Thomas Vakili is a doctoral researcher at the Department of Computer and Systems Science , Stockholm University , affiliated with the Natural Language Processing Research Group . His work intersects language technology, artificial intelligence, and privacy protection , focusing on mitigating data leakage risks in large language models while maintaining utility. Education: MSc in Computer Science and Engineering (KTH Royal Institute of Technology) Research explores privacy-preserving NLP through techniques like pseudonymization and de-identification, with applications in clinical data and Swedish electronic health records . Recent projects include End-to-End Pseudonymization of BERT models and analysis of eponyms in clinical text . Publications in BMC Medical Informatics , LREC , and NoDaLiDa conferences address privacy risks , model utility , and cross-lingual NLP . He supervises bachelor's and master's theses and teaches courses in NLP , Internet Search Techniques , and Digital Business Strategies .
Anna-Maria Fjellman is a Senior Lecturer at the Department of Education and Special Education at the University of Gothenburg. Her research primarily focuses on school choice, school markets, segregation, marketization, educational privatization, and the consequences for equity in the Swedish educational system, with particular interest in the meaning of place for education. She works extensively with register data from the Gothenburg Longitudinal Database (GOLD). Her research interests span multiple interconnected areas including school choice systems, marketization of education, educational segregation patterns, rural education challenges, spatial analyses of educational systems, and the consequences of educational privatization. She employs quantitative methods and spatial analysis to examine how educational opportunities are distributed across different regions and demographic groups in Sweden. Her recent publications demonstrate a strong focus on analyzing trends in school segregation, particularly in urban school markets, with several 2023-2024 publications examining these patterns over time. Her work also extends into the field of countering violent extremism, exploring spatial patterns and institutional collaboration across Nordic societies. The research shows consistent engagement with critical questions about educational equity and the impact of market-oriented reforms on educational systems. She is actively involved in significant research projects including: School segregation in Sweden: Challenges, opportunities and interventions (SSIS), led by Kajsa Yang Hansen School, learning and mental health: determinants, consequences and prevention of school failure, led by Jan-Eric Gustafsson Previously, she has contributed to important projects such as FLECSLAB (Lifelong Learning Business Model), research on school and residential markets, studies on choice of upper secondary education among immigrant families, and Nordic Multiagency Approaches to Handling Extremism. Fjellman is affiliated with multiple research environments including FUR (Prerequisites, Education, and Outcomes), KRIT, and the Housing, Education and Segregation (BUS) research group, demonstrating her commitment to interdisciplinary collaboration and comprehensive educational research.
Stefan Bengtsson is a Senior Lecturer at Uppsala University's Department of Pedagogy, Didactics and Educational Sociology , specializing in environmental education, sustainable development, and speculative pedagogical theories. Research focuses on dark pedagogy, object-oriented didactics, and the philosophical dimensions of education in the Anthropocene. Key contributions include frameworks for emotionally sensitive climate change education and critiques of globalization in educational policy. Collaborates with international scholars in publications about controversial topics in sustainability education. Recent articles explore speculative realism, dark pedagogy, and T-learning in environmental education contexts. His work bridges critical theory, post-humanism, and practical curriculum design for sustainability. Notable collaborations include projects on constructive journalism for climate educators and decolonial eco-pedagogy.
Kjetil Falkenberg is an Associate Professor at KTH Royal Institute of Technology , affiliated with the Division of Media Technology and Interaction Design . He leads the Music For All thematic group and contributes to interdisciplinary research bridging music technology, accessibility, and rehabilitation. Education: Docent in Media Technology (Södertörn University, 2015), Pedagogy for Higher Education (KTH, 2014), Doctor of Technology in Speech and Music Communication (KTH, 2010), Master in Musicology (NTNU, 2000), Bachelor in Teacher Education (Høgskolen i Sør-Trøndelag, 1999) His research focuses on music technology for accessibility , sonification in rehabilitation , interactive sound installations , and inclusive music education . He develops systems for cochlear implant users, wheelchair training, and collaborative music-making for individuals with disabilities. Recent publications emphasize web-based audio tools , soundscapes in retail , and playful interaction design . He has co-chaired multiple international conferences and served on the jury for Utställningen Unga Forskare. Scientific Awards: Co-chair, Sound and Music Computing Conference (2023) Co-chair, International Sonification Workshop (2019) Co-chair, Sample Music Society Jury member, Utställningen Unga Forskare Kjetil supervises doctoral students in social robotics sonification , virtual acoustics , and music notation systems , alongside numerous master's and bachelor's projects in accessible design and sound technology.
