Therese Tishakov is a PhD candidate at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. Her research focuses on multilingualism, language education, and English as a lingua franca (ELF) in inclusive classrooms. Current research projects: English as a Lingua Franca for Inclusive Multilingual Classrooms (ENRICH) Research groups: Cultural Diversity and Multilingualism in a Global Perspective, Evaluation and Assessment (EnA) Her recent publications analyze language beliefs of English teachers, methodological considerations in applied linguistics research, and collaborative practices to expand multilingual spaces in classrooms. Key themes include teacher-researcher partnerships, ELF in Norwegian education, and pedagogical strategies for linguistic diversity.
Lilith G. Rüschenpöhler serves as Associate Professor for Chemistry Education at the Norwegian University of Science and Technology (NTNU) since 2023. Prior to this, she held a Margarete von Wrangell fellowship at Ludwigsburg University of Education (2021-2023) and worked as a part-time secondary school teacher in Germany (2021-2022). Research Interests: Decolonizing science education in European contexts Multilingual science learning strategies Science capital theory and application Generative AI integration in science instruction Philosophical foundations of science education Her recent publications focus on cultural comparisons in chemistry education (Germany/China), equity-focused teaching approaches, and vocational orientation tools. She has developed card games for science career exploration and conducted extensive research on self-concept formation in chemistry students. Scientific Awards: Margarete von Wrangell fellowship (2021-2023) As a trained secondary school teacher with expertise in chemistry and French as a foreign language, she has taught in four languages and developed innovative teaching materials including international science capital metrics and planetary boundaries lesson plans.
Gunn Astrid Baugerud is a Professor at OsloMet - Storbyuniversitetet's Faculty of Social Sciences, Department of Social Sciences – Everyday life under different living conditions. Her research focuses on forensic psychology, child abuse investigation techniques, and integrating artificial intelligence into forensic interviewing. She leads projects like the Next Generation Avatar for Information-Gathering Interviews (ARGI) and Barneavhørsprosjektet, aiming to improve investigative practices through technology. Her work emphasizes improving the quality of forensic interviews with children, particularly those exposed to abuse. She has pioneered AI-driven child chatbots and avatar-based training tools for professionals such as police, social workers, and healthcare providers. Key projects include developing digital education programs using AI and cognitive psychology principles to prevent child maltreatment. Research highlights include national studies on preschool-aged abuse victims' disclosures and comparative analyses of 2D/3D virtual environments in interview training. Her dissemination includes workshops at international symposiums on child abuse and presentations to Nordic social work institutions. She collaborates with global institutions like the National Children's Advocacy Centers and the Canterbury Centre for Policing Research.
Anita Berge serves as Head of Department at the University of Stavanger's Department of Early Childhood Education within the Faculty of Arts and Education. Her academic leadership spans Norwegian early childhood research and policy implementation, with extensive contributions to international scholarly discourse through publications and conference presentations across Europe. Her research focuses on foundational aspects of early childhood education including learning cultures in kindergartens, materiality's impact on social practices, belonging and inclusion dynamics, and curriculum studies. Berge employs critical discourse analysis and ethnographic methods to examine how spatial arrangements, efficiency discourses, and policy frameworks shape pedagogical practices. Her work consistently addresses tensions between tradition and change in the "big kindergarten" context. Analysis of her recent publications reveals strong emphasis on belonging politics, material pedagogy, and epistemic reflexivity in teacher education. Her scholarship demonstrates methodological sophistication through combinations of critical discourse analysis with ethnographic fieldwork, particularly in examining cloakroom practices, furniture arrangements, and curriculum implementation across European contexts. Berge actively participates in research communities through seminar leadership at the "research kindergarten" and international collaborations like the Politics of Belonging project. Her work frequently addresses practical applications through workshops on supporting children's belonging in play, systematic interventions in kindergarten communities, and open kindergarten models as integration arenas.
