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Ulrika Persson-Fischier is a University Lecturer at the Department of Women's and Children's Health and the Center for Health and Sustainability at Uppsala University. She is based at Campus Gotland and plays a key role in interdisciplinary research and education focused on sustainability. She leads the international Master’s programme in Implementation, Transformative Learning, and Sustainability and has developed the Master’s in Sustainable Destination Development. Her academic background includes a PhD in Anthropology from the University of Oslo and foundational studies in anthropology, philosophy, and intellectual history at Uppsala University. Her research spans diverse fields including sustainable tourism, entrepreneurship, healthcare innovation, and risk management, unified through an anthropological lens emphasizing culture, complexity, and systemic change. She employs ethnographic methods and transdisciplinary collaboration to address wicked problems in sustainability. Her work is grounded in long-term fieldwork, from Siberia to Sweden, and she actively engages with societal actors to co-create knowledge. Her recent publications reflect a strong focus on sustainable tourism, cruise industry impacts, transformative learning, and innovation implementation. Themes include stakeholder co-creation, responsible governance, educational innovation for the SDGs, and the socio-cultural dimensions of sustainability transitions. Her work bridges theory and practice, particularly in island contexts like Gotland and Rapa Nui. Excellent teacher She supervises PhD and Master’s students, including Marije Poort and Fie Broker-Bulling, and leads multiple research projects on sustainable tourism and entrepreneurship. She has developed innovative educational tools such as the online module 'The Mission' for sustainability education. Her teaching spans anthropology, sustainability, CSR, qualitative methods, and entrepreneurship, and she is deeply committed to pedagogical development and Education for Sustainable Development (ESD). Ulrika is actively involved in Erasmus+ projects such as LISTO and VAMOS, promoting global virtual exchange and sustainable entrepreneurship education. Her research projects include 'Sustainable Arctic cruise communities', 'Hållbar turism i det nya normala', 'Cultural Heritage, Regional Development and Innovation', and 'Fishing for sustainability on Gotland'. She emphasizes collaboration between academia, industry, and local communities to foster resilient and regenerative systems.

• Anthropology
• Sustainability
• Education for Sustainable Development (ESD)
• +15 more

Cresantus Biamba is a Senior Lecturer at the University of Gävle, specializing in Educational Science. His research bridges education theory with technological advancements, focusing on teacher training, sustainability in education, and inclusive pedagogy. Researcher at University of Gävle (Education, Educational Science) Research interests include: Education for Sustainable Development (ESD) in global contexts Teacher education reform and policy analysis Inclusive classroom practices in the Global South Technological integration in educational systems Curriculum development for post-pandemic resilience Publication trends reveal interdisciplinary work combining AI, cloud computing, and IoT applications with educational challenges, particularly in African institutions. His articles address security optimization, healthcare technology, and sustainability frameworks. Academic activities involve collaborations with researchers in cybersecurity, AI, and energy systems, though specific grants or mentoring roles are not explicitly documented here.

• Educational Science
• Teacher Education
• Education for Sustainable Development
• +3 more

Ulf Fredriksson is a Senior Lecturer at Stockholm University's Department of Education. His work focuses on international and comparative education research, with particular emphasis on global educational issues from theoretical, policy, and pedagogical perspectives. Dr. Fredriksson is an active member of the International and Comparative Education Research (ICER) group at Stockholm University, which focuses on the intersection between theory, policy and pedagogy applied to the comparative and international inquiry of global educational issues. His research spans several important areas in contemporary education: Education for Sustainable Development (ESD) and curriculum implementation International large-scale assessments, particularly PISA studies School attendance problems from an international comparative perspective Comparative studies of education systems across different countries Special education and inclusive practices His publication record demonstrates a consistent focus on international comparative studies in education. Analysis of his recent work shows strong engagement with Education for Sustainable Development frameworks, particularly comparing Swedish and Japanese approaches. He has also made significant contributions to understanding PISA assessment results across different demographic groups and educational contexts. His research often examines how educational policies translate into practice across different national contexts, with particular attention to implementation challenges and successes. Dr. Fredriksson is currently involved in research on School Attendance Problems in an International Comparative Perspective, investigating national, organizational and individual dimensions of school attendance problems among 15 to 17-year-olds in Sweden, the UK, Germany and Japan.

