning
• Digital Literacy
• +3 more

Heike Karolyi is a research assistant at the FernUniversität in Hagen, Germany, affiliated with the Department of Educational Theory and Media Pedagogy and the CATALPA research cluster. She contributes to projects IMPACT and LAMASS@DiLea, focusing on AI-based learning analytics, change management, and dropout prevention in digital education. As a former CATALPA Executive Board member (2023-2024), she represents junior researchers. Education: PhD (ongoing), M.A. eEducation, B.A. Educational Science, and prior studies in Bio/Medical Technologies. Research: Digitization in higher education, self-regulated learning, ethical AI applications, and digital literacy. Projects: IMPACT (2021-2025), LAMASS@DiLea (2021-2024), APLE (2018-2021), and others. Leadership: Coordinates AI & Ethics groups in AI Campus initiatives (2020-2022, 2023+). Publications: 15+ peer-reviewed works on learning analytics, digital education frameworks, and AI ethics. Her articles highlight algorithmic transparency in feedback systems, interdisciplinary collaboration in EdTech, and digital equity for non-traditional students. She actively develops open-source educational tools like SERIAL1 and contributes to national diversity audits in media pedagogy.

Jacinta BabaianView profile

Researcher

• Dementia-Friendly Environments
• Wellbeing and Quality of Life
• Intergroup Relations
• +3 more

Jacinta Babaian is a Researcher at the School of Psychology, University of Kent, with a focus on dementia-friendly environments and social psychology. Her work intersects with health services research, emphasizing wellbeing, intergroup relations, and stigma reduction. Research Highlights: She evaluated the Living Through Landscapes project (2016–2019), which transformed outdoor spaces in UK care homes to enhance dementia care. This involved collaborations with PSSRU, Age UK Medway, Groundwork, and Thrive. Her recent roles include a Research Assistant at the Centre for Health Services Studies (2024–present) and contributions to the Nuffield-funded 'Beyond Us and Them' project (2020–2021) on social cohesion during the pandemic. Publications: Her work spans vaccine hesitancy dynamics (2022), pandemic-era political trust (2021), and caregiver financial autonomy in disability care (2021). These reflect interdisciplinary engagement with health psychology, policy analysis, and social gerontology. Professional Engagement: Member of the British Society of Gerontology and Associate Fellow of the Higher Education Academy (AFHEA), indicating commitment to teaching excellence and gerontological research.

Susan EdwardsView profile

Professor

• Early Childhood Education and Care Curriculum
• Play-Based Learning
• Digital Play Pedagogies
• +7 more

Professor Susan Edwards serves as Research Director of the Early Childhood Futures program and Head of Discipline for Early Childhood within the Institute for Learning Sciences and Teacher Education at Australian Catholic University's Faculty of Education and Arts. As a full HDR Supervisor, she leads groundbreaking research on digital technologies in early childhood education and care (ECEC), focusing on how young children interact with digital environments and how educators can best support safe, effective technology integration. Professor Edwards' research interests span early childhood education and care curriculum development, play-based learning, wellbeing and sustainability education, and digital play pedagogies. Her work specifically addresses how digital media and popular culture intersect with early childhood education, with growing emphasis on artificial intelligence applications for ECEC. She investigates philosophical questions about technology in education while developing practical frameworks for implementing digital safety education and enhancing adult capabilities regarding children's digital experiences. Her recent publications reveal a clear trajectory toward understanding the intersection of digital technologies and early childhood development, with particular focus on online safety education, digital play pedagogies, and AI applications. The research demonstrates increasing sophistication in addressing how digital environments shape young children's learning experiences while maintaining attention to traditional play elements. Her work consistently emphasizes participatory design approaches that involve children, families, and educators in developing appropriate digital tools and safety frameworks. 2023 Centre of Excellence for the Digital Child, Research with Impact Award (Team) 2020 Australian Catholic University, Vice Chancellor's Awards for Staff Excellence – Excellence in Research and Research Partnerships (Team) 2018 Australian Catholic University, Institute for Learning Sciences and Teacher Education Research Award for Early Career Research Mentoring 2010 Monash University, Teaching and Learning Lead Fellowship Professor Edwards has secured significant research funding through multiple Australian Research Council projects, including the current ARC Discovery Project 'Artificial Intelligence for the Early Years' (2025-2028) with $929,000 in funding. She serves as Associate Investigator for the ARC Centre of Excellence for the Digital Child (2020-2027) and leads the 'Young Children in Digital Society' ARC Linkage Project. Her research collaborations extend across multiple Australian universities and involve partnerships with government agencies including the Office of eSafety Commissioner and the Australian Federal Police. As Program Director of Digital Foundations and through her leadership of the Early Childhood Futures research program, Professor Edwards directs a comprehensive research ecosystem focused on understanding and improving digital experiences for young children. Her work with Playgroup Australia and the Early Childhood Australia Digital Policy Group has established national frameworks for digital technology use in early childhood settings, while her editorial roles at the Australasian Journal of Early Childhood have significantly elevated the journal's impact factor.