Aron Henriksson is a Senior Lecturer and Associate Professor at the Department of Computer and Systems Sciences, Stockholm University. He co-leads the Natural Language Processing Research Group and contributes to the Learning Analytics and AI for Education Group , focusing on large language models, privacy, explainability, and domain adaptation across healthcare and education. His research integrates AI and NLP into critical domains, including Developing SweClinEval - the first Swedish clinical NLP benchmark Privacy-preserving techniques for LLMs using pseudonymization Multimodal prediction models for healthcare outcomes (e.g., COVID-19 mortality) Educational applications of retrieval-augmented generation Henriksson teaches courses in Big Data, AI management, NLP, and information retrieval. His work bridges technical innovation with practical implementation across EU-funded projects like Extreme Food Risk Analytics (EFRA) and clinical AI initiatives, emphasizing ethical AI deployment and data utility preservation.
Katarina Andreasen is an Associate Professor in Biology at Uppsala University's Department of Basic Biology within the Faculty of Science and Technology. As Education Coordinator, she leads communication training initiatives for biology students and supports curriculum integration of communication exercises. Since 2015, she has contributed to the Faculty's University Pedagogical Council, driving institutional pedagogical development. Her academic foundation includes a 1997 PhD in Biology focusing on Ixoroideae phylogeny within Rubiaceae. This doctoral work established her expertise in molecular systematics that would later inform both her botanical and educational research. Dr. Andreasen's research uniquely bridges two critical domains: higher education pedagogy and botanical systematics. In pedagogy, she pioneers active learning methodologies, teacher development frameworks, and scientific communication training. Her botanical work employs advanced genetic techniques to resolve evolutionary questions in plant families like Malvaceae and Asteraceae, with landmark studies on Linnaean specimens and conservation genetics. This dual expertise enables transformative contributions to both scientific discovery and educational practice. Publication analysis reveals a strategic evolution from botanical systematics (1995-2014) toward educational research (2018-2024). Early work established taxonomic frameworks using molecular markers, while recent studies address urgent challenges in teacher training and active learning implementation. The botanical publications frequently resolve historical classification problems, whereas educational research develops evidence-based frameworks for university teaching. As Education Coordinator, Dr. Andreasen mentors students in scientific communication and has redesigned course structures to integrate presentation skills and writing development. Her leadership in the University Pedagogical Council demonstrates sustained commitment to elevating teaching standards across the faculty, though specific grant details remain undisclosed in available sources. She actively shapes educational policy through the Faculty of Science and Technology's University Pedagogical Council, collaborating with institutional leaders to implement data-driven teaching innovations. Her dual expertise in botanical research and pedagogy creates unique synergies in developing science communication curricula.
Katja de Vries is a Senior Lecturer in Public Law at Uppsala University's Department of Law and affiliated with the Institute of Legal Informatics (SU). Her work bridges legal scholarship with technological innovation, focusing on the societal implications of artificial intelligence within European regulatory frameworks. Dr. de Vries holds a doctorate in law (Jur. dr.) and has developed an interdisciplinary research profile centered on the legal dimensions of emerging technologies. Her academic trajectory demonstrates consistent engagement with the evolving relationship between law and computational systems since her early work on profiling algorithms (2009-2010). Her research program critically examines AI's impact on fundamental rights, with current emphasis on AI-created data and voices. She leads the Swedish Research Council-funded VOICE project (2025-2030) investigating legal and societal perspectives of synthetic speech. Key thematic clusters include algorithmic transparency (counterfactual explanations in ADM systems), data governance (synthetic data and European data commons), and regulatory responses to AI (EU AI Act implementation, digital right to repair). Her scholarship uniquely combines doctrinal legal analysis with insights from computer science, ethics, and social theory. Analysis of her 15 most recent publications reveals intensifying focus on practical regulatory challenges in EU digital policy, particularly regarding AI-generated content and sustainable technology. Her work demonstrates methodological evolution from theoretical explorations of profiling (2010) toward solution-oriented research addressing contemporary legislative gaps, while maintaining critical theoretical engagement with legal personhood and algorithmic power structures. Scientific Awards: No awards were documented in the source materials. Dr. de Vries directs the VOICE research environment (Swedish Research Council 2025-2030), which examines legal frameworks for AI-generated voices through interdisciplinary collaboration. She previously contributed to EU projects including USEMP (User Empowerment for Enhanced Online Presence Management). Her policy impact is evidenced through formal opinions like the 2023 Uppsala Law Faculty statement on the EU repair directive, demonstrating translation of academic research into legislative discourse. She maintains active collaboration with researchers across computer science, social sciences, and humanities. The VOICE initiative represents her primary research infrastructure, assembling legal scholars, technologists, and social scientists to study AI voice synthesis implications. This environment facilitates her distinctive approach to technology regulation that prioritizes societal values alongside technical feasibility, particularly regarding embodiment in synthetic media and legal personhood questions emerging from creative AI applications.