Matthew Patrick James Lynch is an Associate Professor at the Department of Engineering, Oslo and Akershus University College of Applied Sciences. His academic focus revolves around entrepreneurship education, design thinking, and innovation. He teaches courses such as 'Studentbedrift' (entrepreneurship and startups), 'Creativity and Entrepreneurship', and 'Design Thinking'. Background: Lynch transitioned from practicing entrepreneurship to academia, teaching since 2014. He is pursuing a doctorate in Innovation at NTNU, researching entrepreneurial mindset and innovation, emphasizing human potential and value creation through innovation. His professional background includes being a chartered accountant. Research Interests: His work explores entrepreneurial mindset development, design thinking integration in education, and adapting entrepreneurship education to a rapidly changing world. He emphasizes practical methods and pedagogical innovation, such as gamification and systems thinking. Key Projects: He leads initiatives like the FREIIA (Facilitating Resilience Embracing Islands Innovation) project and GreenBizz. His research outputs include over 20 peer-reviewed articles and conference contributions, focusing on pedagogy, innovation strategies, and systemic challenges in entrepreneurship. Grants & Labs: While specific grants are unmentioned, his involvement in collaborative projects (e.g., Fredrikstad Living Lab) highlights applied research. He actively engages with industry through executive education programs (e.g., for Wilhelmsen) and workshops (e.g., Design Thinking for startups in Vietnam).
Allen Clarence Jones is an Associate Professor in the Department of Cultural Studies and Languages at the University of Stavanger (UiS), Faculty of Arts and Education. His academic work focuses on the intersection of creative writing, literary games, and innovative pedagogy. He is actively involved in both research and artistic production, contributing to international conferences and publishing widely on experimental writing and game-based learning. His research interests include: Creative Writing and Experimental Pedagogy Game-Based Learning and Recombinatory Writing Surrealist and Dialogic Composition Digital Composition and Interactive Literature Modernist and Contemporary Literary Analysis Creative Awareness and Divergent Thinking in Education The most recent articles show a strong thematic focus on using games as tools for literary engagement and creativity training. His publications span peer-reviewed conference proceedings, creative fiction, poetry, and pedagogical guides, reflecting a hybrid scholarly-artistic approach. He frequently presents at international venues such as the Ubud Writers Festival, Hemingway Society, and Nordic Association for English Studies, indicating broad academic engagement. Notable scientific awards or honors are not mentioned in the provided text. Allen Clarence Jones has contributed to curriculum development, particularly in the UiS English Lektor Program, and has led creative writing retreats and workshops. While no formal list of advisees is provided, his educational materials suggest mentorship roles in training creative thinking. He is involved in projects like the DEMCI colloquium and Erasmus READY, indicating participation in international educational initiatives. He leads or contributes to creative projects such as the Poetry Planet prototype and the Dylan Thomas Game , which explore digital and interactive forms of literary expression. These initiatives suggest leadership in experimental and technology-mediated literary practices.
Irmelin Kjelaas is an Associate Professor in Norwegian Didactics at NTNU's Department of Teacher Education within the Faculty of Social and Educational Sciences. She specializes in applied linguistics, multilingualism, and second language learning, particularly in educational contexts. Her work focuses on language policies, refugee education, and inclusive pedagogical practices for immigrant populations. **Education:** PhD in Applied Linguistics from NTNU (2009), focusing on conversations between unaccompanied minor asylum seekers and social workers. Research Interests: Her key areas include: Multilingualism in vocational and general education Refugee youth integration and language barriers Critical discourse analysis of educational policies Teacher training for linguistic diversity Language ideologies in Norwegian schools Recent Article Trends:** Her publications emphasize: Language policy challenges in vocational education (2025) Integration barriers for newly arrived students (2023-2024) Teacher narratives on refugee inclusion (2022-2023) Bilingualism in Norwegian curriculum design (2019-2020) Roles & Networks:** Co-leads the 'Second Language Didactics Network' with national education stakeholders Member of LiVE (Multilingualism in Vocational Education) and Nordic FLIN networks Board member of cultural platform Anna & Azra Advising & Grants:** Main supervisor of PhD candidate Unni Soltun Andreassen (2019–2023) Involved in EU-funded projects like INCLUSCHOOL and FAMREUN Collaborates with Universities of Oslo, Exeter, and VIA University College Labs/Teams:** Co-leads NTNU's 'Linguistic Diversity in School and Society' research group Develops curricula for vocational teachers via NTNU's Continuing Education programs
Tonje Hilde Giæver is a Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Her work focuses on digital literacy, teacher education, and the integration of information and communication technology (ICT) in educational settings. She leads projects like ENHANCE (strengthening teacher education for digital competence) and TEFF Academy (addressing teacher training amid school challenges). Her research spans wearable technologies, virtual learning environments, and ethical considerations in digital education. Giæver has co-authored numerous scientific publications, including studies on virtual collaboration, digital media in classrooms, and cyberethics. Her work emphasizes cross-disciplinary approaches and systemic strategies to address digital exclusion. Key projects include DiCTE (Developing ICT in Teacher Education) and ongoing studies on AI and digital citizenship in Norwegian schools. Her research collaborations extend to international institutions like the University of Malta and George Mason University. She contributes to academic dissemination through conferences and workshops, focusing on digitalization in education and teacher training.