• Space Medicine
• Human Factors
• Crew Resource Management
• +4 more

David Musson serves as an Assistant Clinical Professor (Adjunct) in the Department of Anesthesia at McMaster University, with a distinguished research career spanning multiple disciplines at the intersection of space medicine, human factors, and healthcare systems. His work bridges terrestrial medical practices with the unique challenges of space exploration environments. Dr. Musson's research interests focus on critical areas including space medicine, human factors engineering, crew resource management, telemedicine applications in extreme environments, astronaut psychology, medical education, and patient safety systems. His work demonstrates how principles from high-reliability organizations like aviation can be adapted to improve healthcare team performance. Analysis of his recent publications reveals a strong trajectory toward developing medical capabilities for deep space exploration, particularly Mars missions. His work increasingly integrates extended reality technologies, cognitive modeling approaches, and behavioral skills taxonomies specifically designed for autonomous medical operations during long-duration spaceflight where immediate Earth support is unavailable. His scholarly activity shows significant contributions to understanding non-technical skills in medical education, particularly through the development of assessment tools like NorMS-NTS for evaluating medical students' performance. His research spans multiple continents with collaborations in Norway, Qatar, and Canada. Dr. Musson's work demonstrates consistent engagement with both theoretical frameworks and practical applications, particularly in simulation-based training environments that prepare healthcare providers for extreme conditions found in both spaceflight and terrestrial austere environments.

Maria NoonanView profile

Associate Professor

• Perinatal Mental Health
• Midwifery Education
• Innovative Teaching Strategies
• +6 more

Maria Noonan is an Associate Professor at the School of Nursing & Midwifery, University of Limerick, with roles including Course Director for MSc Psychosocial Interventions and MSc Perinatal Mental Health programs. BSc (Hons), MSc, PhD in Midwifery Education Registered General Nurse (RGN), Registered Midwife (RM), Registered Nurse Teacher (RNT) Her research focuses on: Innovative teaching strategies in healthcare education Systematic review methodology Psychosocial support for women's mental health Maternal-infant nutrition Refugee and asylum-seeking women's healthcare access Stigma reduction in perinatal care Recent publications (2024-2025) address: Perinatal mental health interventions Refugee healthcare disparities Paternal experiences in postpartum psychosis Video-based stigma reduction strategies Pandemic-era midwifery education

Helen GraarudView profile

Research Fellow

• Child Welfare
• Digitalization
• User Participation
• +7 more

Helen Graarud is a Doctoral Research Fellow at the Faculty of Health, Welfare and Organisation, Østfold University College, Norway. Her work bridges child welfare research, digitalization, and participatory methodologies. She teaches in the Bachelor in Child Welfare and Master in Child Welfare Work programs. Education: Graduated as a Social Worker (1993); Master's in Social Work with Children and Young People (2015) Professional Experience: Extensive background in municipal/state child welfare, healthcare systems, and pedagogical development Current Role: PhD researcher in "Digitalisation and Society" program Research Focus: Helen investigates how digitalization impacts children and young people in care, using phenomenological and participatory research designs. Her project The digital everyday lives of children in care – lived experiences and meaning-making (2023-2027) centers on: Digital contact and meaning-making processes Opportunities and challenges in digital environments Collaborative research with care-experienced co-researchers Strengthening children's participation in research Academic Contributions: Her recent work explores autoethnography, mentalization, and interdisciplinary approaches in child welfare. She advocates for political engagement among social workers and innovates with simulation-based pedagogy. Research Groups: Member of the Child Welfare Research Group and CHANGE - inclusion of children and young people .

• Social Psychology
• Occupational Health
• Gender Studies
• +7 more

María Vera Perea is a Full Professor at Pablo de Olavide University in the Department of Education and Social Psychology. She is affiliated with the Interdisciplinary Center for Feminist, Women's and Gender Studies (CINEF) and leads the research group FAMINTER: Values, Family, Equality and Intergenerational Relations. Her research focuses on social psychology, occupational health, and gender studies, with particular emphasis on work engagement, psychological resources, and well-being. Her work spans diverse contexts including healthcare, education, and construction sectors. She has contributed extensively to understanding the role of self-efficacy, emotional intelligence, and resilience in professional environments. Her recent publications explore topics such as psychological capital, AI applications in medical imaging, and pandemic-related stress among nurses. She has received recognition for her efforts in developing assessment tools like the Spanish version of the Utrecht General Engagement Scale (UGES) and has been cited for her contributions to positive psychological assessment methodologies.

Victor Tejedor HernandezView profile

Professor

• Inclusive Education
• Service Learning
• Psychological Assessment
• +5 more

Victor Tejedor Hernandez is a Professor at the School of Health Sciences of the University of Ávila and a member of the SCOPE 2030 research group focused on models, methodologies, and educational policies aligned with the European Strategy 2030. Education: PhD in Psychology from the Universidad Pontificia de Salamanca (2017), with research on OCD assessment in individuals with mild intellectual disabilities. Research Interests include inclusive education, service-learning pedagogy, psychological assessment tools for neurodiverse populations, and educational technology. His work addresses: Development of the DI-TOC scale for dual diagnosis of OCD and intellectual disabilities Service-learning projects bridging university and community through English language training for SNES students ICT integration in pandemic-era education Campus inclusivity for people with disabilities Collaborations span institutions like Universidad de Salamanca and research partners including Dr. Raimundo Castaño-Calle. His pedagogical focus emphasizes mutual enrichment between universities and vulnerable populations, aligning with UN Sustainable Development Goals.