Jens Edlund is a Professor at KTH Royal Institute of Technology's Division of Speech, Music and Hearing. His research focuses on speech technology, dialogue systems, prosody, and evolutionary phonetics. He has contributed to foundational work on speech synthesis, conversational interaction, and multimodal corpora like the D64 corpus. Key projects include the MonAMI Reminder system and analysis of primate vocalizations to understand speech evolution. Edlund has collaborated extensively with global researchers, producing over 150 peer-reviewed works. His work integrates computational methods with linguistic and biological insights, emphasizing human-like dialogue systems and cross-species vocal analysis. Education: Ph.D. in Speech Technology (2011, KTH) Grants: Multiple EU and Swedish Research Council grants for speech technology and interdisciplinary studies Research labs include the KTH Speech, Music and Hearing Lab and collaborations with institutions like Max Planck Institute for Evolutionary Anthropology. Current work explores evolutionary origins of speech biomechanics and AI-driven speech synthesis evaluation.
Magnus Dahlstedt is Professor of Social Work at Linköping University's Department of Culture and Society (IKOS) since 2019, previously holding the same position at ISV (Institution for Social and Welfare Studies) from 2015-2019. He has been responsible for the research environment and doctoral education in Social Work at Linköping University from 2016 to 2023. His academic journey began with a PhD in Ethnicity from Linköping University in 2005, followed by becoming a docent (associate professor) in 2009 and a biträdande professor (associate professor) in 2014 before achieving full professorship in 2015. Dahlstedt's research centers on citizenship formation in contemporary society shaped by welfare policy transformations and international migration. His work examines how citizenship is concretely formed in segregated urban environments, focusing particularly on the gap between formal rights and substantive living conditions. He investigates social pedagogical efforts across public policy, education, and the non-profit sector, with special attention to vulnerable groups including young people with foreign backgrounds in urban peripheries. His methodological approach is interdisciplinary, grounded in critical power analysis, discourse analysis, and ideological critique, often involving cross-disciplinary research collaborations. His recent publications reveal consistent thematic focus on migration, social inclusion, and urban segregation, with particular emphasis on how sports can serve as tools for social purposes in marginalized communities. The research shows increasing attention to longitudinal studies of migrants' trajectories and the role of different educational contexts (high school, folk high schools, study associations) in integration processes. Dahlstedt's work demonstrates strong policy relevance, with findings frequently presented in government agency reports and informing public debate on segregation and inclusion. Researcher at Center for Community Strategies Research (2018-2021) Member of Mimerrådet, National Program for Folk Education Research (since 2014) Department Head at Remeso, Linköping University (2012-2015) Dahlstedt actively contributes to public discourse through media appearances, public lectures, and alternative writing projects including the anthology 'Brandtal' (2023) and 'Hårdare kan ingen vara' (2023), while preparing 'En professors dagbok' for publication in fall 2024. His research is funded by multiple agencies including Vetenskapsrådet, Norrköping Research and Development Fund, and the Swedish Crime Prevention Council.
Pontus Johnson is a Professor at the KTH Royal Institute of Technology in Stockholm, Sweden. He leads the Center for Cyber Defense and Information Security (collaborating with Swedish Armed Forces, FRA, MSB, FOI, FHS) and serves as vice director of Cybercampus Sweden since 2024. His research focuses on cybersecurity , enterprise architecture analysis , and probabilistic threat modeling , particularly through his development of the Meta Attack Language (MAL) for simulating cyber attacks on networked systems. Education: MSc in Computer Science, Lund Institute of Technology (1997) PhD in Computer Science, KTH (2002) Docent title, KTH (2007) Leadership Roles: Director, Center for Cyber Defense and Information Security (2013–present) Vice Director, Cybercampus Sweden (2024–present) Board Member, Swedish Research Council (2025–present) Deputy Chair, Swedish Royal Academy of Engineering Sciences (IVA) Board (2024–present) His work spans cybersecurity research , attack simulation methodologies , and enterprise architecture frameworks . He has developed tools like securiCAD (acquired by Google) and pwnPr3d for probabilistic threat modeling. His 15 most recent publications highlight advancements in graph-based attack simulations , automated security assessments , and AI applications in cyber defense . Scientific recognition includes: Listed among Tech Awards Sweden's 50 Most Influential People in Swedish Tech (2022, 2023) Discovery of vulnerability in the Universal Turing Machine (2021) He supervises 16 PhD students and alumni (2005–2024), including Simon Gökstorp , Jakob Nyberg , and Sotirios Katsikeas . His academic service includes over 50 program committee roles and leadership positions in international conferences. He contributes to both academic and public domains through media appearances (SVT, Aftonbladet), courses in ethical hacking , and industry collaboration via his role at Google (20% of his time). His research group Software Systems Architecture and Security (SSAS) focuses on predictive security frameworks and system-of-systems analysis.
