Ronny Kjelsberg

Ronny Kjelsberg is an Assistant Professor in the Department of Physics at the Faculty of Natural Sciences, Norwegian University of Science and Technology (NTNU). He serves as Deputy Head of Department for Education (2021-2025) and Study Program Leader for MTFYMA (2024-2025). His academic profile spans physics education research, educational policy, and the intersection of science, technology, and society.

Dr. Kjelsberg earned his Cand.scient. in astro-particle physics from NTNU in 2003. His educational trajectory has expanded to encompass scientific methodology, technology and society studies, and research policy, reflecting his interdisciplinary approach to academic work.

His primary research focuses on Physics as Bildung, examining how physics education connects disciplinary knowledge with societal contexts. Key research areas include:

• Physics students' skepticism toward conspiracy theories
• Integration of societal issues into engineering education
• Pathways for working-class students entering engineering fields
• Critical analysis of educational policy and governance

His recent publications reveal strong thematic continuity around Bildung-oriented approaches that balance practical usefulness with holistic development. His work frequently employs interdisciplinary methods, combining science education research with perspectives from philosophy, sociology, and political theory. Notable trends include examinations of epistemic beliefs among physics students, class dynamics in engineering education, and the political dimensions of curriculum development.

Dr. Kjelsberg maintains active engagement in academic leadership and policy discussions. His committee work spans curriculum development, program design, and educational policy at institutional and national levels. His union and political experience—including five years as chief union representative at HiST and eight years on the County Council of Sør-Trøndelag—provides practical grounding for his research on educational governance.

As part of NTNU's Science Education Research section, he collaborates on projects examining the intersection of physics education, societal engagement, and critical pedagogy. His work consistently addresses contemporary challenges in higher education, including academic freedom, educational equity, and universities' role in democratic societies.