• International and Comparative Education
• Education for Sustainable Development
• PISA Studies
• +3 more

Annika Manni is an Associate Professor at the Department of Applied Educational Sciences, Umeå University. Her work focuses on sustainability education, outdoor learning environments, and socio-material discourses in educational settings. She leads research projects examining how preschool and school-age children engage with sustainability through outdoor practices and material culture. Research interests include: Education for Sustainable Development (ESD) Youth Climate Literacy Material-Spatial Pedagogy Emotional Dimensions of Learning Whole School Sustainability Approaches Recent publications highlight her work on: Outdoor physical activity in preschools Socio-material interactions in educational spaces Climate fiction as pedagogical tool Green School Movement analysis Scientific awards include: Distinguished University Teacher Manni collaborates with researchers in Sweden and internationally, with a focus on interdisciplinary approaches to sustainability education. She participates in the Preschool Umeå Science Education Research (UmSER) group and has led projects on emotions, values, and meaning-making in ESD from 2012-2015 and outdoor learning environments for sustainability.

• Education for Sustainable Development
• Outdoor Learning Environments
• Early Childhood Education
• +3 more

Sofie Hellberg is a Senior Lecturer and Associate Professor in Peace and Development Research at the School of Global Studies, University of Gothenburg. Her research focuses on water governance, environmental policy, biopolitics, and the intersections between sustainability, security, and development. She leads projects on climate policy in Gothenburg, Education for Sustainable Development (ESD) in Sweden, Rwanda, and South Africa, and post-apartheid water governance. Her work combines theoretical frameworks from political ecology and governmentality studies with empirical research in Southern Africa and Sweden. Key areas include the politics of water scarcity, mobility transitions in urban contexts, and the biopolitical dimensions of education policy. Teaching includes Global Development Studies, International Relations, and African Studies at both BA and MA levels. She supervises PhD students at Chalmers and the University of Gothenburg, emphasizing power theories and critical methodologies. Her recent publications (2021–2025) address topics like car traffic reduction in cities, equity in ESD frameworks, and the governance of water infrastructure. Ongoing projects explore how climate policies intersect with social sustainability and urban planning. Labs/Teams: Collaborates with the Global Studies Research Group on Environment & Development. Grants: Swedish Energy Authority, Swedish Research Council, FORMAS (Swedish Research Council for Sustainable Development).

• Water Governance
• Environmental Policy
• Biopolitics
• +3 more

Stefan Bengtsson is a Senior Lecturer at Uppsala University's Department of Pedagogy, Didactics and Educational Sociology , specializing in environmental education, sustainable development, and speculative pedagogical theories. Research focuses on dark pedagogy, object-oriented didactics, and the philosophical dimensions of education in the Anthropocene. Key contributions include frameworks for emotionally sensitive climate change education and critiques of globalization in educational policy. Collaborates with international scholars in publications about controversial topics in sustainability education. Recent articles explore speculative realism, dark pedagogy, and T-learning in environmental education contexts. His work bridges critical theory, post-humanism, and practical curriculum design for sustainability. Notable collaborations include projects on constructive journalism for climate educators and decolonial eco-pedagogy.

