Problem-Based Learning (PBL) Professors and Supervisors in Denmark | ApplySharif

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Bettina Dahl SøndergaardView profile

Associate Professor

Aalborg UniversityDenmark

Bettina Dahl Søndergaard is an Associate Professor of problem-based learning (PBL) at the Aalborg UNESCO PBL Centre in Engineering Science and Sustainability at Aalborg University and a Professor of mathematics education at the Department of Mathematics at the University of Bergen in Norway. She earned her Ph.D. in mathematics education from Roskilde University in 2003. She also holds two M.Sc. degrees: one in Educational Research Methodology from the University of Oxford (2000) and another in mathematics (cand.scient.) from Aalborg University (1997), with social science as her secondary subject. Her research focuses on mathematics education, problem-based learning, vocational education, gifted education, assessment, and out-of-school time learning in STEM fields. She has extensive international experience working with universities worldwide including Virginia Tech, Norwegian University of Science and Technology, University of Oxford, and Aarhus University. She has consulted for the World Bank and serves as an Expert for the European Commission. Her recent publications demonstrate a strong emphasis on integrating problem-based learning in vocational education settings, using emerging technologies like virtual reality for engineering mathematics education, extending STEM learning beyond traditional classrooms, and implementing sustainable development goals through mathematics education. She has held significant leadership roles including vice chairman of the corps of examiners for mathematics at Danish universities since 2010, treasurer of the International Group for the Psychology of Mathematics Education (IGPME), and chair of the Out-of-School Time Special Interest Group in AERA. She leads or co-leads several major projects including KLUMP (funded by Novo Nordisk) focused on vocational students and teacher competence development, and MATH4SDG (funded by Norad) which is a capacity-building project in collaboration with Makerere University in Uganda and University of Dar es Salaam in Tanzania. She is actively involved in LabSTEM Nord, a research initiative focused on STEM education and problem-based learning, and frequently referees at informal learning competitions in K12 STEM such as FIRST LEGO League, Edison, and Unge Forskere.

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Anna Overgaard MarkmanView profile

Research Fellow

Aalborg UniversityDenmark

Anna Overgaard Markman is a Research Fellow at Aalborg University's Department of Sustainability and Planning, affiliated with The Technical Faculty of IT and Design. She is part of the Aalborg Centre for Problem-Based Learning in Engineering Science and Sustainability and the Institute for Advanced Study in PBL. Her research focuses on student career development in STEM, problem-based learning (PBL), and engineering education, contributing to UN Sustainable Development Goals. She supervises a PhD project on early career engineers' preparedness and collaborates on initiatives like proactive student well-being and mission-oriented innovation. Education: PhD Fellow at Aalborg University Her research interests include career aspirations in STEM, digital practices in higher education, and the role of PBL in fostering academic and social well-being. Recent work explores student perceptions of career readiness and the impact of mission-driven innovation in engineering curricula. She actively participates in international conferences, including SEFI and IRSPBL, and has conducted visiting research at Swinburne University of Technology. Anna's publications highlight trends in career development, digital education post-pandemic, and PBL efficacy. She leads projects on student proactiveness and collaborates with institutions globally. Media coverage includes discussions on climate anxiety affecting family planning.

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Henrik Worm RoutheView profile

Assistant Professor

Aalborg UniversityDenmark

Henrik Worm Routhe is an Assistant Professor at the Department of Sustainability and Planning, part of the Technical Faculty of IT and Design at Aalborg University. His research focuses on engineering education, problem-based learning (PBL), interdisciplinary project design, and student leadership development. He holds an ORCID identifier (0000-0001-7368-9978) and is active in the Aalborg Centre for Problem-Based Learning in Engineering Science and Sustainability. His academic contributions include over 25 peer-reviewed publications and two major projects: the InterPBL project (2021–2025) exploring interdisciplinary methodologies in engineering education, and a study on student retention (2018–2022). He has received the IEEE Theodore E. Batchman Best Paper Award (2024) for collaborative work on PBL ethics integration. Key research themes include employability in engineering practice, leadership development in interdisciplinary settings, and curriculum design for complex problem-solving. Routhe is a member of the PLAN Junior Researchers Network and has participated in international collaborations, including a delegation visit to Vishwaprayag University (2024). His teaching and research emphasize practical, student-centered approaches to education, with a focus on bridging academic and professional competencies through innovative project-based frameworks.

