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Martin Jakobsson is a Professor of Marine Geology and Geophysics at Stockholm University's Department of Geological Sciences. His career spans international research expeditions and leadership roles, including Dean of Earth Science (2021) and Head of Department (2012-2018). A key member of the Marine Geology group, he studies Arctic and Antarctic glacial history through sediment analysis and seafloor mapping. PhD from Stockholm University (2000) Academy Fellow, Royal Swedish Academy of Sciences (2004-2009) Professor II position at University Centre of Svalbard (2011-) His research focuses on marine geological archives to reconstruct glacial cycles, ice-ocean interactions, and bathymetric mapping. As GEBCO Vice-Chair (2013-2020), he led initiatives for global seabed mapping through the Seabed 2030 project. Recent publications reveal expertise in: Arctic Ocean paleocirculation Methane release from thawing permafrost Ice sheet sensitivity to oceanic warming High-resolution bathymetric analysis Scientific recognition includes: Election to Royal Swedish Academy of Sciences (2012) 1st Vice President, Royal Swedish Academy of Sciences (2016-2019) Membership in Norwegian Scientific Academy for Polar Research (2016) He leads international collaborations on polar research vessels, with over a year of cumulative ship time and multiple Co-Chief Scientist roles on Arctic expeditions.

• Marine Geology
• Arctic Ocean Glacial History
• Paleoceanography
• +4 more

Professor Isto Huvila is a leading scholar at Uppsala University's Department of ABM (Archives, Libraries, and Museums) within the Faculty of Humanities. His academic profile spans information science, digital humanities, and cultural heritage studies with a distinctive focus on documentation practices and information management across diverse contexts. His research interests encompass: Information and knowledge management Social and participatory information practices Documentation and paradata theory Digital humanities and archaeological information systems Health information and e-health services Open data and research data management Recent scholarly output reveals a strong trajectory toward understanding information practices across multiple domains. A significant portion of his work examines paradata in archaeological contexts through the CAPTURE project, investigating how documentation of data creation processes can enhance research transparency and data reuse. He also conducts extensive research on digital inclusion among older adults and immigrant populations regarding e-health services, analyzing both experiences and expectations of these user groups. Professor Huvila publishes in high-impact journals including Journal of Documentation, Information Research, Journal of the Association for Information Science and Technology, and Journal of Medical Internet Research. His interdisciplinary approach connects information science with archaeology, health informatics, and digital humanities, yielding practical insights for improving documentation standards, research data management, and e-health service design. His 2025 book 'Paradata: Documenting Data Creation, Curation and Use' represents a major contribution to the field, alongside influential review articles like 'Trends in information behavior research, 2016-2022' in the Annual Review of Information Science and Technology. His work bridges theoretical and practical concerns in information science, making substantive contributions to both academic knowledge and real-world applications in cultural heritage institutions and healthcare information systems.

• Information and knowledge management
• Information work
• Knowledge organization
• +11 more

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

Yael Feldman Maggor is a Postdoctoral Fellow at KTH Royal Institute of Technology, affiliated with the Media Technology & Interaction Design Division and the Digital Futures research center. Her work bridges educational technologies, artificial intelligence, and science education, with a focus on enhancing pedagogy through innovative tools. Research Themes: Generative AI in education, self-regulated learning, learning analytics, chemistry education, and ethical considerations in AI integration. Key Projects: Contributions to the International Journal of Science Education, development of AI-driven evaluation frameworks, and pandemic-era online teaching analysis. Methodologies: Expertise in quantitative and qualitative research, educational data mining, and design of interactive learning platforms. Recent publications emphasize cross-cultural trust in AI, generative AI applications in chemistry education, and explainable AI for teacher professional development. She co-authored studies on nanotechnology courses for educators and self-regulation strategies in online learning environments.