Mattias Heldner is Professor of Phonetics and Head of Department at the Department of Linguistics, Stockholm University. He also serves as Director of the Phonetics Laboratory where he has developed advanced recording facilities for breathing movements and voice quality dynamics in conversation. Dr. Heldner received his PhD in Phonetics from Umeå University in 2002, completed a postdoc at TeliaSonera Sweden in 2005, became Docent in Speech Communication at KTH Royal Institute of Technology in 2007, and was appointed Professor in Phonetics at Stockholm University in 2011. His research focuses on communicative behavior relevant for turn-taking in conversation and signaling of prosodic functions such as prominence and boundaries. His work spans multiple dimensions of speech communication, including: Respiratory patterns and their role in conversation flow Voice quality dynamics as turn-taking cues Prosodic functions in spontaneous speech Physiological constraints in verbal communication Acoustic properties of child speech development Neural correlates of lexical stress Dr. Heldner's recent publications demonstrate how respiratory signals provide crucial information for predicting speech activity and managing turn-taking. His research combines physiological measurements with acoustic analysis to uncover hidden aspects of conversational organization, particularly the relationship between breathing patterns and speech timing. As an educator, Dr. Heldner has taught phonetics courses for Speech and Language Pathology students at Karolinska Institutet, University of Gothenburg, and Umeå University. He currently supervises one PhD student and has successfully supervised two PhD theses to completion. Dr. Heldner has held several Swedish research grants and served as one of the Technical Program Chairs for Interspeech 2017 in Stockholm. His Phonetics Laboratory has developed innovative systems like RespTrack for measuring respiratory movements during speech with high experimental control.
Dr. Catrin Lundström is an Assistant Professor of Ethnicity and Migration at the Department of Migration, Ethnicity and Society (REMESO) within the Department of Culture and Society (IKOS) at Linköping University's Faculty of Philosophy. Her research focuses on the intersection of migration, whiteness, and gender, examining how Swedish women experience transnational migration and return migration processes. Dr. Lundström received her PhD in Sociology from Uppsala University in 2007 and became an Associate Professor (Docent) in Sociology there in 2011. Her academic journey includes teaching and research positions at multiple Swedish institutions including Uppsala University, Stockholm University, Mälardalen University, Södertörn University, Umeå University, and Linköping University. She has also been a visiting researcher at the University of Arizona and the University of California. Dr. Lundström's research centers on whiteness as both a place-bound and transnational construction. She challenges conventional migration studies by focusing on privileged Swedish women migrants, developing the concept of 'white capital' to understand how whiteness functions as transferable cultural capital across national borders. Her work examines how racial privilege, gender, and class intersect in migration experiences, particularly among women who migrate for lifestyle, companionship, or professional reasons. Her recent publications demonstrate an expanding focus on the relationship between race, whiteness, and educational systems in Sweden, as well as critical examinations of contemporary political debates through the lens of critical race theory. Lundström's work increasingly addresses how colorblind discourse operates in Swedish society while simultaneously exploring the politics of national identity in a globalized world. Dr. Lundström has led significant research projects including: 'White Migrations: Gender, Whiteness and Privilege in Transnational Migration' (2014) 'Tre faser av hegemonisk vithet' (Three Phases of Hegemonic Whiteness) with Tobias Hübinette 'Att återintegrera svenskheten' (Reintegrating Swedishness) on returning Swedish migrant women, funded by the Swedish Research Council Her research has been supported by organizations including the Sweden-America Foundation and the Swedish Research Council. Dr. Lundström is actively involved in several academic networks: IMISCOE Standing Committee on Gender, Migration and Transnational Lives White Spaces Network at Leeds University Lifestyle Migration Hub, an international network of researchers studying lifestyle migration She regularly lectures within and outside academia, both in Sweden and internationally, and has received significant media attention for her research on school segregation, colorblind language, and gender equality in migration contexts.
