Arild Raaheim

Arild Raaheim is a Professor in the Department of Pedagogy at the University of Bergen (UiB), actively contributing to higher education pedagogy, assessment innovation, and student learning development. He is affiliated with key research groups including the Teaching Professionalism and Pedagogy group and the Teaching and Learning in Higher Education (TeLEd) research group.

• University: University of Bergen
• Department: Department of Pedagogy
• Research Groups: Teaching professionalism and pedagogy, Research Group for Teaching and Learning in Higher Education, Teaching and Learning in Higher Education (TeLEd)

His research centers on educational development in higher education, with a strong focus on student motivation, digital assessment, alternative examination methods, and active learning strategies. Drawing from self-determination theory, he investigates how autonomy-support and perceived competence influence academic success. His work promotes pedagogical innovation, challenging traditional exam formats and advocating for sustainable, student-centered assessment.

The recent publications reflect a consistent trend in higher education reform, digital assessment integration, interprofessional learning, and motivational psychology. His works span qualitative studies, policy evaluations, educational guides, and theoretical frameworks aimed at transforming teaching practices in universities.

Scientific Awards:

• No specific awards mentioned in the provided text.

Arild Raaheim has advised several graduate students, including Torstein Nielsen Hole, Lucas Matias Jeno, and Sabreen Selvik, particularly in projects related to biology education, motivation, and children in vulnerable settings. He has been involved in funded projects such as bioCEED and evaluations for NOKUT, contributing to national educational merit systems. His collaborative work extends to institutions like Aarhus University and NTNU. He is also active in disseminating knowledge through keynotes, seminars, and public chronicles advocating for better teaching practices.