Ida Katrine Riksaasen Hatlevik is a Professor at the Department of Teacher Education and School Research, University of Oslo. Her research focuses on student competence development in higher and professional education, with an emphasis on teacher education quality, professional coherence, teacher efficacy, and institutional-school partnerships. She employs both quantitative and qualitative methodologies. PhD in Professional Studies, HiOA (2014) Cand.polit. in Pedagogy, University of Oslo (1999) Cand.mag. in Sociology and Philosophy, University of Oslo (1994) Her research interests include: Quality in teacher education Coherence in professional education Motivation and teacher efficacy Partnership models between institutions and schools Recent publications explore transformative learning, program coherence, and institutional collaborations, reflecting her focus on bridging theory-practice gaps and enhancing teacher professional development. She leads the Quality in Practice research project and has contributed to initiatives like ProTed and PROMO . Her work spans educational reform, curriculum design, and practice-based learning models, with interdisciplinary applications in pedagogy and medical education.
Sandra Elise Sekkouri is an Assistant Professor at the Department of Pedagogy, ICT and Learning at Østfold University College. She serves as a stage coordinator for second-year full-time and part-time kindergarten teacher education students. Education: MA in Kindergarten Pedagogy and Early Childhood Science (0-3 years), Østfold University College (2023) MA in Special Education, University of South-Eastern Norway (2015) BA in Early Childhood Education, University of South-Eastern Norway (2008) BA in Preschool Teacher, Honduras (1997) Research interests: Focused on digital practices in kindergarten , children's linguistic expressions , inclusion , and ethical/legal frameworks for technology use with children under three. Her work bridges pedagogy and digital citizenship, emphasizing children's agency. Recent publications analyze digital practices beyond screen time, ethical documentation in pedagogy, international curriculum comparisons, and children's contributions to technology-driven learning. She collaborates with regional competence programs like REKOMP and contributes to debates on professional digital competence standards. Professional activities include leadership roles in kindergarten teacher education and membership in the Toddler Science (0-3 years) research group. She has no listed scientific awards.
Jorun Christensen is a Senior Lecturer at the Department of Classical Music and Music Pedagogy at the University of Agder, Norway. She serves as the study program director for the bachelor's degree in classical performing music while maintaining practical teaching experience from primary and secondary schools. Christensen holds a 3-year teacher education from Agder Music Conservatory, specialized in instrumental pedagogy (piano), music major, general teacher competence, and English language training. Current role: Study program director, bachelor's in classical performing music Teaching areas: Aural training, music didactics, pedagogy Interdisciplinary focus: Arts integration in society, technology-enhanced learning Her research focuses on music education, ear training methodologies, and interdisciplinary collaborations between schools and cultural institutions. She combines practical experience with theoretical frameworks to connect didactic theories to real-world applications, particularly in primary education and specialist teacher training programs. Christensen's publications explore topics like genre-specific ear training (2017), iPad integration in music classrooms (2017), and singing's role in primary schools (2023). She has collaborated with Anne Haugland Balsnes on studies about classroom environment improvements through instrument training (2018) and primary school singing initiatives (2022). Her work emphasizes practical implementation of music pedagogy across diverse educational settings, including industrial environments and community projects.
Aline Alves-Wold is an Associate Professor in Educational Science at the University of Stavanger, affiliated with the Faculty of Arts and Education and the National Centre for Reading Education and Research. Her work focuses on improving literacy practices in schools through research-practice collaboration, particularly in early literacy and writing motivation. University: University of Stavanger School: Faculty of Arts and Education Department: National Centre for Reading Education and Research Email: aline.alves-wold@uis.no Room: OD B-2637 Her research centers on motivating reading and writing practices, especially for students who struggle with engagement. She has developed The ABCS of Writing Motivation , a framework identifying nine factors influencing student motivation, supported by practical examples for teachers. Her work also extends to discourse analysis, particularly the use of metaphors in political speeches by figures like George W. Bush and Barack Obama, with applications in language teaching. The recent publications show a strong trend in assessing writing motivation through systematic reviews and empirical studies with K–5 students. Her work combines educational psychology, literacy assessment, and teacher support tools, often using student self-reports and pictorial supports in measurement. She actively disseminates findings through academic journals, conferences, and teacher seminars. Scientific awards and honors are not mentioned in the provided text. She collaborates with teachers and researchers on projects like Tid for Lesing (Time to Read) and contributes to teacher competence development through networks such as the European Literacy Network (ELN) and DEKOMP. While no specific grants or advisees are listed, her extensive publication and outreach record indicates active research leadership and mentorship in literacy education. She is involved with the National Centre for Reading Education and Research, where she contributes to research, teacher training, and public outreach initiatives aimed at improving reading and writing instruction in Norwegian schools.