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Sara Paasch KnudsenView profile

Academic

Aalborg UniversityDenmark

Sara Paasch Knudsen is a Teaching Associate Professor at Aalborg University's Department of Culture and Learning, within the Faculty of Social Sciences and Humanities. She is affiliated with the IT and Learning Design Research Center (L-ILD) and the ILD-LAB research lab focusing on video in education and learning organization (MASSHINE and VIDEO projects). Her work bridges technology and education, particularly in immersive technologies like XR within higher education and organizational learning contexts. Key research interests include hybrid teaching formats, flexible learning spaces, and the integration of emerging technologies such as AR/XR into pedagogical practices. She has contributed to projects like 'Fremtidens Undervisningslokale' exploring future classroom designs and the 'VAAU HyFlex' initiative on hybrid teaching models. Knudsen has also collaborated on music education digitalization and SME data literacy initiatives. Recent publications (2023-2025) focus on organizational learning space design, AI in creative education processes, and teacher-student dynamics in hybrid learning environments. She has organized workshops on innovative learning spaces and contributed to public debates on educational inclusion. Knudsen holds an ORCID identifier (0000-0001-6866-2770) and maintains active research collaborations across Denmark and internationally.

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Tobias Alexander Bang Tretow-FishView profile

Researcher

Aalborg UniversityDenmark

Tobias Alexander Bang Tretow-Fish is a Researcher at the Department of Culture and Learning, Aalborg Universitet, affiliated with The Faculty of Social Sciences and Humanities. He is part of L-ILD - IT and Learning Design and leads the ILD-LAB research lab focused on IT and Learning Design within the Xlab: Design, Learning and Innovation group. Research Interests: Learning Analytics, Adaptive Learning Platforms, Cultural Historical Activity Theory (CHAT), Educational Data Science, Problem-Based Learning (PBL), and Learning Technology Design Key Projects: SMILE: Smart Manufacturing Innovation, Learning-labs, and Entrepreneurship (2022-2024) PBL Future Project (2017-2020) Publications: 15+ outputs including peer-reviewed articles, conference proceedings, and a PhD thesis (2024) on adaptive learning systems in nursing education Labs: Active researcher in ILD-LAB and Xlab, focusing on design-based research methodologies International Collaboration: Part of a 6-researcher network with 2023-2025 activity in learning analytics and educational technology His work emphasizes applying CHAT frameworks to analyze student competence development, using data science approaches to improve educational systems, and designing learning analytics tools for pedagogical decision-making. Recent work explores generative AI applications in higher education curricula and adaptive learning systems for nursing education quality improvement.

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Anders Melbye BoeltView profile

Assistant Professor

Aalborg UniversityDenmark

Anders Melbye Boelt is an Assistant Professor at the Department of Culture and Learning, Aalborg University, within the Faculty of Social Sciences and Humanities. He is affiliated with the Share-PBL Institute for Advanced Study in PBL and the Xlab: Design, Learning and Innovation. His primary research focuses on Problem-Based Learning (PBL) pedagogy, engineering education curriculum design, and the integration of generative AI in higher education. He has been a Principal Investigator (PI) on multiple research projects including 'Generative AI in higher education: problems, practices and perspectives' (2024) and 'Researching PBL competences by exploring students' experience of their practice' (2019–2022). Boelt holds a PhD in Engineering Education, documented in his 2023 thesis titled Engineering students' development of PBL competences in a PBL curriculum . His research interests include curriculum ecology, student teamwork dynamics, and the future trajectories of PBL frameworks. He actively contributes to academic discourse through peer-reviewed journals and conferences, with a focus on qualitative methodologies like thematic analysis and content analysis. His recent work explores the intersection of generative AI and collaborative learning, as seen in the 2025 article discussing ChatGPT's role in knowledge construction. He also engages in curriculum design innovation, having presented on flipped semester structures and integrated baseline studies in 2021. Boelt's projects often involve multidisciplinary collaborations, as evidenced by his participation in the 'PBL Future' initiative exploring normative scenario development for higher education transformation. Key contributions include analyzing student perceptions of generic competences, evaluating teamwork experiences in engineering PBL contexts, and comparing curricula of PBL-focused engineering programs. His work emphasizes the alignment between pedagogical frameworks and institutional outcomes, with a particular interest in fostering student agency and reflection in learning processes.

