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Steinar Aas is a Professor at Nord University since 2012, specializing in modern Norwegian and European history with a particular focus on World War II memory studies. He holds a Dr.artium degree from the University of Tromsø (UiT) obtained in 2007. His academic career spans several institutions including the University of Tromsø where he served as Senior Consultant (1993-1998), Researcher for Narvik municipality (1998-2001), Office Manager of the Department of History (2001-2010), and Researcher at University College Bodø/University of Nordland (2010-2012) before joining Nord University. Professor Aas's educational background includes his doctoral work at UiT completed in 2007. His extensive academic journey reflects deep engagement with Northern Norwegian history and institutions. His research focuses on the interwar period, urbanization and urban life, urban planning, modernization processes, polar history, political history, and the use of history through memory studies. His work particularly emphasizes Second World War experiences in Norway. His expertise spans diverse areas including Urban History/Planning, Bodø during WWII, European History, Fascism/National Socialism, History Didactics, War History, Women/Gender History, Local and Regional History, Memory Studies, Modern and Norwegian History, High North Studies, Polar/Circumpolar History, Social History, and Labor History. Professor Aas's recent publications (2023-2024) demonstrate a strong focus on Northern Norwegian urban development, particularly Bodø, with numerous works examining small town urbanization from historical and contemporary perspectives. He has made significant contributions to understanding polar exploration history, particularly regarding Roald Amundsen and Umberto Nobile's expeditions, as well as the complex history of Narvik during WWII and the interwar period. His work often intersects urban studies with memory studies, examining how historical events shape contemporary urban identity. Professor Aas is actively engaged in public discourse, frequently contributing to local newspapers like Avisa Nordland with historical commentary on contemporary issues, demonstrating his commitment to historical dissemination beyond academic circles. His work bridges academic research and public understanding of history. His academic advising and potential research grants are not explicitly detailed in the available information, though his extensive publication record suggests active mentorship and research leadership. His work on the history of Bodø and Northern Norway represents a significant contribution to regional historical scholarship while connecting to broader European and global historical narratives.

• Urban History
• Urban Planning
• World War II History
• +11 more

Tracey Lavalette is a Research Fellow and PhD candidate at the University of Oslo's Department of Teacher Education and School Research, affiliated with the Faculty of Educational Sciences. Her research focuses on educational sociology and social inequality in schools, with a particular emphasis on equity-oriented teacher noticing. She holds a Master's in Pedagogy (2023) and has extensive prior experience as a teacher in lower secondary education and adult education (2014–2021). Education Background: Master's in Pedagogy (2023), University of Oslo Practical-Pedagogical Education with Norwegian and Social Studies Didactics (2014), University of Oslo Research Interests: Tracey investigates how teachers develop equitable practices through noticing and pedagogical reflection. Her work integrates sociological perspectives to address systemic educational inequalities, particularly in teacher training and curriculum design. She advocates for inclusive methodologies that bridge theory and practice in educational settings. Key Contributions: Her recent publications (2024) synthesize literature on equity-oriented teacher noticing, emphasizing its role in fostering inclusive classrooms. These studies highlight methodological innovations in scoping reviews and literature analysis. Professional Background: Doctoral Research Fellow since [start year not specified] Prior teaching roles: Norwegian/social studies teacher (secondary education) and educator for Norwegian language learners in vocational programs

• Educational Sociology
• Social Inequality in Schools
• Teacher Education
• +3 more