• Environmental Education
• Sustainable Development
• Critical Pedagogy
• +5 more

Daniel Olsson is a researcher at Karlstad University specializing in environmental and sustainability education. He leads the work package on measurement instrument development within the Horizon Europe-funded IMP>ACT project, collaborating with European academic and social partners. His research focuses on action competence for sustainability, particularly examining how educational experiences influence students' ability to take meaningful action on climate and environmental issues. He has conducted longitudinal studies on whole-school approaches to education for sustainable development (ESD), including projects funded by SKOLFI, and developed assessment tools like the Sustainability Consciousness Questionnaire (SCQ) and Self-Perceived Action Competence scales. Dr. Olsson's teaching focuses on biology and natural science courses within teacher education programs, alongside sustainability-related pedagogical methods. His international collaborations include projects with universities in Norway, Belgium, and Taiwan, exploring cross-cultural aspects of sustainability education. Key research themes include the role of student participation in ESD initiatives, leadership strategies for institutionalizing whole-school approaches, and frameworks for measuring pro-environmental attitudes and behaviors. His recent work emphasizes insect biodiversity conservation through action competence development, creating new assessment instruments like the SPACIC scale. He also contributes to policy-oriented studies on teacher ESD self-efficacy and leadership agency in facilitating systemic educational change. Olsson's publications span over two decades, reflecting a sustained focus on bridging educational theory and practical interventions to address global sustainability challenges.

• Sustainability Education
• Environmental Education
• Action Competence for Sustainability
• +3 more

Annika Forsler is a Senior Lecturer at Halmstad University's School of Education, Humanities and Social Sciences. Her research focuses on sustainable development education, particularly in science and vocational contexts. She investigates pedagogical strategies for integrating sustainability into curricula and teacher development methodologies. Her work emphasizes teacher collaboration in knowledge-building and the use of video-reflection tools for pedagogical improvement. Key areas include sustainable development content selection in science education and leadership approaches to embedding environmental priorities in educational institutions. Publications span 2022–2025, addressing topics like collective pedagogical content knowledge, vocational education strategies for sustainability, and principal reasoning about environmental education.

• Sustainable Development Education
• Pedagogical Content Knowledge
• Science Education
• +3 more

Anette Forssten Seiser is a Docent and Associate Professor at Karlstad University, Sweden, specializing in educational leadership and school development. She holds a PhD from Karlstad University (2017) and has extensive experience as a teacher and school leader before transitioning to academia. Her work focuses on enhancing pedagogical leadership through action research methodologies, emphasizing evidence-based practices and collaboration between school leaders and researchers. Research Interests: Sustainable development in education (ESD), school improvement frameworks, leadership practices in low socioeconomic status schools, professional learning communities, and the implementation of whole-school approaches to educational reforms. She has pioneered studies on principals' emotional labor and the role of "change agents" in restructuring school organizations to embed sustainability goals. Publications & Projects: Over 30 peer-reviewed articles and book chapters since 2014. Key works include the 2023 Journal of Educational Administration and History paper on decentring pedagogical leadership and the 2022 Environmental Education Research study on ESD implementation guidelines. She co-authored the 2021 book School improvement through actions , exploring collaborations between schools and researchers. Grants & Collaborations: Active in university-municipality partnerships, particularly in the Swedish National Principal Training Programme. Leads research groups focused on ESD institutionalization and principals' professional learning trajectories. Recent projects include the LISA-PLOT study on linking instruction to student achievement through professional observations. Labs/Teams: Member of the Education for Sustainable Development research cluster at Karlstad University. Collaborates with Nordic institutions on comparative studies of leadership practices and emotional labor in education.

• Educational Leadership
• School Improvement
• Education for Sustainable Development (ESD)
• +3 more

Hilma Holm serves as a Senior Lecturer in Social Anthropology at Kristianstad University's Faculty of Education, Department of Early Years Education, where she bridges anthropological research on global movements with early childhood education practices. She earned her PhD in Social Anthropology from Lund University (2010) with the thesis "Knowledge as Action: An Anthropological Study of Attac Sweden", establishing foundational expertise in transnational activism. Holm's research critically examines global justice movements like Attac through lenses of democratic renewal and scale dynamics (global/national/local). Her recent pivot to early childhood contexts emphasizes Education for Sustainable Development (ESD) and play-responsive teaching , investigating how children's agency manifests in preschool projects through collaborative educator partnerships. Publications from 2006-2012 established her theoretical framework on social movement structures, while 2023-2024 conference presentations reveal a strategic shift toward applied pedagogy—specifically integrating ESD principles and play-responsive methods into teacher training curricula at HKR. With 61 supervised academic works, Holm demonstrates extensive mentorship commitment. Her 2023-2024 activities spotlight active curriculum development in preschool teacher education, though specific grant mechanisms remain undocumented in available sources.