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Maja Højslet SchurerView profile

Part-Time Lecturer

Aalborg UniversityDenmark

Maja Højslet Schurer is a part-time Lecturer at the Department of Culture and Learning, Aalborg University, within the Faculty of Social Sciences and Humanities. She is affiliated with the Xlab: Design, Learning and Innovation and the L-ILD - IT and Learning Design group. Her research focuses on digitization in education, teacher roles, and primary education, with a particular interest in sustainability, generative AI in problem-based learning, and children’s perspectives on school transitions. Her educational background includes a focus on early childhood education and learning design. She has contributed to projects like PERSPECT (2024), exploring generative AI in problem-based learning at Aalborg University. Her publications span topics such as preschoolers’ school transitions, VR game design for sustainability, and teachers’ support for children’s digital play. Key research areas include the integration of technology in education, ethical dilemmas in teaching, and creative learning environments. Her work often employs qualitative methods like focus groups and participatory design. She has been featured in media discussions about children’s perspectives in educational transitions.

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Megan AstonView profile

Professor

Aalborg UniversityDenmark

Megan Aston is a Professor affiliated with the Department of Health Science and Technology at the Faculty of Medicine. She is currently hosting guest lectures and collaborating internationally through the Institute for Advanced Study in PBL. Academic Rank: Professor Department: Health Science and Technology Key Collaborations: Institute for Advanced Study in PBL Her research focuses broadly on public health, maternal health services, and problem-based learning (PBL) methodologies. She employs ethnographic approaches to study parental experiences in supportive maternity care. Recent work includes an ethnographic study on vulnerable families' access to prenatal and postnatal healthcare services, emphasizing systemic support needs. Scientific Awards International Degree of Recognition

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Birgitte GregersenView profile

Associate Professor

Aalborg UniversityDenmark

Birgitte Gregersen is an Associate Professor at the Aalborg University Business School, part of Aalborg University's Faculty of Humanities and Social Sciences. She is affiliated with The IKE Group and holds an ORCID identifier (0000-0002-1910-8754). Her research focuses on innovation systems, sustainable development, university roles in society, and policy learning mechanisms. She has been active in academia since at least 1982, with publications spanning over four decades. Gregersen’s work emphasizes the intersection of innovation policies with socioeconomic contexts, particularly in energy technologies and higher education reform. Notable contributions include studies on wind power innovation systems, policy learning frameworks for sustainable energy development, and the evolving third mission of universities in promoting inclusive growth. She has collaborated on projects in Denmark and internationally, including Central America and Pakistan. Her recent publications (2021-2024) explore topics like Aalborg University’s educational models, global sustainability challenges, and the role of women’s universities in development. She has supervised two PhD students and contributed to over 90 publications and 17 projects. Her work bridges academic research with practical policy implications, emphasizing institutional learning and systemic change.

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Imad Abou-HaytView profile

Associate Professor

Aalborg UniversityDenmark

Imad Abou-Hayt is an External Associate Professor at the Department of Sustainability and Planning , Technical Faculty of IT and Design , Aalborg University . His research spans Engineering Education , Didactics , and Problem-Based Learning (PBL) , with a focus on integrating Sustainability and Virtual Reality into mathematics and engineering pedagogy. Role: Principal Investigator in the ESciSus project (2023–ongoing). Collaborator in the myPBL-VRMath project (2024). His work examines pedagogical frameworks such as the anthropological theory of the didactic and mathematical methods like the Chain Rule and Laplace Transform . Recent publications highlight Virtual Reality applications, Q Methodology for sustainability perceptions, and critiques of foundational mathematical theories in education. Collaborations include researchers such as Bjørn Dahl , Olga Timcenko , and Valderrama Pineda , with affiliations in Denmark and international networks. He has published extensively in peer-reviewed journals and conference proceedings since 2012.

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Lone Dirckinck-HolmfeldView profile

Professor

Aalborg UniversityDenmark

Lone Dirckinck-Holmfeld is Professor of ICT and Learning at Aalborg University's Department of Communication and Psychology. She founded the Master in ICT and Learning (MIL) program and served as Dean of Humanities (2009-2015). Her research transforms education through participatory approaches, focusing on problem-based learning (PBL) hybridization, networked learning, and digital pedagogies. Current projects include 'GreenEdTech' for sustainable education technology and 'UPCHAIN' promoting green charcoal innovation in Uganda. She develops PBL-hybrid models for resource-constrained contexts and examines feminist/decolonial perspectives in digital education. Recognized with knighthood (Order of Dannebrog) and multiple awards, she advances inclusive innovation through academic partnerships in Africa and Latin America.

