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Olof Bälter is a Professor in Computer Science at KTH Royal Institute of Technology, affiliated with the Division of Media Technology and Interaction Design within the School of Electrical Engineering and Computer Science. He is the founder of the Technology-Enhanced Learning research group and holds a focus on learning engineering and human-computer interaction. His research interests center on technology-enhanced learning , question-based learning , learning analytics , AI in education , and inclusive pedagogy . A consistent theme in his work is improving efficiency in education and daily life through digital tools. He developed the Pure Question-Based Learning (Pure QBL) methodology, a digital Socratic approach that enhances student engagement and learning outcomes. His work extends to wellness in education through initiatives like walking seminars, and he investigates digital interventions for mental health, such as online Cognitive Behavioral Therapy (CBT) courses. His recent publications highlight trends in AI-generated educational content , learning efficiency , digital pedagogy , and inclusive course design , with applications in computer science education, language instruction, and global development. His research often employs experimental and data-driven methods, including randomized controlled trials and learning analytics. Teacher of the Year at the Surveying program KTH's Pedagogical Prize Higher Education Hero STINT Excellence in Teaching Scholarship (2008 and 2013) Olof Bälter has supervised numerous courses in programming, computer science, media technology, and learning engineering. He has collaborated with institutions such as Stanford University, Williams College, Region Stockholm, Stockholm University, and organizations like Promobilia and Begripsam. His projects aim to scale effective learning methods globally and make education more accessible and efficient. He leads research on the effectiveness of Pure QBL for students with ADHD and is involved in developing digital tools for health literacy and professional development in Ethiopia and Rwanda. His work bridges theory and practice, aiming to transform educational delivery through innovation and evidence-based design.

• Learning Engineering
• Technology-Enhanced Learning
• Question-Based Learning
• +12 more

Anna Danielsson is a Professor of Science Education at Stockholm University's Department of Teaching and Learning, where she also serves as head of the science education section. Her academic career spans prestigious institutions including Uppsala University, King's College London, and the University of Cambridge, with her current research focusing on equity and inclusion in science education contexts. Professor Danielsson earned her PhD in physics education research from Uppsala University in 2009. Her educational journey includes a two-year postdoctoral fellowship at the University of Cambridge's Faculty of Education, followed by positions as senior lecturer at Uppsala University and Reader in Science Education at King's College London during 2016/17. She was promoted to Professor in Curriculum Studies at Uppsala University in January 2018 before joining Stockholm University. Her research program centers on critical examinations of gender, identity, and power dynamics in science and technology education. As leader of the Science Education Equity research group, she investigates inclusion-exclusion patterns and participation barriers for minoritized learners in science, with particular emphasis on physical sciences. Her work employs innovative narrative and discourse methodologies to explore how students construct identities within science learning contexts. Analysis of her recent publications reveals a sustained focus on identity construction in physics education, particularly examining how underrepresented students navigate disciplinary spaces. Her scholarship bridges theoretical frameworks from post-structuralism, cultural studies, and critical discourse analysis with empirical research in both formal and informal learning environments. A notable trend is her increasing attention to mathematics education and cross-disciplinary identity formation, as evidenced by her 2025 work on mathematics capital. Principal Investigator for 'In(ex)clusion in higher education mathematics and physics: Identity enactment in educational trajectories and scientific practices' Lead researcher on 'The unlikely scientists: Exploring what has enabled students from under-represented groups to continue to higher education science studies' (Swedish Research Council, 2019-2023) Collaborator on multiple Swedish Research Council-funded projects examining identity, gender, and equity in STEM pathways Professor Danielsson directs the Science Education Equity research group, which creates interdisciplinary spaces for examining how marginalized learners engage with science education. The group's work combines theoretical innovation with practical implications for creating more inclusive science classrooms and curricula, particularly focusing on how physical sciences can become more accessible to diverse student populations.