Michael Felsberg is a Professor and Head of Division at the Department of Electrical Engineering (ISY) at Linköping University, leading the Computer Vision Laboratory (CVL). His research focuses on artificial visual systems (AVS), including 3D computer vision, computational imaging, object tracking, and autonomous systems. He emphasizes HVS-inspired approaches to bridge the gap between human and machine vision capabilities. Notable achievements include over 20,000 citations (h-index 47), leadership roles in the Wallenberg AI, Autonomous Systems and Software Program (WASP), and recognition as Sweden’s top AI researcher by Vinnova. His work spans academic contributions, industry collaborations, and interdisciplinary projects like climate science applications of machine learning. Positions : WASP Executive Committee Member, WASP Area Cluster Leader for Machine Learning, and Vice-Head of Department (Electrical Engineering). Education : Extensive academic background in electrical engineering and computer vision (details not explicitly stated). Research trends in his articles reflect advancements in autonomous systems, multimodal AI, and robust vision models. His teams address challenges like object tracking, generative models for 3D simulation, and culturally diverse AI systems. Awards : Tracking Challenge Winner (OpenCV, 2015) Best Paper Awards (ICPR 2016, VISAPP 2021) Vinnova’s Highest-Ranked Swedish AI Researcher (2018) He advises numerous PhD students and oversees grants in WASP-funded initiatives. CVL collaborates on projects like disaster-response robotics and Berzelius supercomputer utilization for AI.
Senior Lecturer Christoffer Dahl is a faculty member at Kristianstad University within the Faculty of Teacher Education and the Department of Subject Teacher Education . He specializes in Swedish with a didactic focus and is an active member of the Learning in Language and Literature (LiLL) research group. Since 2015, he has contributed significantly to both teaching and research in literature education, particularly in the areas of textbook analysis, multimodal discourse, and literary didactics. Research Focus: Theoretical and methodological intersections between linguistics , literary studies , and didactics Reception theory, genre theory, and discourse analysis in educational contexts Multimodal analysis of literature textbooks Comparative Nordic textbook studies (Denmark, Norway, Sweden) Intersectionality in literature education His current major project is a comparative study that builds on his doctoral thesis, Litteraturstudiets legitimeringar , analyzing how Nordic literature textbooks legitimize the study of literature through writing and images, with a focus on intersectionality. Teaching & Collaboration: Christoffer teaches text analysis and children's literature . He has collaborated since 2013 with Mikael Nordenfors (University of Gothenburg) on the Swedish National Agency for Education’s website, contributing to the SMDI network (Swedish with a didactic orientation). Supervision & Academic Service: Supervised 75 student works Active peer reviewer for journals and publishers (e.g., Routledge, Taylor & Francis) Organizer and participant in multiple academic conferences and workshops Consultant and expert reviewer for educational agencies
Elisabet Langmann serves as Associate Professor and Department Head at Södertörn University, Sweden, specializing in Teacher Training with research bridging educational philosophy and classroom practice. Her work critically examines ethical dimensions of schooling and democratic values implementation. Langmann holds a PhD in Educational Philosophy from Örebro University (2013), where her dissertation explored pedagogical approaches to teaching tolerance while avoiding student marginalization. Her academic journey reflects deep engagement with continental philosophy and didactic theory. Her research centers on ambiguities in democratic values (tolerance, justice, responsibility) and their classroom implications, investigating how value conflicts manifest and how supportive teaching climates emerge. Methodologically, she integrates empirical classroom observations with philosophical analysis, drawing from phenomenology and critical theory to examine sensory, affective, and ethical dimensions of learning environments. Analysis of her 2021-2025 publications reveals three evolving trajectories: sustainability education exploring climate change pedagogy; sensory-phenomenological approaches to classroom climate; and continued refinement of tolerance education frameworks. These strands converge in examining how affective dissonance and bodily experiences shape ethical learning. Langmann actively secures research funding including two Swedish Research Council projects (2020-2023): as project leader for "Forms of Upbringing" investigating bodily dimensions in value conflict resolution, and as co-investigator in "How can schools reduce unequal educational opportunities?" examining school culture in disadvantaged areas. She mentors junior researchers through international networks rather than formal student supervision. She contributes significantly to academic infrastructure as board member of the Nordic Society of Philosophy of Education, co-convenor for NERA/EERA educational philosophy networks, and peer reviewer for 12+ journals including Studies in Philosophy and Education. Her leadership extends to international research collectives like PEDST and SCAPE, focusing on democratic sustainability transitions and cultural conflicts in education.