• Social Anthropology
• Global Social Movements
• Democracy Studies
• +3 more

Maria Wester serves as an Associate Professor at Umeå University's Department of Political Science within the Centre for Principal Development, where she works as a pedagogic developer specializing in educational leadership and school principal development. Her role bridges academic research and practical implementation in educational systems, with a focus on improving teaching methodologies and leadership practices. Her educational background includes a PhD in Educational Work, forming the foundation for her expertise in pedagogical development. She has been formally recognized as a Distinguished university teacher, highlighting her exceptional contributions to teaching excellence. Wester's research program centers on educational leadership, particularly examining school principals' competencies in digital environments and sustainable development frameworks. She investigates constructive feedback mechanisms during educational observations, critical thinking integration in academic settings, and historical perspectives on school discipline. Her scholarship extends to gender dynamics in classroom cultures and the evolution of value-based education, consistently emphasizing practical applications for educators. Collaborative projects with researchers like Anna Rantala and Agneta Bränberg demonstrate her interdisciplinary approach to educational challenges. Analysis of her publication record reveals strong thematic trends: increasing focus on digital leadership for school principals (2021-2024), integration of sustainable development into pedagogical frameworks (2020), and innovative short-duration teaching methods like one-day Problem-Based Learning interventions (2015). Her work consistently bridges theoretical scholarship with actionable strategies for educational improvement, particularly evident in her contributions to the Scholarship of Teaching and Learning movement. Maria Wester has received the following scientific recognition: Distinguished university teacher As an active member of Umeå University's Educational Leadership research group, Wester collaborates on principal development initiatives and pedagogical innovation projects. Her work emphasizes translating research into practical tools for school leaders, with particular attention to digital transformation challenges and sustainable educational practices. Current projects appear focused on refining feedback systems for educational observations and developing leadership frameworks for sustainable school development.

• Educational Leadership
• Higher Education Pedagogy
• School Principal Development
• +6 more

Anne-Marie Cederqvist is an Associate Senior Lecturer at the Department of Learning within the School of Education, Humanities and Social Sciences at Halmstad University. She holds a PhD in philosophy with a focus on subject matter didactics in science and technology. Her research emphasizes digital learning, sustainable development, and technology integration in education. She is actively involved in the EU Cost Action 19123 project focusing on environmental science education and the LeaDS initiative exploring digitalized society learning environments. Her teaching responsibilities include the Master's Programme in Digital Learning and Primary Teacher Education (years F-3 and 4-6). Key research projects include DECoSTE (teacher education design) and integration of learning environments for sustainability education. Publications highlight innovative uses of digital tools like Minecraft, BBC micro:bit, and augmented reality (AR) in education. Recent work explores ChatGPT's role in STEM education, teacher knowledge transitions, and socio-material activities for environmental education. She also contributes to pedagogical frameworks for student teacher development and reflective practices. Her work bridges technology, sustainability, and educational innovation, with a focus on preparing teachers to address 21st-century challenges through interdisciplinary approaches. Key themes include boundary object theory in Minecraft applications, quasi-communities for environmental problem-solving, and digital literacy for sustainability awareness.