• Artificial Intelligence in Education
• Science Education
• Self-Regulated Learning
• +5 more

Anastasia Girshina is an Assistant Professor in the Department of Finance at the Stockholm School of Economics (SSE) and Deputy Director at MiDA (the Institute for Micro Data at SSE & SHoF). She also serves as a Research Fellow at the Swedish House of Finance. Her research focuses on household finance, real estate finance, and applied microeconomics, with emphasis on gender disparities in wealth accumulation, fiscal policy impacts, and behavioral finance. Previously, Girshina held a Postdoctoral Fellowship and worked as an Economist at the Luxembourg Central Bank’s Financial Stability Department. Her work has explored topics such as peer effects in stock market participation, housing affordability through tax subsidies, and gender differences in real estate returns. Key achievements include winning a prize for her collaborative study on housing affordability and tax subsidies (2022). Her research often intersects policy design, wealth dynamics, and behavioral insights, with ongoing projects on financial intermediation competition and herding in financial markets. Girshina collaborates with institutions like MiDA and SHoF, leveraging microdata for policy-relevant analysis. Her academic contributions span journals and conferences, with a focus on bridging theoretical models with real-world economic challenges.

• Household Finance
• Real Estate Finance
• Financial Intermediation
• +3 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

Sven Bölte is a Professor at Karolinska Institutet where he leads the research group focused on Autism, ADHD and other developmental neurological conditions as part of the Center for Neurodevelopmental Disorders (KIND). His work bridges clinical research, education, and practical implementation of evidence-based approaches for neurodevelopmental conditions. Professor Bölte's research spans multiple domains within neurodevelopmental disorders, with particular emphasis on implementing the International Classification of Functioning, Disability and Health (ICF) Core Sets for autism and ADHD using digital solutions. His group has developed and evaluated social skills training programs (KONTAKT, SKOLKONTAKT, iKONTAKT) for autistic children and adolescents, conducted twin research through the Roots of Autism and ADHD Twin Study in Sweden (RATSS), and advanced diagnostic instruments for autism, ADHD, social cognition, and adaptive behavior. His recent publications reveal a strong focus on translating research into practice, with significant work on strengths-based approaches, social inclusion, neurodiversity-affirmative assessment, and the development of practical tools for clinicians and educators. The research demonstrates increasing attention to adult experiences of autism, cross-cultural validation of interventions, and the integration of digital technology in assessment and intervention. Bölte's group also delivers extensive educational components for professionals through KI-Utbildning (Assignment Education), making it one of the largest providers of training on diagnosis and support for individuals with developmental neurological conditions within Karolinska Institutet. His work frequently addresses policy implications, as evidenced by participation in Swedish parliamentary discussions about autism and ADHD.

• Autism Spectrum Disorder
• ADHD
• Neurodevelopmental Disorders
• +6 more

Daniel Pettersson is a Professor at University of Gävle specializing in educational science with a particular focus on international knowledge measurements, comparative education, and curriculum studies. His work critically examines the hegemony of comparisons in education, particularly through large-scale assessments like PISA, and explores how these influence educational policy and practice. Professor Pettersson's research spans several interconnected domains within educational science. He investigates how international comparisons shape educational discourse and policy, examining the historical development of assessment practices and their impact on national education systems. His work frequently analyzes the production of educational knowledge through data visualization and quantification, revealing how numbers become authoritative in educational decision-making. A significant portion of his research focuses on Swedish education within international contexts, exploring how global educational trends are adopted, adapted, and contested in national settings. His extensive publication record reveals several key trends in his scholarly work. Over the past two decades, Pettersson has traced the evolution of international large-scale assessments from marginal research tools to central policy instruments. His recent work increasingly examines data visualization techniques in educational research and the historical construction of educational knowledge through quantification. He also explores the intersection of teacher education with international assessment frameworks, revealing tensions between global educational discourses and local teaching practices. Professor Pettersson has made significant contributions to understanding how educational policy is shaped by international comparisons. His research demonstrates how assessment data becomes transformed into policy narratives that influence educational reform. He has documented the historical trajectory of international assessment research, showing how it evolved from marginal academic interest to central policy instrument. His collaborative work with scholars like Sverker Lindblad, Thomas Popkewitz, and Tatiana Mikhaylova has been particularly influential in critically examining the political dimensions of educational measurement. His research activities include extensive work with international research teams, participation in major conferences including the Nordic Education Research Association (NERA) and the International Standing Conference for the History of Education (ISCHE), and contributions to systematic reviews of international comparative research. Professor Pettersson's work bridges historical analysis, policy studies, and critical examination of educational measurement practices, providing valuable insights into how global educational knowledge is produced and circulated.