Carl Cederberg is an Associate Professor at Södertörn University, working within the Department of Culture and Learning in the School for Culture and Education. He is actively engaged with the Center for Practical Knowledge (CPK), where he teaches specialized courses, Teacher Training, Police Training, and Philosophy. As the director of studies for the doctoral program in the theory of practical knowledge, he plays a significant leadership role in academic training. His academic background is firmly rooted in philosophy, with a 2010 doctoral dissertation titled Resaying the Human. Levinas Beyond Humanism and Antihumanism . Cederberg's research primarily draws from classical and continental philosophy traditions, applying these perspectives to ethical and political theory as well as professional research. Cederberg's scholarly work demonstrates consistent thematic development across his publications. His research trajectory shows evolution from foundational work on Levinas's philosophy toward broader examinations of European identity, welfare systems, and practical knowledge in professional contexts. His publications reveal a sustained engagement with questions of ethics, political theory, and the philosophical underpinnings of professional practice in contemporary society. Cederberg has made significant contributions through edited volumes including Europe Faces Europe: Narratives from Its Eastern Half (2017), Yrkesmänniskan i den kapitaliserade välfärden (2019), and Exploring Practical Knowledge: Life-World Studies of Professionals in Education and Research (2023), demonstrating his leadership in collaborative academic projects. In addition to his book publications, Cederberg has directed research projects such as 'Dialog som styrning i samhällsutvecklarrollen' (2020), a preliminary study conducted with the Swedish Transport Administration, examining dialogue's role in public sector governance. His work bridges theoretical philosophy with practical applications in public administration and professional contexts.
Andreas Jemstedt is a Senior Lecturer and Associate Professor (docent) in Education at Stockholm University , affiliated with the Department of Education and the Higher Education Learning Practices (HELP) research group. His work bridges cognitive science and educational practice. Research Interests: Metacognition and self-regulated learning Memory acquisition and forgetting prevention Technology-enhanced learning and AI in education Second language acquisition in migration contexts Impact of sleep deprivation on cognitive performance Key Contributions: Developed Pure Question-Based Learning frameworks Created Two-Page Study Manual intervention Investigated psychological/social factors in language proficiency Explored metacognitive monitoring in sleep-deprived states
Daniel Bosk is a Lecturer in the Department of Theoretical Computer Science at the School of Electrical Engineering and Computer Science, Royal Institute of Technology (KTH) since 2020. Previously, he served as a university lecturer in computer engineering at Mid Sweden University, Sundsvall from 2011. Dr. Bosk's research spans two interconnected domains: computer security with focus on democracy-promoting technologies, privacy-enhancing systems, anonymous credentials, and secure communication protocols; and computer science education with emphasis on e-learning methodologies, question-based learning approaches, and adaptations to remote teaching environments. His work on "pure question-based learning" represents a significant contribution to educational innovation in technical fields. Analysis of his publication record reveals a consistent trajectory examining both technical security solutions and their educational applications. His security research investigates practical implementations of privacy technologies in social contexts, while his educational research analyzes student behavior patterns, error management in programming, and effective remote teaching methodologies. This dual focus is reflected in his teaching of courses like "The Role of the Cybersecurity Engineer in Society" which bridges technical knowledge with social implications. Dr. Bosk teaches across a comprehensive range of computer science courses at KTH including Algorithms and Data Structures, Programming Technologies, Applied Cryptography, and Scientific Theory and Scientific Methodology in Cybersecurity, serving in multiple capacities as teacher, examiner, course coordinator, and course manager. His extensive experience with distance learning since 2011 has positioned him as a specialist in adapting computer science education to various delivery formats.