David Aly Redvaldsen is an Associate Professor at the University of Agder's Department of Sociology and Social Work. He specializes in historical studies focusing on eugenics, political movements, and education. His recent work includes A History of British Eugenics since 1865 (2024) and The Labour Party in Britain and Norway (2011). He holds a joint first prize in the 2014 Emile Lousse Prize for his article on British-Norwegian constitutional relations. Research Interests: Redvaldsen’s work bridges history, sociology, and political science. Key areas include the historical development of eugenics, Labour Party dynamics in Britain and Norway, social Darwinism, and the role of historical education in kindergartens. His interdisciplinary approach examines how scientific ideas intersect with political and social institutions. Publications: Over 30 peer-reviewed articles and two monographs. Recent topics include the teaching of history in Nordic kindergartens, the Labour Party’s engagement with social Darwinism during WWI, and comparative studies of Nordic eugenics movements. Awards: 2014 Emile Lousse Prize (joint winner) for 'Great Britain and the Norwegian Constitution of 1814'. Grants & Collaborations: Active in social studies didactics research groups. His work on Norwegian parliamentary history in textbooks (2021) highlights evolving national narratives. Current projects include studies on biotechnology ethics and the legacy of Herbert Brewer’s socialist eugenics advocacy. Labs/Teams: Member of the Social studies didactics and educational research group at UiA, focusing on curriculum development and interdisciplinary historical education.

• History
• Political Science
• Sociology
• +3 more

Festo Kayima is an Associate Professor in Chemistry Didactics at the Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). His research focuses on science teacher education, classroom knowledge, and pedagogical strategies in chemistry. Doctorate in Chemistry Education (2018, University of Bergen) Master’s in Science Education (2020, NTNU) Kayima’s research projects include developing science teacher trainees’ professional knowledge through reflective practice, enhancing scientific literacy, and integrating sustainability into chemistry education. He leads the Erasmus+ project STEMkey (2020–2023), emphasizing graduate attributes and key skills for educators. His recent publications (2025) with Springer explore pedagogical themes like chemical knowledge, outdoor teaching, and technology integration. These works align with broad keywords such as Science Education, Curriculum Development, and Experiential Learning, with subfields spanning digital tools, sustainability, and misconceptions in chemistry. Co-supervised Kristine Fjelldal Sunde’s thesis on teacher questioning in labs He contributes to research groups Naturfaglig Literacy i Skole og Lærerutdanning and ScienceHumanities , bridging interdisciplinary approaches in education. His teaching includes courses like Science as a School Subject (MGLU4211) and Teacher Education: Teaching Chemistry (PPU4626).

• Chemistry Didactics
• Science Teacher Education
• Pedagogy
• +6 more

Agnieszka Malgorzata Moraczewska is Assistant Professor at University of Inland Norway's Department of Scandinavian Languages and Literature. Her research examines how students' and teachers' linguistic repertoires contribute to development of subject knowledge, language skills, and identity formation in multilingual educational contexts. Research specialties: Pedagogical translanguaging strategies Cross-linguistic awareness development Bilingual instructional scaffolding Multilingual classroom practices Epistemic inclusion frameworks She holds a master's degree in Didactics of Cultural and Language Subjects from Inland University College (2017) and previously served as lecturer in Norwegian at the same institution (2016-2019), specializing in Norwegian as a second language and language didactics. Her work spans teacher education programs and Norwegian language courses for international students.

• Multilingual Education
• Pedagogical Translanguaging
• Language Acquisition
• +3 more

Trine Anker is a Professor of Religious Studies with Subject Didactics at MF University of Applied Sciences' Faculty of Religious Studies and Society. She holds a PhD from the Norwegian School of Theology (2011), specializing in youth perspectives on respect in multicultural schools. Her academic career includes roles as Associate Professor at Østfold University College and MF University, with extensive experience in teacher education and professional development. Research interests focus on religious didactics, aesthetic teaching methods, ethics in education, and controversial topics like terrorism and memory culture. Notable contributions include analyzing the sacralization of July 22nd events in schools and exploring folk religions in Argentine football culture. She received the 2024 Distinguished Lecturer award for pedagogical innovation. Teaching responsibilities include courses on research methodology (MET-EMP910), pedagogy (PPU1010/1015), and didactic practices. She leads projects like EtiPP (Ethics in Professional Practice) and ReDi (Religion and Dialogue in Modern Societies), investigating ethical frameworks for educators and interfaith dialogue strategies. Publications span 30+ articles in journals like Journal of Moral Education and Prismet , addressing topics from classroom ethics to youth religious expression. Her 2020 textbook Analyse i praksis guides master's students in practical research methods.

