Vibeke Bjarnø

Vibeke Bjarnø is an Associate Professor in the Department of Primary and Secondary Teacher Education at Oslo Metropolitan University, Faculty of Education and International Studies. She has been actively involved in teacher education since 1997 and currently serves as Head of Department, a role she assumed in 2019 after serving as Head of Study from 2011 to 2019. Her work integrates research, leadership, and educational development with a strong focus on digital learning and teacher training.

Her research interests include ICT and learning, digital competence, didactics, multilingual education, and educational leadership. She explores how digital tools transform teaching practices and how resilience to digital distractions influences learning outcomes, particularly among student teachers. Her work also addresses strategic competence development and teacher qualification within primary and secondary education.

The trend in her recent publications shows a sustained focus on digital learning environments, teacher education reform, and the integration of ICT in pedagogy. From 2021 to 2025, her articles examine topics such as Monte Carlo simulations in math education, resilience to digital distractions, student evaluation of online information, and systemic challenges in teacher recruitment and completion. These works reflect interdisciplinary engagement across educational technology, psychology, and policy.

Vibeke Bjarnø has not been publicly awarded any scientific prizes or fellowships based on the available information.

She has supervised or collaborated on multiple research and development projects, particularly in digitalization and teacher education reform, including the ILD (Integrated Learning Arenas through Digitalization) project. She has also contributed to institutional development through reports on study evaluation, learning management systems, and subject collaboration in teacher education. While formal students are not listed, her leadership roles suggest significant advisory and mentoring responsibilities.

She is involved in institutional knowledge dissemination through reports, textbooks, and public commentary on teacher education policy. Her work spans research, textbook development (e.g., the DidIKTikk series), and public engagement via platforms like Khrono.no, where she discusses contemporary issues in education.