Harald Skulberg

Harald Skulberg serves as an Associate Professor in the Department of Design at Oslo School of Architecture and Design (AHO), where he has established himself as a dedicated educator and researcher specializing in design pedagogy and product design methodology. His academic profile demonstrates consistent scholarly contributions to design education conferences and proceedings over nearly two decades, with particular focus on how students approach design problems and develop creative solutions.

Skulberg's research interests primarily center on the cognitive aspects of design thinking, with special emphasis on mental scaling techniques, light manipulation in 3D form exploration, and cross-disciplinary approaches to complex design projects. His work examines how students navigate the design process, particularly during diploma-level work, and investigates how various media stimuli and digital tools can enhance creative potential in design education. He has made significant contributions to understanding how the pandemic context transformed design education practices, documenting the shift to virtual classrooms and the resulting pedagogical adaptations.

Analysis of Skulberg's publications reveals a consistent research trajectory focused on the intersection of cognitive psychology and design education. His work demonstrates how mental scaling techniques serve as crucial tools for designers to conceptualize and manipulate form, particularly when working with light as a design element. More recently, his research has addressed the challenges and opportunities presented by remote design education, documenting how design pedagogy adapted during the pandemic era. His publications appear consistently in major design education conference proceedings, particularly the International Conference on Engineering and Product Design Education (E&PDE).

Skulberg has also contributed to several collective works documenting student projects at AHO, including the 'AHO WORKS Studies' publications that showcase design education outcomes. His work bridges theoretical understanding of design cognition with practical applications in the design studio environment, making him a significant contributor to contemporary design education scholarship.