• Religious Education
• Ethics in Education
• Controversial Topics in Schools
• +3 more

Dr. Saeed Karimi Aghdam Ordaklou is an Associate Professor of English Language and Didactics at the Faculty of Education and Arts, Nord University, Norway. His academic career is rooted in applied linguistics, with a focus on second language acquisition, educational psychology, and dynamic systems theory. PhD in Applied Linguistics (Second Language Acquisition), University of Jyväskylä, Finland MA in English Language Teaching, Azarbaijan Shahid Madani University, Iran B.A. in English Language & Literature, University of Tabriz, Iran Professional Teacher Education, JAMK University of Applied Sciences, Finland His research synthesizes Vygotsky’s cultural-historical psychology, dynamic systems theory, and dialectical frameworks to explore second language development in sociocultural contexts. Key themes include L2 writing, complexity-accuracy-fluency dynamics, and interdisciplinary theoretical integration. Recent publications emphasize dynamic systems theory applications, digital mediation in multilingual writing, and the sociocultural dimensions of language learning. He has also guest-edited special issues addressing theoretical dialogues in applied linguistics. Dr. Karimi Aghdam has taught in Iran, Finland, and Norway, and holds teaching qualifications from the UK, Finland, and Norway. He actively collaborates with international scholars and has held visiting researcher roles at UC San Diego, Penn State, and the University of Southern Denmark.

• Cultural-Historical Psychology
• Second Language Acquisition
• TESOL
• +8 more

Lenka Garshol is an Associate Professor at the Department of Foreign Languages and Translation at the University of Agder. She serves as the subject coordinator for English in teacher education and is a member of the International Society for the Linguistics of English (ISLE) and the Learner Corpus Association (LCA) . Her research interests include: Language Acquisition Language Learning Multilingualism Code-switching and Code-mixing Game-based Learning She leads the Games and Active Learning Methods in Education (GAME) project, focusing on digital tools and games in language education. Garshol's publications emphasize English language teaching , error analysis in learner English, and the use of digital tools for pedagogy. Her collaborative work spans topics like artificial intelligence in language subjects , foreign language policy , and subject-verb agreement patterns . She contributes to editorial work for journals such as the Nordic Journal of Language Teaching and Learning (NJLTL) and has co-authored book chapters on teacher education reforms and digital competence development.

• Language Acquisition
• Language Learning
• Multilingualism
• +5 more

Jonas Bakken is a Professor of Norwegian Didactics at the Department of Teacher Education and School Research, University of Oslo. His work bridges rhetoric, children's literature, and sustainable development education through innovative didactic approaches. As academic director of the Associate Professorship Program, he shapes teacher education and curriculum design. Research Interests: Norwegian language arts, rhetoric integration in education, ecocriticism, multicultural narratives, and bilingual pedagogy. Projects: Evaluation of bilingual education (ETOS), Linking Instruction and Student Experiences (LISE), Scandinavian Narratives of Guilt and Privilege (Scanguilt), Minority Literary Voices in Scandinavia. Publications span textbook analysis, rhetorical strategies in Sámi literature, CLIL education equity, and oral creativity pedagogy. His recent works focus on task culture conflicts and curriculum renewal in Norwegian language arts.

• Norwegian Didactics
• Rhetoric
• Children's Literature
• +7 more

Kari-Mette Walmann Hidle is a Professor of Social Studies Education at NLA University College , Oslo. Her work focuses on curriculum development , human rights education , and sustainability in early childhood and primary education. She leads the social sciences research group at NLA and has published extensively on topics like democratic education , intercultural pedagogy , and transitions between kindergarten and school . Her research explores educational policy , subject didactics , and the integration of diversity and social justice into Norwegian curricula. Recent publications analyze sustainability and human rights in primary education , emphasizing curriculum design and pedagogical strategies. She actively disseminates her work through podcasts , keynote lectures , and Nordic conferences . Her articles reveal a focus on educational reform , environmental curriculum , and methodological innovation in social studies . She collaborates with researchers like Espen Helgesen and Ove Skarpenes , contributing to journals such as Policy Futures in Education and Acta Didactica Norden . While no explicit scientific awards are mentioned, her leadership in research groups and editorial contributions underscores her academic impact.

