Inland Norway University of Applied SciencesNorway
Thomas Nordahl is a Professor of Pedagogy at the University of Inland Norway, affiliated with the Faculty of Teacher Education and Pedagogy and the Department of Pedagogy. He has been at the institution since 2006, focusing on research and academic leadership. Nordahl holds a doctorate from the University of Oslo (2000) and a master’s in pedagogy (cand. paed). He is additionally a Professor II at Aalborg University. Education: Doctorate in Pedagogy (University of Oslo, 2000); Master’s in Pedagogy (cand. paed); Qualified general teacher. His research interests center on learning environments, inclusion, adapted education, pedagogical analysis, and educational leadership. He supervises PhD fellows and oversees internal/external research projects, including analyzing SePU’s extensive data collections. He teaches across kindergarten and school sectors, emphasizing practical educational challenges. Nordahl leads initiatives within the Center for Practice-Oriented Educational Research and the Centre for Studies of Educational Practice, focusing on bridging theory and practice in education. His work addresses contemporary issues in educational policy and leadership.
Norwegian University of Science And TechnologyNorway
Georgios Neokleous is a Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. He holds a PhD in Education from Saint Louis University (2014), focusing on home language use in EAL classrooms. His career began as an EFL/ESL teacher, with extensive experience across Europe and the U.S., and he has developed specialized courses for diverse learner groups. Neokleous’ research emphasizes multilingualism, translanguaging pedagogy, and inclusive literacy practices in linguistically diverse classrooms. Education: PhD in Education, Saint Louis University, 2014 Masters and Bachelor’s degrees (implied, not explicitly stated) Research Interests: Neokleous explores the integration of students’ home languages in EAL settings, translanguaging as a pedagogical tool, and assessment strategies in multilingual environments. His work bridges theory and practice, addressing challenges in teacher education and classroom diversity. Recent trends in his publications highlight cross-national comparisons (e.g., Norway-Cyprus studies), innovative teaching methodologies, and the role of technology in modern classrooms. Advising & Grants: Supervises students at BA, MA, and PhD levels. Collaborates with international researchers like Anna Krulatz and Sviatlana Karpava. Active in organizing academic events, including TESOL International and ECER conferences. Labs/Teams: Engaged in collaborative research groups focused on multilingual education, such as the ‘Learning and Teaching English in the Multilingual Classroom’ initiative. His work often intersects with institutions like the University of Cyprus and Multilingual Matters publishing.
Emilia Andersson-Bakken is an Associate Professor at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. She teaches and supervises student teachers at bachelor’s, master’s, and PhD levels, contributing significantly to initial teacher education. Her academic work is deeply rooted in classroom research, with a focus on critical thinking, creativity, and classroom discourse in primary education. Her research interests include classroom research , initial teacher education , critical thinking , creativity , and classroom discourse . These themes are reflected in her ongoing involvement in key research projects such as KriT (Critical Thinking in Primary Education), Beyond access: improving quality of early years reading instructions in Ethiopia , and Classroom activities for the six-year-olds – 20 years on (Klassprax_20) . These projects emphasize pedagogical innovation, teacher facilitation, and literacy development in early schooling. The trends in her recent publications reveal a strong commitment to advancing critical thinking through children’s literature, dialogic teaching, and teacher-led inquiry. Her work spans both theoretical and practical dimensions, with a recurring emphasis on how teachers can foster student agency and reflective thinking in primary classrooms. She frequently publishes in educational journals and contributes to edited volumes focused on pedagogy and literacy. She has received no explicitly mentioned scientific awards in the provided text. Emilia supervises students at multiple levels and is actively involved in research funding and dissemination efforts through national and international conferences. Her work is supported by collaborative research teams and institutional frameworks at OsloMet. While no specific grants are named, her participation in multi-year, interdisciplinary projects indicates substantial research support and academic leadership. She is part of the research group Classroom Research and contributes to Research and Development Work on the Lower Primary Level With a Focus on Initial Education . These groups focus on observational studies, curriculum evaluation, and teacher development in early education contexts.
Trond Waage is a Professor in the Department of Social Sciences at UiT The Arctic University of Norway , specializing in Visual Anthropology . His research focuses on migration patterns in Sub-Saharan Africa, particularly in Cameroon, the Central African Republic, and Mali, while also exploring the intersection of visual methods with ethnographic research. Active in collaborative visual research with African communities Member of the War and Peace Dynamics research group Co-founder of the Sahel on Sahel research initiative Research Interests include: Migrant integration in urban African contexts Conflict dynamics in the Sahel region Participatory visual methods for ethnographic knowledge production His recent work has examined Boko Haram's impact on youth communities and the role of collaborative filmmaking in documenting post-conflict resilience. Professor Waage frequently collaborates with researchers across institutions in Norway and Africa to explore cultural translation and visual epistemology. He serves as: Editorial contributor to the Journal of Anthropological Films Supervisor in Master of Philosophy in Visual Anthropology program Co-developer of Visual Anthropology curricula in Niger
Norwegian University of Science and TechnologyNorway
Festo Kayima is an Associate Professor in Chemistry Didactics at the Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). His research focuses on science teacher education, classroom knowledge, and pedagogical strategies in chemistry. Doctorate in Chemistry Education (2018, University of Bergen) Master’s in Science Education (2020, NTNU) Kayima’s research projects include developing science teacher trainees’ professional knowledge through reflective practice, enhancing scientific literacy, and integrating sustainability into chemistry education. He leads the Erasmus+ project STEMkey (2020–2023), emphasizing graduate attributes and key skills for educators. His recent publications (2025) with Springer explore pedagogical themes like chemical knowledge, outdoor teaching, and technology integration. These works align with broad keywords such as Science Education, Curriculum Development, and Experiential Learning, with subfields spanning digital tools, sustainability, and misconceptions in chemistry. Co-supervised Kristine Fjelldal Sunde’s thesis on teacher questioning in labs He contributes to research groups Naturfaglig Literacy i Skole og Lærerutdanning and ScienceHumanities , bridging interdisciplinary approaches in education. His teaching includes courses like Science as a School Subject (MGLU4211) and Teacher Education: Teaching Chemistry (PPU4626).