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Antonia ScholkmannView profile

Associate Professor

Aalborg UniversityDenmark

Antonia Scholkmann is an Associate Professor at Aalborg University's Department of Culture and Learning, within the Faculty of Social Sciences and Humanities. Her research focuses on artificial intelligence (AI) in higher education, problem-based learning (PBL), and digital transformation. She holds a Ph.D. in Organizational Psychology from TU Dortmund University and a Diplom Psychologie from Eberhard Karls Universität Tübingen. Scholkmann has held visiting researcher positions at Macquarie University (Australia) and the Nordic Institute for Studies in Innovation, Research and Education (Norway). She leads projects like 2SOSU-AI (funded by Velux Foundation) addressing AI in vocational education and PERSPECT analyzing student perspectives on generative AI in PBL. Her interdisciplinary work combines practice theory, activity theory, and poststructuralist perspectives. She has published over 100 scholarly works, including contributions to Higher Education Research and Development and Die Hochschullehre . Recognized as 'Teacher of the Year 2023,' Scholkmann is also active in international networks and contributes to UN SDG 4 (Quality Education). She leads the Study Board and offers courses on AI in learning and PBL to institutions globally. Key collaborations include the Institute for Advanced Study in PBL and the Centre for Education Policy Research (CfU). Her research emphasizes societal impacts of education, particularly during crises like the pandemic, and explores how institutions adapt to disruptive changes. Recent studies highlight frontline workers in digital transformations and the role of SSH disciplines in higher education.

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Xiangyun DuView profile

Professor

Aalborg UniversityDenmark

Xiangyun Du is a Professor and Director of the Aalborg UNESCO PBL Centre in Engineering Science and Sustainability at Aalborg University, Denmark. She previously worked at institutions in China and Qatar University. Her research focuses on educational transformation through Problem-Based Learning (PBL) and Project-Based Learning (PBL), emphasizing intercultural pedagogy, faculty development, and student well-being. She leads over 260 international publications, including monographs, journal articles, and edited books. She serves as an Associate Editor of the European Journal of Engineering Education . Research interests include PBL methodologies, intercultural learning, faculty development, and institutional change across diverse educational contexts (engineering, health sciences, K-12, and higher education). She actively collaborates globally, supporting pedagogical reforms in over 30 institutions. Key projects include enhancing PBL in Indian engineering education and fostering student proactivity in academic and social well-being. Recent research highlights include examining engineering students' career preparedness, dental education's role in professional identity, and psychological safety in PBL teams. She has won multiple teaching awards and is a leader in systems-thinking approaches to academic leadership. Media engagements include pioneering PBL initiatives in India and Qatar. Her work contributes to UN Sustainable Development Goals (SDGs) through education for sustainability, equity, and inclusive institutions. Ongoing projects focus on early career engineering preparedness and institutional transformation through PBL certification programs.

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Sofie OttoView profile

Research Fellow

Aalborg UniversityDenmark

Sofie Otto is a Research Fellow at Aalborg University's Department of Sustainability and Planning, affiliated with The Technical Faculty of IT and Design. She is part of the Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability and the Institute for Advanced Study in PBL. Her work focuses on pedagogics, learning technologies, digital transformation, and the integration of generative AI in educational practices. She has contributed to projects like 'Co-created and community owned chatbots' and 'Thinking Skills in interdisciplinary co-creation,' emphasizing problem-based learning innovations. PhD Fellow specializing in educational technology and AI integration Member of multiple research networks, including PLAN Junior Researchers Network Active in organizing conferences such as LabSTEM Nord Research interests include digital literacies, reflective practice, and fostering thinking skills in STEM through emerging technologies. She has published widely on AI's impact on teaching methodologies and post-pandemic educational practices.

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Bjarke JansenView profile

Part-Time Lecturer

Aalborg UniversityDenmark

Bjarke Jansen is a Part-Time Lecturer at the Department of Sustainability and Planning, part of The Technical Faculty of IT and Design at Aalborg University. He is affiliated with the Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, a leading hub for innovative, project-based educational methodologies in engineering and sustainability disciplines. The department focuses on sustainable development and urban planning, and Bjarke contributes to its mission through teaching and academic engagement. His work is aligned with Aalborg's strong emphasis on problem-based learning (PBL), particularly in engineering and science education. His academic interests include sustainability, urban and environmental planning, and engineering education, with a specific focus on Problem Based Learning frameworks. These interests are closely tied to the pedagogical model championed at Aalborg University. No recent publications or research articles were listed in the provided profile, so no trends in scholarly output can be identified at this time. There are no mentioned scientific awards or honors in the available information. Bjarke Jansen is involved in academic teaching and supervision within a PBL framework. While no specific students or grants are listed, his role supports student-driven project work in engineering and sustainability. He contributes to a collaborative academic environment centered on real-world problem solving. He is associated with the Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, an interdisciplinary unit dedicated to advancing PBL methods in technical and environmental education.

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