• Educational Science
• Comparative Education
• International Knowledge Measurements
• +7 more

Hanna Eklof is an Associate Professor at Umeå University's Department of Applied Educational Science within the Faculty of Social Sciences. Her research focuses on educational psychology and assessment, particularly examining test-taking motivation in international large-scale assessments. Her primary research interests include: Educational Psychology and Assessment Test-taking Motivation and Effort Mathematics Anxiety and Performance Working Memory and Cognitive Processes Large-scale Educational Studies (PISA, TIMSS) Psychometric Methods and Validation Dr. Eklof's recent publications demonstrate a consistent focus on understanding how student motivation affects performance in international assessments, particularly examining response processes, questionnaire-taking behavior, and the relationship between cognitive factors and academic achievement. Her work often employs sophisticated psychometric methods including Item Response Theory and process data analysis to investigate test-taking behavior. Her scientific contributions include numerous publications in high-impact journals examining test-taking motivation across different cultural contexts, the development of assessment tools like the Swedish MARS-E for measuring mathematics anxiety, and investigations into how cognitive factors like working memory mediate relationships between anxiety and performance.

• Educational Psychology
• Test-taking Motivation
• Educational Assessment
• +5 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

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

Marcia Håkansson Lindqvist is a researcher at Mid Sweden University's Department of Education (UTV), with expertise in digitalization in education, teacher shortage, and school leadership. She contributes to projects like European Education Policy Network and HIMUV (Sustainability in Mid Sweden University Everyday Life) , focusing on organizational development and lifelong learning. Her research spans Technology-enhanced learning environments Professional development frameworks Artificial intelligence applications in education Comparative studies on teacher shortages in Nordic countries She has published extensively in journals like Journal of Educational Administration and British Journal of Educational Technology . Recent work explores AI integration in school leadership, hybrid work-integrated learning models, and cross-sector collaboration for special needs education. She collaborates with researchers across Scandinavia and contributes to edited volumes on leadership identity and digital competence.

• Lifelong Learning
• Digitalization in Education
• Teacher Shortage
• +6 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

Dr. Frank Thomas Grub is Professor of German and Head of the Department of Modern Languages at Uppsala University. Educated at Universität des Saarlandes (Dr. phil. 2003) and promoted to Associate Professor at Gothenburg University (2012) before joining Uppsala as Professor (2018), he has been recognized as Excellent Teacher (2021). As founder of the Landeskunde Nord network since 2012 and editor of the Peter Lang book series since 2013, his career bridges academic research, educational innovation, and international collaboration. His research focuses on contemporary German-language literature , GDR cultural studies , and transcultural didactics . Key projects explore autobiographical writing, post-Wall literary representations, and the intersection of travel literature with cultural memory. Recent publications (2024-2025) examine media narratives of reunification and cultural stereotypes in language pedagogy. Prof. Grub contributes to German as a foreign language curriculum development Intercultural competence frameworks Editorial leadership in Northern European Germanistics His 2023-2025 works analyze graphic novels in education, migration discourse in literature, and media transitions during the Cold War.

• Contemporary German-Language Literature
• GDR Literature
• Cultural Studies Didactics
• +7 more

Jimmy Jaldemark is a Professor at the Department of Education, Mid Sweden University, Sundsvall, Sweden. He serves as Research Leader of HEEL (Higher Education and E-Learning) and Head of Subject for the Discipline of Education. His roles include membership in the Faculty Board of Humanities and representation in the university-wide Education Council. He co-founded GRADE, a national graduate school in digital education, and leads the EARLI Centre for Excellence in AI in Learning and Instruction (AILI). His research focuses on AI, digitalization, lifelong learning, and networked learning. He co-edited *Networked Professional Learning* (2019) and guest-edited special issues in the *British Journal of Educational Technology*. He is an editor for that journal and serves on editorial boards for *Educational Research Review*, *Postdigital Science and Education*, and others. He supervises doctoral students and teaches in Behavioral Science and Education programs. Current projects include HEaD (Higher Education and Digitization) and BLAD (Need-based Learning through Adapted Participation). He collaborates internationally, notably in the AILI network exploring AI's educational impacts. His work spans educational development, organizational learning, and policy frameworks for lifelong learning in the digital era.

• AI
• Digitalisation
• Higher education
• +9 more