Pavel Zemliansky is a Professor at Oslo Metropolitan University (OsloMet), affiliated with the University Library OsloMet and its Research Support Services . His work bridges academic language practices and digital literacy within global educational contexts. Rhetorics Intercultural Rhetoric Online Learning Writing Studies Zemliansky’s research focuses on user-centered design in e-learning environments , emphasizing student engagement and effective writing instruction . His publications explore global academic publishing , faculty development programs , and cross-cultural communication in post-Soviet educational systems. Collaborative projects highlight sociomaterial approaches to teaching and learning, integrating digital tools into professional communication training. As part of the ADEPT research group (ADvanced hEalth intelligence and brain-insPired Technologies), Zemliansky contributes to interdisciplinary efforts in educational technology and digital literacy . His work spans online course design , academic English instruction , and pedagogical assessment frameworks, with applications in STEM education and virtual learning spaces .
Silvia Lizeth Tapia Tarifa is an Associate Professor in the Department of Informatics at the University of Oslo, specializing in formal methods for parallel and distributed systems. She serves as one of the principal investigators for the NFR SJM (Smart Journey Mining) project, which runs until 2026, and actively participates in Digital Twins research with a focus on GDPR-compliant data management. Her academic affiliations include the Reliable Systems research group and the Analytical Systems and Reasoning (ASR) group at the Department of Informatics. Professor Tapia Tarifa's research spans formal methods, concurrency theory, and distributed systems with particular emphasis on self-adaptive systems, semantics of concurrent languages, compositional reasoning about distributed system behavior, and formal modeling of resource usage. Her work bridges theoretical computer science with practical applications in digital twins, GDPR compliance, and resource management in distributed environments. She has made significant contributions to the ABS language framework and active object models for parallel and distributed computing. Her publication record shows a consistent focus on formal verification techniques applied to emerging challenges in distributed computing. Recent work demonstrates increasing attention to digital twins technology, user journey modeling, and privacy-preserving systems. The research trajectory reveals evolution from foundational work on concurrent language semantics toward applied research in self-adaptive systems and GDPR-compliant architectures, while maintaining strong theoretical underpinnings in formal methods. Young Research Talent grant from Research Council of Norway (2017), the only computer science grant in that call Fellow at United Nations University, International Institute for Software Technology (2007) Active participation in formal methods community as general chair, PC chair, and committee member Professor Tapia Tarifa has supervised PhD and master's students while teaching graduate-level courses. She has led significant research initiatives including the Analysis and Complex System Research Program at SIRIUS Center (ended 2023) and the EU MSCA-ITN REMARO project on Reliable AI for Marine Robotics (ended 2024). Her current research portfolio includes multiple active grants focused on digital twins, user journey analysis, and privacy-preserving distributed systems. She collaborates extensively with researchers across Europe through various EU-funded projects including FP7 ENVISAGE, FP7 FET UpScale, and FP7 FET HATS. Her research activities are centered around the ABS language framework and its applications to distributed systems verification. She maintains active collaborations through the SIRIUS Center and participates in the international formal methods community through conference organization and program committees.
Mikhail Barash is an Associate Professor at the Department of Informatics, University of Bergen. His research focuses on software language engineering, domain-specific languages (DSLs), and graphical user interface (GUI) frameworks. He explores innovative approaches to DSL design, including spreadsheet-based workbenches and reusable GUI structures. His work emphasizes user involvement in language standardization, such as in ECMAScript/JavaScript evolution. He also investigates formal methods for GUI abstraction and constraint-based systems. Barash collaborates with industry and academia, notably through the Magnolia programming language ecosystem and teaching experiences with JetBrains' MPS tooling. His contributions span over 20 peer-reviewed publications in top conferences like ACM SIGPLAN and IEEE. Key research areas include declarative GUI manipulation, language workbench democratization, and legacy grammar modernization. He has presented at venues such as the International Symposium on Formal Methods and contributes to frameworks like Event-B IDE development. His work bridges theoretical advances with practical tooling, aiming to make language engineering accessible to broader audiences.