• Science Education
• Gender Studies
• Identity in Education
• +3 more

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

Kerstin Nilsson is a Professor of Public Health Sciences at Kristianstad University , Faculty of Health Sciences, and holds associate professorships in Public Health Epidemiology at Lund University and Work Science at the Swedish University of Agricultural Sciences (SLU). Her research focuses on creating healthy workplaces , sustainable working lives , and person-centered healthcare practices . Key Research Areas: Aging workforce, salutogenesis, nature-assisted rehabilitation, pandemic response in healthcare, and sustainable work environments. Leadership: Developer of the SwAge model for sustainable working life across ages. Scientific Contributions: Over 188 publications, with recent projects analyzing nurses' mental health during the pandemic, workplace relationships in healthcare, and nature-based interventions. Collaborates with international networks like the EU COST Action 'DIGI-net' and the Pufendorf Advanced Study Group. Awards: No explicit awards listed, but recognized through leadership roles and interdisciplinary research. Students: Supervises doctoral candidates like Cicilia Nagel and Sophie Schön Persson, focusing on person-centered care and staff well-being. External Affiliation: Associate Professor at Lund University (2007–present) and SLU (until 2007).

• Public Health Sciences
• Epidemiology
• Occupational Science
• +6 more

Professor Håkan Larsson holds the position of Professor and Head of the Department of Movement, Culture, and Society at the Swedish School of Sport and Health Sciences (GIH). He specializes in Educational Science with a focus on gender, sexuality, and sport didactics. His academic leadership includes directing research initiatives such as the PIF group (Pedagogical Sport Research) and the FIHD Graduate School, which trains teachers in physical education and health. Larsson supervises eight doctoral students and teaches in GIH’s master’s and doctoral programs, notably leading mandatory courses in sports science. Research Interests: Pedagogical processes in club and school sports Gender, sexuality, and embodiment in physical education Heteronormativity and LGBTQ+ inclusion in sports Collaborations: Norwegian School of Sport Sciences (part-time leave) Swedish National Agency for Education (Skolverket) Riksidrottsförbundet (Swedish Sports Confederation) His research spans projects like 'Heteronormativitet inom idrotten' (2012–2013) and the KUL project (2011–2013), funded by the Swedish Research Council. Larsson also chairs evaluation committees for academic programs and collaborates with interdisciplinary groups like Research in Education & Movement Culture. Publications emphasize critical pedagogy, transgender embodiment in education, and innovative teaching methods. His work bridges theory and practice, addressing contemporary challenges in physical education and sport equity.

• Gender Studies
• Sports Didactics
• Physical Education
• +5 more

Leah Okenwa Emegwa is an Associate Professor of Public Health Sciences at the Swedish Red Cross University (part of Red Cross College), where she has worked since 2017. She holds a PhD in Public Health (2011, Karolinska Institutet), a Master's degree in Public Health (2006), and a Doctor of Optometry (2000). Her work experience spans clinical optometry (primary care, aviation vision care) and academic roles including program directorships and vice-dean assignments. Her research focuses on social determinants of health, emphasizing interpersonal violence (gender-based/family violence), workplace health promotion, refugee/migrant health, and human rights-based approaches. She also explores innovative teaching methods in higher education for addressing social change. Key activities include: Representing the Swedish Red Cross University in ASPHER (European public health network) and the Flemingsberg Science Foundation Guest editing journals like Frontiers in Public Health and Socialmedicinsk Tidskrift Peer review for multiple scientific journals Teaching responsibilities include epidemiology, research methods, gender equity, and occupational health at both undergraduate and graduate levels. Her work emphasizes global health challenges such as violence prevention and health equity in vulnerable populations. Publications highlight themes like refugee mental health, workplace violence mitigation, and educational strategies for addressing gender-based violence. Her 2011 doctoral thesis investigated intimate partner violence and reproductive health in Nigeria.