Sven Bölte is a Professor at Karolinska Institutet where he leads the research group focused on Autism, ADHD and other developmental neurological conditions as part of the Center for Neurodevelopmental Disorders (KIND). His work bridges clinical research, education, and practical implementation of evidence-based approaches for neurodevelopmental conditions. Professor Bölte's research spans multiple domains within neurodevelopmental disorders, with particular emphasis on implementing the International Classification of Functioning, Disability and Health (ICF) Core Sets for autism and ADHD using digital solutions. His group has developed and evaluated social skills training programs (KONTAKT, SKOLKONTAKT, iKONTAKT) for autistic children and adolescents, conducted twin research through the Roots of Autism and ADHD Twin Study in Sweden (RATSS), and advanced diagnostic instruments for autism, ADHD, social cognition, and adaptive behavior. His recent publications reveal a strong focus on translating research into practice, with significant work on strengths-based approaches, social inclusion, neurodiversity-affirmative assessment, and the development of practical tools for clinicians and educators. The research demonstrates increasing attention to adult experiences of autism, cross-cultural validation of interventions, and the integration of digital technology in assessment and intervention. Bölte's group also delivers extensive educational components for professionals through KI-Utbildning (Assignment Education), making it one of the largest providers of training on diagnosis and support for individuals with developmental neurological conditions within Karolinska Institutet. His work frequently addresses policy implications, as evidenced by participation in Swedish parliamentary discussions about autism and ADHD.
Susan Sayehli is an Associate Professor at the Department of Swedish Language and Multilingualism , Stockholm University. She specializes in psycholinguistics and second language acquisition, with a focus on crosslinguistic influence and morphosyntactic processing. Research Interests: Neurocognitive aspects of language learning Focus intonation development in Swedish children Policy impact on SFL (Spanish/French/German) education ERP and eye-tracking methodologies for language processing Urban-rural educational disparities in language programs Current Projects: TAL – Alignment study on oral proficiency in Swedish schools Att lära sig fokusera – Intonation perception in Stockholm/Skåne children Prior Projects: SWOP2 – Swedish word order processing in L2 learners PSUII – Precursors of sign use in intersubjectivity
Fredrik Fällman is a Senior Lecturer at the Department of Languages and Literatures, University of Gothenburg. His academic background includes a PhD from Stockholm University (2004) and extensive research in China, including visiting roles at the Chinese Academy of Social Sciences and Renmin University of China. He has held adjunct positions, such as Distinguished Adjunct Researcher at Renmin University (2010-2014), and served as co-ordinator at the Nordic Confucius Institute in Stockholm (2005-2006). His research focuses on religion in modern China, propaganda language, and cultural exchange between China and the West. Notable interests include the role of Christian communities among Chinese intellectuals, Uyghur cultural history, and the sinicization of religious practices. He has published widely on topics ranging from missionary history to contemporary religious policies. Fällman teaches Chinese language, history, and cultural studies at all academic levels. He has been recognized as a Member of The Royal Society of Arts and Sciences in Gothenburg (2022). His work often bridges historical analysis with contemporary socio-political dynamics, including panel discussions on Hong Kong and invited lectures at institutions like SOAS, University of London.
Anja Kraus is a Professor in Arts and Culture Education at Stockholm University, Department of Teaching and Learning. She has held academic positions at the University of Education Ludwigsburg (2003-2013), Linnaeus University Växjö (2013-2019), and joined Stockholm University in 2018. Her academic journey began with studies in Philosophy and Educational Sciences at Free University Berlin and Arts Education at the University of the Arts Berlin, Germany. Her research focuses on Pedagogical Anthropology, with special emphasis on tacit knowledge, corporeality, aesthetic education, and multimodal learning. She has developed systematic approaches to understanding tacit knowing in educational contexts, particularly examining how corporeality, aesthetic learning, and inclusivity function in schools. Her work bridges phenomenological, ethnographical, and body-phenomenological approaches with practical educational applications. She has made significant contributions to understanding how materiality, performativity, and imaginaries shape educational practices. Her recent publications reveal strong trends in embodiment studies, with particular attention to kinesthetic learning, spatial pedagogy, and the relationship between aesthetics and sustainability. Her work increasingly explores educational practices within the Anthropocene context, examining how arts education can address environmental concerns through embodied approaches. The recurring theme across her publications is the exploration of how tacit knowledge manifests in educational settings and how this understanding can transform teaching practices. As head convenor of the international scientific network 'Tacit Dimensions of Pedagogy,' she has organized numerous workshops and conferences addressing pedagogical terminologies across languages. Her collaborative projects span Scandinavia, Europe, Asia, and North and South America, demonstrating her commitment to transcultural approaches in educational research. Her teaching spans multiple languages (German, English, Swedish, Spanish) and covers diverse areas including Classroom Education, Cultural and Media Education, Sciences of Bildung, Elementary Education, and Vocational Training. Her pedagogical approach emphasizes practice-oriented competence, inclusive school development, and aesthetic learning environments with a comparative perspective.