• Social Studies Education
• Human Rights Education
• Sustainability Education
• +8 more

Marion Elisenberg is an Assistant Professor in the Department of Language, Literature and Culture at Østfold University College's Faculty of Education. She teaches Norwegian subjects across multiple teacher education programs including primary school teacher training, kindergarten teacher training, master's in special education, and continuing education for teachers within competence for quality development. Her educational background includes: University Pedagogy (2011) - Østfold University College Master in Nordic Didactics (2009) - University of Oslo Norwegian 3 (2005) - Østfold University College Norwegian 2 (2004) - Østfold University College Special Education 2 (2002) - Østfold University College Counseling and Social Education (1997) - Oslo University College General teacher education (1981) - Hamar Teacher Training College Ex. Phil. (1973) - University of Bergen Dr. Elisenberg's research focuses on language and literature didactics, with particular emphasis on sustainable development in literature education, transitions between educational levels, multilingual classroom practices, and digitalization in elementary education. Her work explores how literary texts, especially children's literature and graphic novels, can serve as tools for identity development, environmental awareness, and social understanding. She investigates pedagogical approaches that bridge the gap between primary and secondary education, examining how literature instruction can be made more continuous across these transitions. Her recent publications demonstrate a strong focus on sustainability in literature education, with multiple articles examining how teachers incorporate sustainable development goals into their literature work. She also has significant work on class analysis in contemporary literature, particularly through Maria Navarro Skaranger's novel "Emily Forever." Another key thread in her research involves the use of graphic novels, especially Nora Dåsnes' "Ti kniver i hjertet," to explore identity formation and the relationship between form and content in visual storytelling. Her scholarship consistently addresses practical classroom applications while engaging with theoretical frameworks in literary studies and education. Dr. Elisenberg is actively involved in research groups focusing on Literature and Narrativity, Multilingual upbringing and education, and Young children and early childhood education. Her collaborative work, particularly with Camilla Häbler, has produced numerous publications addressing key challenges in contemporary literature education.

• Language and literature didactics
• Instruction
• Digitalization in elementary education
• +3 more

Eirik Brazier serves as Associate Professor in the Department of Culture, Religion and Social Studies at the Faculty of Humanities, Sports and Educational Sciences, University of South-Eastern Norway (USN), where he teaches history and social studies in teacher education programs and international politics through IFOS (Year-long course in international understanding and cooperation). His academic appointments include editorial roles at Store norske leksikon as subject editor for First World War, Canadian, and Australian history, and as topic editor for Norway at 1914-1918 online, the International Encyclopedia of the First World War. His research spans multiple interconnected domains including British colonial history, Norwegian involvement in World War I (despite official neutrality), intelligence operations during wartime, and the cultural history of bicycles. Recent scholarly output demonstrates particular focus on Norwegian war decorations from World War II, German military brothels during occupation, and Scandinavian participation in Allied forces. His methodological approach combines traditional archival research with digital history techniques and analysis of gaming culture's relationship to historical understanding. Academic trends in his publication record reveal increasing specialization in transnational military history, with growing emphasis on microhistorical case studies (e.g., individual soldiers like Knut Werswick) alongside broader analyses of imperial structures. His work consistently bridges academic and public history through popular science contributions in media outlets like Dagbladet and radio appearances on NRK P2, particularly regarding Haus Sphinx brothel investigations and Norwegian-American combat experiences. Brazier actively participates in multiple research collectives including the Political Culture Research Group at USN, the Social Science Didactics Research Group, the Nordic Surveillance History Network ("Maktens øyne og ører"), and international collaborations like the Australia Canada New Zealand Research Network. His current projects explore Scandinavia's role in World War I, digital tools for historical education, and the social history of cycling as cultural phenomenon.