• Public Health
• Social Medicine
• Health Inequalities
• +7 more

Anja Kraus is a Professor in Arts and Culture Education at Stockholm University, Department of Teaching and Learning. She has held academic positions at the University of Education Ludwigsburg (2003-2013), Linnaeus University Växjö (2013-2019), and joined Stockholm University in 2018. Her academic journey began with studies in Philosophy and Educational Sciences at Free University Berlin and Arts Education at the University of the Arts Berlin, Germany. Her research focuses on Pedagogical Anthropology, with special emphasis on tacit knowledge, corporeality, aesthetic education, and multimodal learning. She has developed systematic approaches to understanding tacit knowing in educational contexts, particularly examining how corporeality, aesthetic learning, and inclusivity function in schools. Her work bridges phenomenological, ethnographical, and body-phenomenological approaches with practical educational applications. She has made significant contributions to understanding how materiality, performativity, and imaginaries shape educational practices. Her recent publications reveal strong trends in embodiment studies, with particular attention to kinesthetic learning, spatial pedagogy, and the relationship between aesthetics and sustainability. Her work increasingly explores educational practices within the Anthropocene context, examining how arts education can address environmental concerns through embodied approaches. The recurring theme across her publications is the exploration of how tacit knowledge manifests in educational settings and how this understanding can transform teaching practices. As head convenor of the international scientific network 'Tacit Dimensions of Pedagogy,' she has organized numerous workshops and conferences addressing pedagogical terminologies across languages. Her collaborative projects span Scandinavia, Europe, Asia, and North and South America, demonstrating her commitment to transcultural approaches in educational research. Her teaching spans multiple languages (German, English, Swedish, Spanish) and covers diverse areas including Classroom Education, Cultural and Media Education, Sciences of Bildung, Elementary Education, and Vocational Training. Her pedagogical approach emphasizes practice-oriented competence, inclusive school development, and aesthetic learning environments with a comparative perspective.

• Pedagogical Anthropology
• Tacit Knowledge
• Corporeality in Education
• +7 more

Powder Metallurgy (MH2100) and has expertise in computational materials science. His research emphasizes predictive modeling of material behavior, including precipitation kinetics, sintering processes, and coating interactions. Notable areas include phase field modeling of discontinuous precipitation, spinodal decomposition in Fe-Cr alloys, and high-entropy alloy design. His studies bridge experimental data with computational tools like the YAPFI phase-field framework. Key themes in his publications span cemented carbides, Co-based entropic alloys, and tool wear mechanisms. He combines CALPHAD thermodynamic modeling with first-principles calculations to address challenges in materials processing and corrosion resistance. His work often addresses industrial applications, such as optimizing machining tools and additive-manufactured superalloys.

• Thermodynamics
• Diffusion
• Phase Transformations
• +3 more

Marcus Nohlberg is an Associate Professor in the Department of Information Technology at the University of Skövde, Sweden. His primary academic affiliation is with the School of Informatics where he serves as a course coordinator for multiple bachelor-level courses in information security. He maintains an active research profile with numerous publications in cybersecurity, particularly focusing on human aspects of security. His research interests center on cybersecurity training methods, social engineering, usable security, and information security management. Nohlberg has developed the Context-Based Micro-Training (CBMT) framework, which has become a significant contribution to security awareness training. His work frequently examines how cognitive factors impact security behaviors and how training can be designed to be more effective and accessible. His publication trends show a consistent focus on human-centered security approaches, with recent work expanding into automotive cybersecurity, digital inclusion for seniors, and relationship security aspects. His research demonstrates a strong interdisciplinary approach, bridging computer science with psychology, education, and organizational behavior. Nohlberg has received recognition through numerous publications in reputable journals and conferences including Information and Computer Security, Computers & Security, and various IFIP WG 11.12 symposiums. His work often appears in Human Aspects of Information Security and Assurance conferences. He has led several research projects including "Development of Decision Support for Users in Risky Online Situations" (2020-2022) and "Information Security Training with Context-Based Microtraining" (2019-2020), demonstrating his commitment to translating research into practical security solutions. His work frequently involves collaboration with Swedish municipalities, auto workshops, and other organizations to address real-world security challenges. Nohlberg maintains active engagement with the public through media appearances and popular science presentations at the University of Skövde, discussing topics like AI risks and opportunities, digital security in relationships, and BankID accessibility issues.