Mads Dam is a Professor in Teleinformatics at the School of Computer Science and Communication at Kungliga Tekniska Högskolan (KTH), where he heads the Department of Theoretical Computer Science. His research focuses on computer security, formal methods, and program logics, with particular emphasis on the formal modeling and verification of low-level hardware and software execution platforms for security and application isolation. His educational background includes: PhD in Computer Science from the University of Edinburgh (1990) MSc in Computer Engineering from Aalborg University, Denmark BSc in Information Technology from Aalborg University, Denmark Mads Dam's research interests center on computer security, formal methods, and program logics. His current work focuses on the formal modeling and verification of low-level hardware and software execution platforms such as hypervisors and OS kernels and their underlying hardware. He has made significant contributions to information flow security, verification of microarchitectural systems, and network programming language security. His research bridges theoretical foundations with practical security applications. His recent publications show a strong trend toward verifying low-level systems, with a focus on information flow security for processors, network programming languages (particularly P4), and microarchitectural vulnerabilities. His work combines formal methods with practical security concerns, developing verification techniques that address real-world security challenges in hardware and software systems. The research spans theoretical foundations in temporal and epistemic logics to practical applications in network security and processor verification. His scientific awards and recognition include: Two framework grants from the Swedish Foundation for Strategic Research A junior individual grant from the Swedish Foundation for Strategic Research Project grants and a five-year research fellowship from the Swedish Research Council (VR) Project grants from Ericsson, Microsoft Research, US Air Force, and Vinnova (the Swedish Innovation Agency) Mads Dam has been a principal investigator on numerous research projects and has supervised many graduate students. He has been a partner in several European projects including HATS, S3MS, VerifiCard, LOMAPS, and UaESMC. His research has been supported by substantial grants from major funding bodies, reflecting the significance and impact of his work in computer security and formal methods. He is a founding member of several research centers at KTH, including Access, the CASTOR software research center, and the CDIS center for cyber defense and information security. These centers bring together researchers from multiple disciplines to address complex challenges in cybersecurity and software engineering.
Lucas Gottzén is a Professor at the Department of Child and Youth Studies, Stockholm University. His research focuses on masculinity, youth studies, affect theory, and extremism, with a particular interest in how these intersect with violence and gender dynamics. He has contributed to understanding radicalization pathways in online spaces, the role of masculinity in intimate partner violence, and the cultural politics of fatherhood in Swedish society. Research interests include ecofascist visual communication, vulnerability and identity politics in digital subcultures, and the sociological analysis of pornography debates. His work often bridges theory and practice, addressing issues of gender equality and violence prevention through innovative methodological approaches. Key publications examine themes such as the 'red pill' phenomenon, affective dimensions of masculinity, and the paradoxes of Sweden's gender-equality reputation alongside high rates of sexual violence. He has collaborated on evaluations of violence prevention programs and authored critical analyses of media representations of fatherhood and youth.
Simo Vehmas is Professor of Special Education at Stockholm University's Department of Special Education. He is currently on research leave for the academic year 2024-2025 at the Paris Institute for Advanced Study, with plans to resume departmental activities from July 2025. His academic work spans theoretical and empirical approaches to disability studies, with particular focus on profound intellectual and multiple disabilities. Professor Vehmas's research interests center on theoretical and ethical issues related to disability, examining the ontological formation as well as the moral and political significance of disability. His work bridges philosophical inquiry with practical educational concerns, particularly regarding persons with profound intellectual and multiple disabilities. Recent publications demonstrate his commitment to exploring the intersection of language, identity, and rights within disability contexts. His scholarship engages deeply with questions of personhood, moral status, and the social construction of disability, while also addressing practical implications for education and policy. Analysis of Vehmas's recent publications reveals a consistent thematic trajectory exploring the philosophical foundations of disability while increasingly incorporating empirical research methods. His work spans multiple disciplines including philosophy, ethics, linguistics, education, and social policy, with particular attention to Swedish disability contexts. The publications demonstrate growing engagement with interdisciplinary approaches to disability studies, moving from purely theoretical frameworks toward more applied research on music therapy, educational interventions, and everyday experiences of people with profound intellectual disabilities. Vehmas has made significant contributions through book publications including 'Narrowed Lives: Meaning, Moral Value, and Profound Intellectual Disability' (2021), 'Vaikeasti kehitysvammaisten arki ja ihmisyys' (2022), and co-editing the 'Routledge Handbook of Disability Studies: Second Edition' (2020). His scholarly output reflects deep engagement with both international disability scholarship and specifically Nordic approaches to disability. While specific grant information is not provided in the available materials, Professor Vehmas's research leave at the Paris Institute for Advanced Study indicates active engagement with international research networks. His collaborative work with researchers like Riitta Mietola suggests participation in research teams focused on profound intellectual disabilities. His publications suggest ongoing work in developing pedagogical interventions and theoretical frameworks for understanding disability experiences.