• First World War History
• Norwegian Colonial History
• Intelligence History
• +7 more

Tom Arne Rydningen is an Associate Professor in the Department of Geosciences at UiT The Arctic University of Norway, specializing in Arctic marine geology. His research focuses on Cenozoic continental margin development, glacial history, and source-to-sink sedimentary systems in high-latitude environments. He actively contributes to understanding the evolution of the Arctic Ocean and its connections to global ocean circulation. Dr. Rydningen's research interests center on high-latitude continental margin development, particularly examining the large-scale evolution of ocean circulation in the Norwegian-Greenland Sea and Arctic Ocean during the Miocene. He investigates the buildup and retreat of marine-based ice sheets through the Quaternary in Fennoscandia, the Barents Sea, Svalbard, and northeastern Greenland. His work employs diverse methodologies including contourite studies , glacigenic deposits analysis , source-to-sink system modeling , and seismic stratigraphy using 2D/3D seismic data and multibeam echosounder data. Analysis of his 15 most recent publications reveals a strong focus on Arctic geological processes, particularly concerning the Barents Sea region. His work spans multiple disciplines including glaciology, paleoceanography, and sedimentology, with significant contributions to understanding Pleistocene glaciations, Cenozoic tectonic influences on sediment transfer, and microplastic pollution in Arctic marine sediments. Recent publications demonstrate increasing interdisciplinary approaches, connecting geological processes with contemporary environmental concerns. Dr. Rydningen is actively involved in several major research projects including DYPOLE (Dynamics of polar confined basins), Arven etter Nansen, TUNU, Euro-arctic marine fishes, iEarth, and GoNorth. He is a member of the Sedimentary Systems, Paleoclimates and Environments research group and contributes to science didactics in higher education. His teaching portfolio includes courses in marine geology, geological interpretation, and Arctic marine geology fieldwork. His research combines fieldwork, seismic data interpretation, and sediment core analysis to reconstruct past environmental conditions and ice sheet dynamics in the Arctic. This work has significant implications for understanding current climate change impacts on polar regions and provides crucial context for interpreting modern Arctic environmental changes.

• Marine Geology
• Arctic Geology
• Cenozoic Continental Margin Development
• +4 more

Xavier Llovet Vila is an Associate Professor in the Department of Foreign Languages at the University of Bergen . With a PhD in Spanish Didactics (2016) and an MA in Teaching Spanish as a Foreign Language (Universitat de Barcelona), he has extensive international teaching experience across institutions like Columbia University and the Norwegian School of Economics. Research Focus: Teacher cognition, communicative language teaching, curriculum reform (LK20), oral skill development, and intercultural competence. Publications: Over 15 peer-reviewed articles, lectures, and monographs analyzing the alignment of didactic practices with modern educational frameworks in Norway and Sweden. Scientific Recognition: Awarded the ASELE Prize for best PhD thesis in 2016.

• Spanish Didactics
• Teacher Cognition
• Communicative Language Teaching
• +3 more

Sigrid Johanna Håheim Ørevik is an Associate Professor at the Department of Foreign Languages , University of Bergen. Her work focuses on multimodal text analysis in English education, genre theory, and assessment frameworks. Position: Associate Professor Email: sigrid.orevik@uib.no Research Groups: POTENT – Post-Truth English Teaching Research interests include: Multimodal pedagogies Genre patterns in EAL materials Assessment of student multimodal texts Digital learning resources Vocational English teaching Recent publications (2021–2025) explore: Multimodal design principles Agency in semiotic work Curriculum coherence challenges Remediation of digital resources Long-term genre stability in exams She contributes to the POTENT research group and collaborates internationally on multimodal English learning projects.

• Multimodal Text Analysis
• English as a Second Language (EAL) Education
• Genre Theory in Pedagogy
• +3 more