• Cybersecurity
• Information Security
• Social Engineering
• +5 more

Name: Alexander Katsaitis Position: Associate Professor, Docent Affiliation: Department of Political Science, Stockholm University Email: a.katsaitis@statsvet.su.se ORCID: 0000-0002-9427-6328 Education: PhD, University College London (October 2016) Research Focus: Alexander Katsaitis's research centers on the intersection of policymaker-organized interest interactions, decision-making procedures, and transnational partisan linkages. His work aims to enhance government policymaking through evidence-based recommendations in governance, transparency, and accountability. He has explored regulatory modernization in lobbying, gender representation in EU lobbying, and the evolving nature of EU business lobbying. Publications Trends: Katsaitis has published extensively on EU governance, business-government relations, and transparency mechanisms. His work includes a monograph on "Business Lobbying in the EU" (2021) and co-edited the "Handbook on Lobbying & Public Policy" (2024). Recent articles focus on political financing tracking, lobbying ethics, and institutional dynamics in the European Parliament. Previous Appointments: Before joining Stockholm University, Katsaitis held fellowships at the London School of Economics, European University Institute, and University of Oslo.

• Policy-Making Processes
• Interest Group Dynamics
• Transparency in Governance
• +3 more

Kathrin Kaufhold is an Associate Professor in Applied Linguistics at Stockholm University's Department of English. Her research examines academic writing practices in multilingual and interdisciplinary contexts, focusing on knowledge recontextualization, translanguaging strategies, and institutional communication dynamics. She coordinates undergraduate thesis projects and teaches academic writing, research methods, and sociolinguistics. Current research explores participation in academic writing dialogues Investigates English's role in multilingual university environments Examines institutional communication mediation processes Her work bridges theoretical frameworks from Vygotskian socio-cultural theory and genre pedagogy with practical applications in writing center operations and healthcare communication. She leads the Language and Power research network addressing contemporary linguistic challenges in polarized academic environments. Key collaborations include projects with: Karolina Wirdenäs (healthcare communication) Niina Hynninen (academic writing evolution) Maria Kuteeva (language policy in Nordic universities) Her teaching emphasizes: Academic writing development Research methodology applications Discourse analysis frameworks Applied linguistics principles

• Academic writing
• Multilingual education
• Institutional communication
• +3 more

Lina von Sydow is a Professor in Computational Science at Uppsala University's Department of Information Technology. She serves as Section Dean for the Mathematical-Computer Science Section since July 2023. Her academic journey includes becoming an Associate Professor in 2000, Senior Lecturer since 1997, and leading the Department of Information Technology from 2018 to 2023. PhD in Domain Decomposition Methods (1995, Uppsala University) Postdoctoral Fellow at Oxford University (1996-1997) Her research spans computational science with dual focuses on Computational Finance and Ice Sheet Modeling . In finance, she develops numerical methods for option pricing using PDEs, radial basis functions, and stochastic volatility models. In climate science, she contributes to ice sheet dynamics through full Stokes models and adaptive time-stepping approaches, particularly in simulating grounding line migration. Recent publications (2025) address gender disparities in IT education, including comparative analysis of admission trends and intervention studies to boost female enrollment. Earlier works (2020-2015) focus on high-order finite difference methods for financial derivatives, BENCHOP benchmarking projects, and preconditioning techniques for PDEs. Scientific awards include Excellent Teacher (2013) She actively collaborates on educational reforms, co-authoring studies like Gender-aware course reform in Scientific Computing (2013). Her leadership roles include Head of Department (2018-2023) and Section Dean (2023-present), influencing academic governance and interdisciplinary research. Labs and teams: Works with Uppsala University's Computational Science group, Elmer/ICE project collaborators (e.g., Per Lötstedt, Gong Cheng), and international partners in numerical finance and climate modeling.

