Olof Bälter is a Professor in Computer Science at KTH Royal Institute of Technology, affiliated with the Division of Media Technology and Interaction Design within the School of Electrical Engineering and Computer Science. He is the founder of the Technology-Enhanced Learning research group and holds a focus on learning engineering and human-computer interaction. His research interests center on technology-enhanced learning , question-based learning , learning analytics , AI in education , and inclusive pedagogy . A consistent theme in his work is improving efficiency in education and daily life through digital tools. He developed the Pure Question-Based Learning (Pure QBL) methodology, a digital Socratic approach that enhances student engagement and learning outcomes. His work extends to wellness in education through initiatives like walking seminars, and he investigates digital interventions for mental health, such as online Cognitive Behavioral Therapy (CBT) courses. His recent publications highlight trends in AI-generated educational content , learning efficiency , digital pedagogy , and inclusive course design , with applications in computer science education, language instruction, and global development. His research often employs experimental and data-driven methods, including randomized controlled trials and learning analytics. Teacher of the Year at the Surveying program KTH's Pedagogical Prize Higher Education Hero STINT Excellence in Teaching Scholarship (2008 and 2013) Olof Bälter has supervised numerous courses in programming, computer science, media technology, and learning engineering. He has collaborated with institutions such as Stanford University, Williams College, Region Stockholm, Stockholm University, and organizations like Promobilia and Begripsam. His projects aim to scale effective learning methods globally and make education more accessible and efficient. He leads research on the effectiveness of Pure QBL for students with ADHD and is involved in developing digital tools for health literacy and professional development in Ethiopia and Rwanda. His work bridges theory and practice, aiming to transform educational delivery through innovation and evidence-based design.