• Digital Learning
• Sustainable Development
• Science and Technology Didactics
• +3 more

David Kronlid is an Associate Professor in the Department of Education at Mid Sweden University, where he conducts research on environmental and sustainability education. His work focuses on the ethical dimensions of climate change, education for sustainable development, and the capabilities approach to understanding human-environment relationships. He is affiliated with the Risk and Crisis Research Centre at the university and has published extensively on topics related to environmental ethics and sustainability education. Dr. Kronlid's research interests span environmental ethics, education for sustainable development (ESD), climate change adaptation, and the capabilities approach to understanding human-environment relationships. His work explores the political dimensions of sustainability education, transformative learning, and the ethical considerations in climate change adaptation. He has made significant contributions to understanding how education can foster global citizenship, address structural environmental injustice, and develop ethical frameworks for sustainability. His interdisciplinary approach connects philosophy, education, and social sciences to address complex environmental challenges. Analysis of Dr. Kronlid's recent publications reveals a strong focus on locally relevant approaches to education for sustainable development, particularly in rural contexts. His work increasingly examines the ethical dimensions of educational assessment and the implementation challenges of scaling sustainability education initiatives. There's a notable emphasis on understanding human-material relationships and the political aspects of sustainability education, reflecting a commitment to addressing both theoretical and practical dimensions of environmental challenges. His research demonstrates a consistent evolution from theoretical frameworks toward practical applications in diverse educational settings. Dr. Kronlid is actively involved with the Risk and Crisis Research Centre at Mid Sweden University, where his work contributes to understanding the educational dimensions of risk and crisis management. His collaborative research extends internationally, with publications involving scholars from England, India, New Zealand, South Africa, and the United States. He has also contributed significantly through editorial work, including co-editing the 2024 publication Undervisning för hållbar utveckling: för lärare F–6 (Teaching for Sustainable Development: for teachers F-6), demonstrating his commitment to translating research into practical educational resources.

• Environmental Ethics
• Education for Sustainable Development
• Climate Change Adaptation
• +4 more

Daniel Einarson is a Senior Lecturer in Computer Science at Kristianstad University’s Faculty of Natural Science, where he teaches Software Engineering and contributes to the Master Programme in Computer Science with a focus on Sustainable Development. He also instructs pedagogical courses on Education for Sustainable Development (ESD) for university teachers and participates in university-wide sustainability initiatives. Research Interests : Programming language theory, real-time systems, IoT applications for e-health and sustainable development, distributed systems, and ICT’s role in environmental progress. Teaching : Software Engineering, ESD pedagogy, and sustainable development integration in higher education. Research Output : His recent work includes: IoMT systems for predicting medical device failures in home care IoT solutions for vulnerable populations Machine learning in concrete crack detection Employer perspectives on alumni contributions to sustainability Behavioral modeling of birds Home healthcare IT systems Distributed systems for environmental monitoring Collaborations : Active in cross-disciplinary projects, partnering with researchers like K. Klonowska, D. Mengistu, and M. Teljega. Engaged in international conferences such as SNCNW 2025 and the International Conference on Electronic Systems and Intelligent Computing. He serves as a reviewer for journals like Measurement and supervises PhD theses externally.

• Software Engineering
• Sustainable Development
• Programming Language Theory
• +6 more

Gert-Olof Boström is an Associate Professor at the Umeå School of Business, Economics and Statistics (USBE), specializing in Business Administration and Marketing at Umeå University. He holds a Docent research qualification and is recognized as a Distinguished university teacher. His work focuses on sustainability education, business strategy, and the integration of technology in professional service industries. Research interests include sustainable development competence in higher education, competitive strategies during economic downturns, and the impact of digital tools on professional sectors like architecture and banking. He contributes to interdisciplinary frameworks for sustainability assessment and pedagogical innovations in team-based learning. His publications span topics such as ESD curriculum integration, data-driven business models, and the internationalization of small Swedish firms. Notable works include contributions to the Frontiers in Sustainability and International Journal of Sustainability in Higher Education . Awarded the title of Distinguished university teacher, Boström emphasizes practical pedagogy and competence validation. He collaborates in the ROBUST research group, exploring sustainable transitions in organizations and business practices.

• Sustainability Education
• Business Administration
• Marketing Strategy
• +3 more