• Computational Science
• Computational Finance
• Ice Sheet Modeling
• +2 more

Sarah Gillet is a Postdoctoral Researcher at the Division of Robotics, Perception, and Learning at KTH Royal Institute of Technology, where she focuses on developing social robot behaviors to foster collaboration and inclusion in human groups. Her research addresses challenges like in-group favoritism through computational approaches to shape group interactions. She holds a Doctoral Thesis (2024) titled Computational Approaches to Interaction-Shaping Robotics . Her work emphasizes group dynamics , robot-mediated inclusion , and pedagogical robotics , particularly in children and adolescent populations. Key areas include gaze behavior analysis, equitable participation promotion, and social robot roles such as mediators in educational settings. Dr. Gillet teaches the Social Robotics (DD2413) course and supervises master theses. Her recent publications explore robot gaze behaviors for participation balance, socially appropriate listening, and influence prediction models like RoSI. She actively participates in conferences like ACM/IEEE HRI and IEEE RO-MAN. Her research integrates computational methods with social science insights to design robots that actively improve human group interactions, with applications in education, collaboration, and bias mitigation.

• Human-Robot Interaction
• Social Robotics
• Group Dynamics
• +3 more

Martin Salzmann-Erikson is an Associate Professor in Nursing Science at the University of Gävle, specializing in Caring Science. With extensive clinical experience in psychiatric intensive care, he has developed innovative models for staff-patient interactions and advanced courses like "Integrative Nursing in Psychiatric Care" and "Concept Analysis." His work bridges clinical practice, education, and research, focusing on the complexities of human interaction through chaos theory and digital transformation. Current research in the "Digital Shapeshifting" program addresses critical challenges in healthcare digitization, including reducing digital exclusion, ensuring inclusive care environments, and safeguarding nursing quality. Projects span interprofessional communication, digital inclusion for homeless women, and the ethical implications of AI in mental health. His methodological expertise includes netnography, autoethnography, and complexity science. Key article trends highlight intersections of technology and empathy, with recurring themes in psychiatric care, technostress, and digital equity. His 2023–2025 publications emphasize ethical AI integration, footwear symbolism in healthcare teams, and socio-technical approaches to continuous learning. Supervision roles include doctoral projects on intellectual disabilities, cyber nursing, and violence in intensive care. Supervised: Ingela Rudberg (Interprofessional Communication), Oskar Andersson (Staff Participation Promotion), Fredric Sjöberg (Violence Management, KI) Education: Courses on Integrative Nursing & Concept Analysis Affiliations: Strategic Research Area Health-Promoting Work, University of Gävle

• Nursing Science
• Psychiatric Nursing
• Digital Health
• +5 more

Marie Hållander is an Associate Professor and Lecturer in Pedagogy at Södertörn University, Sweden. She teaches within teacher education and pedagogical frameworks, focusing on transformative educational theories. Current academic rank: Associate Professor Email: marie.hallander@sh.se Her research explores: Witnessing and testimonies in education Emotions, shame, and suffering in pedagogical contexts Biopolitics and profanation in teaching Subjectivity and feminist critiques Aesthetic experiences in sloyd (craft) education Escapism and cinematic representations Recent publications span interdisciplinary topics at the intersection of philosophy, cultural critique, and pedagogy. Highlights include: 2025: Analysis of sloyd education through discourse theory 2024: Philosophical exploration of religious education 2022: Re-evaluation of shame's educational role 2021: Escapism via cinema and its pedagogical applications 2020: Multi-article contributions to Agamben-inspired pedagogy 2018: Feminist and biopolitical educational frameworks

• Pedagogy
• Philosophy of Education
• Aesthetics
• +6 more