معرفی
Katri Kleemola serves as Research Coordinator at the Department of Educational Sciences within the Faculty of Educational Sciences at the University of Helsinki, where she also coordinates the Teacher Education Forum. Her research integrates interdisciplinary perspectives to examine systemic barriers in educational pathways, with emphasis on disability inclusion, socioeconomic disparities, and psychological dimensions of student experiences across European higher education contexts.
Her academic credentials include:
- Doctor of Education (2023), University of Helsinki
- Master of Education (2017), University of Helsinki
- Master of Philosophy (2005), University of Helsinki
Kleemola's research centers on how intersectional identities shape educational inequality, particularly examining critical thinking development during university transitions and the psychological impacts of exclusionary practices. Her work demonstrates how socioeconomic background and disability status create compounded barriers to academic success, utilizing mixed-methods approaches to analyze Finnish and comparative European datasets on student belonging and institutional segregation.
Analysis of her 2023-2025 publications reveals consistent focus on intersectional disadvantage in higher education, with methodological diversity spanning systematic reviews, large-scale empirical studies, and policy analyses. Her articles demonstrate increasing emphasis on disability inclusion within European educational frameworks while maintaining core investigations into transition challenges for marginalized student populations.
Her scientific recognition includes:
- Emil Aaltonen Foundation grant (2020)
Kleemola actively contributes to major research initiatives including KAPPAS2 (2023-2025) on learning outcomes assessment, the Horizon 2020 PIONEERED project (2021-2024) addressing educational inequalities, and UAE teacher training development (2023-2024). As a frequent peer reviewer for journals like European Journal of Psychology of Education and International Journal of Educational Research, she supports scholarly discourse while securing funding from Finnish governmental bodies and EU programs to advance equity-focused educational research.