Per Adman is a Senior Lecturer at Uppsala University's Department of Political Science, where he conducts research and teaching in political science. His academic career spans two decades since earning his PhD in 2004, with promotion to Associate Professor in 2010. Based at Östra Ågatan 19 in Uppsala, he maintains an active research profile with recent publications appearing through 2024 in top political science journals. Adman earned his PhD in 2004 and achieved Associate Professor status in 2010 at Uppsala University. His academic trajectory reflects deep engagement with Swedish political institutions while maintaining international scholarly connections through publications in English-language journals and collaborations with researchers across Europe and North America. His research centers on political participation, discrimination, and integration processes within democratic societies, with particular focus on Sweden's multicultural context. Adman employs rigorous experimental methodologies to investigate ethnic discrimination in public services, political representation, and welfare state institutions. His work on climate activism explores youth engagement in political processes, while his immigration studies examine trust, tolerance, and political learning among immigrant populations. This empirical approach combines survey research, field experiments, and textual analysis to address fundamental questions about democratic functioning in diverse societies. Analysis of Adman's 15 most recent publications reveals consistent methodological sophistication with emphasis on experimental designs (field and survey experiments) applied to discrimination research. His work bridges political behavior, public policy, and immigration studies, with strong regional focus on Scandinavian welfare states but increasingly incorporating comparative perspectives. The publications demonstrate evolving research interests from traditional political participation studies toward contemporary issues like climate migration and marketization of welfare services. While no specific scientific awards are mentioned in the available documentation, Adman's research has garnered significant attention with multiple publications referenced in policy documents and picked up by news outlets. His 2024 article on discrimination in school administration was noted by 7 X users and appeared on 2 Facebook pages, while his climate migration research attracted policy attention and academic discussion across multiple platforms. Adman frequently collaborates with researchers like Jonas Larsson Taghizadeh, Per Strömblad, and international scholars including Nazita Lajevardi and Deborah Seligsohn. His recent work suggests involvement in research projects examining discrimination in educational settings and climate migration attitudes, though specific grant information isn't detailed in the provided text. He appears to supervise research assistants and junior colleagues given his role as principal investigator on several field experiments.
Dimitri Coelho Mollo is an Assistant Professor in the Department of Historical, Philosophical and Religious Studies at Umeå University, Sweden. He specializes in Philosophy of Artificial Intelligence and Cognitive Science, with additional interests in Philosophy of Science, Philosophy of Biology, and Ethics of AI. Mollo also serves as an external Principal Investigator at the Science of Intelligence Cluster in Berlin and coordinates the BA in Philosophy and AI program at Umeå University. His research focuses on foundational and epistemological issues in Artificial Intelligence and cognitive sciences, particularly examining concepts of representation, computation, and intelligence. He investigates how AI systems understand and process information, with special attention to large language models and their implications for philosophical theories of mind. His work often bridges technical AI developments with broader philosophical questions about intelligence, cognition, and meaning. Mollo's recent publications demonstrate a clear trajectory from foundational questions about cognitive representation to contemporary AI ethics concerns. He has increasingly focused on the philosophical implications of large language models, examining issues like the vector grounding problem, AI alignment limitations, and the impact of AI mimicry on human dignity. His work shows strong interdisciplinary connections between philosophy, cognitive science, and computer science. Mollo is actively involved in several research initiatives, including the Umeå Centre for Transdisciplinary AI (TAIGA), where he coordinates the focus area 'Understanding (and explaining) AI.' He is also the host of 'Punching Cards,' a podcast about intelligent systems produced by the Science of Intelligence Cluster, demonstrating his commitment to public engagement and scientific communication.
Simon Ceder is an Associate Professor in Education at Konstfack, University of Arts, Crafts and Design, where he is affiliated with the Department of Art and Craft Education. He teaches courses on education and research methodology while maintaining an active research program focused on posthumanist theory and its applications in educational contexts. Dr. Ceder's research primarily explores two interconnected areas: sexuality education in Swedish schools and knowledge production about human evolution in museum settings. His major ongoing projects include 'Co-created sex and cohabitation education,' funded by the Swedish Research Council (2021-2024), which examines interdisciplinary approaches to sexuality education in primary schools, and 'Man exposed – knowledge production on human evolution at natural history museums,' which investigates how visual and material representations shape public understanding of human evolution. His scholarly work demonstrates a consistent application of posthumanist and new materialist theoretical frameworks to educational questions, particularly focusing on how knowledge is produced, embodied, and enacted in educational settings. Recent publications reveal a growing emphasis on participatory methodologies, embodied learning approaches, and the material dimensions of educational practices. His research often bridges theoretical innovation with practical implications for teaching and curriculum development in sensitive subject areas. Nordic Educational Research Association (NERA) network coordinator for Post-approaches to Education Coordinator for Educational Science Network for Sexuality and Relations (UnSeR) Assistant supervisor for doctoral students at multiple Swedish universities Dr. Ceder has secured research funding from the Swedish Research Council and collaborates with institutions including Linköping University (LiU), the Swedish School of Sport and Health Sciences (GIH), and Dalarna University. His work has significant implications for educators seeking to develop more inclusive, embodied, and materially responsive approaches to teaching, particularly in areas like sexuality education where traditional approaches often struggle with complex value questions.
Peter Nilsson is a Professor of Economics at the Institute for International Economic Studies (IIES) at Stockholm University, a Visiting Professor at Linnaeus University, and a research fellow at IFAU, the Uppsala Center for Labor Studies, and CESifo in Munich. His research focuses on labor, health, and environmental economics, with particular expertise in using natural experiments to examine causal relationships between policy interventions and individual outcomes across the lifespan. Nilsson's research program spans three interconnected domains. His labor economics work investigates unemployment insurance design, corporate governance, and workplace behavior dynamics, with significant contributions to understanding optimal benefit timing and risk-based selection in social insurance. In health economics , he has conducted groundbreaking research on early-life exposures, including studies on lead exposure effects, prenatal alcohol exposure consequences, and air pollution impacts on child development. His environmental economics research examines transportation policy effects on air quality and public health, demonstrating how congestion pricing can reduce pollution and improve child health outcomes. Analysis of Nilsson's publication trajectory reveals a methodological consistency in leveraging administrative data and natural experiments to address policy-relevant questions. His recent work shows increasing integration of big data approaches with traditional economic analysis, particularly through his affiliation with the Linnaeus University Centre for Equality of Opportunity and Big Data Policy Analysis. A notable trend is his growing focus on environmental health economics, connecting transportation policy with health outcomes through rigorous causal identification. Associate Editor, Economic Journal (since October 2021) Contributor to Swedish Corona Commission's second interim report Testimony provider for Connecticut HB-5045 on lead exposure reduction Nilsson maintains active research collaborations across institutions, evidenced by his multi-institutional co-authorships. His policy engagement extends beyond traditional academic work, with direct contributions to governmental policy discussions on environmental health and social insurance design. He has developed frameworks for evaluating second-best optimal policies, as demonstrated in his recent work on road pricing with vehicle exemptions. Nilsson leads research within the Linnaeus University Centre for Equality of Opportunity and Big Data Policy Analysis, which conducts cutting-edge research using large-scale administrative data to examine equality of opportunity. His work environment supports interdisciplinary collaboration between economists, data scientists, and policy analysts focused on translating research findings into actionable policy recommendations.
Anna-Karin Wyndhamn is a Lecturer in the Department of Education and Special Education at the University of Gothenburg. She serves as the Departmental equal opportunities officer, focusing on equality and equal opportunities issues within higher education. Her research centers on critical examination of educational practices, with particular emphasis on the tensions between value transfer and critical thinking in educational settings. Her work employs ethnographic methodologies to explore how subject positions are constructed for students with limited scope for criticism and questioning. Analysis of her publications reveals consistent engagement with themes of power structures in academia, gender equality in educational institutions, and the sociological dimensions of teaching and learning. Her research demonstrates a strong commitment to examining how social relations and institutional frameworks shape educational experiences and outcomes. As an active member of the academic community at Gothenburg, she contributes significantly to discussions around equality, critical pedagogy, and the philosophical foundations of education. Her work bridges theoretical analysis with practical implications for educational reform and policy development.