Inland Norway University of Applied SciencesNorway
Stian Sundell Torjussen is an Associate Professor at the University of Innlandet , affiliated with the Department of Social Sciences, Religion and Ethics within the Faculty of Education . His primary research interests focus on ancient Greek religion, contemporary Paganism, reception studies, and the role of religion in popular culture. He actively contributes to teacher education programs in religion, philosophy, and ethics. Dr. Torjussen leads the Research Group Formation, Values and Cultural Heritage and serves as the Subject Manager for "Classical religion" at the Great Norwegian Encyclopedia . His work bridges classical religious studies with modern cultural phenomena, such as analyzing ancient myths in video games (e.g., Dungeons & Dragons: Mythic Odysseys of Theros ) and exploring contemporary Hellenic polytheistic practices in North America. His publications span over 15 years, addressing topics like Orphic gold tablets, Etruscan tomb iconography, and the reception of classical motifs in modern media. Recent work includes studies on teacher education ethics and transnational research collaboration through the TRANSPEER project. Though no formal awards are listed, his extensive scholarly output underscores his academic influence in religious and classical studies. Dr. Torjussen’s advising and grants focus on fostering interdisciplinary research and pedagogical innovation. He collaborates internationally, evident in projects like EMERGE (a European university alliance). His academic presence extends to platforms like Cristin , Academia.edu , and ResearchGate .
Elisabeth Anvik is an Associate Professor in the Department of Early Childhood Education at the Faculty of Education and International Studies, Oslo Metropolitan University (OsloMet). She also serves as Head of Studies – Area of Responsibility 4, contributing to academic leadership in teacher education. Her work is deeply rooted in music, cultural heritage, and arts-based pedagogy in early childhood contexts. Position: Associate Professor Institution: Oslo Metropolitan University School: Faculty of Education and International Studies Department: Department of Early Childhood Education Email: elisabeth.anvik@oslomet.no Office: Pilestredet 42, Q4041, Oslo Her research interests center on early childhood education, with a focus on music, immaterial cultural heritage, sustainability, play, aesthetics, and technology. She is actively involved in the research groups BLEST (sustainability, play, aesthetics and technology), KunstForsk (arts-based and artistic research), and Philosophy, Art and Culture. Her work emphasizes cultural diversity in teacher training and the role of music in preserving and renewing traditions within kindergarten settings. The recent publications and dissemination activities reveal a consistent engagement with transformative singing practices, digital tools in music education (e.g., the 'Trall' app), and the integration of artistic research in professional pedagogy. Themes across her work include cultural continuity, pedagogical innovation, and the expressive dimensions of early learning. Elisabeth Anvik is a key contributor to the ongoing research project Vibrant Connections , which investigates how music supports cultural heritage in Norwegian kindergartens and teacher education programs. She collaborates extensively with colleagues such as Liv Anna Hagen, Siri Haukenes, and Nina Engesnes. She has authored scientific publications, a textbook ( RAFFE RIFF. Sanger i sirkel ), and over 130 dissemination works, demonstrating a strong commitment to both academic and public engagement. While no formal scientific awards are listed, her extensive output and project leadership indicate significant recognition in her field. She advises on educational practices, contributes to curriculum development, and leads initiatives that bridge research, artistic practice, and early childhood pedagogy. Her work is supported through institutional research funding and collaborative projects rather than individual grants, as per available data. She is affiliated with multiple research groups: BLEST, KunstForsk, and Philosophy, Art and Culture—each contributing to interdisciplinary and arts-integrated approaches in education.
Bård Erlend Solstad is an Associate Professor at the Department of Sport Science and Physical Education, University of Agder. His research focuses on youth sports psychology, athlete development, and coach education, with a particular emphasis on the impact of training loads, motivation, and injury prevention in young athletes. He holds a postdoctoral fellowship from the Norwegian Research Centre for Children and Youth Sports (2017–2020) and was a Research Fellow at the Norwegian School of Sport Sciences (2012–2017). Key affiliations: ROPE (Research in Outdoor and Physical Education), SPADE (Sports Performance and Athlete Development Environments). Research interests include the psychological aspects of sport injury, perfectionism in elite performers, and the motivational climate in youth sports. His work integrates qualitative and quantitative methods to address issues like athlete well-being, coaching practices, and retention in organized sports. Recent studies have explored factors influencing dropout rates in youth soccer and the efficacy of interventions like the FUEL program for female endurance athletes. Solstad has advised on coach education initiatives, emphasizing empowering coaching behaviors and the psychological needs of athletes. He collaborates with multidisciplinary teams to advance athlete development programs and policy recommendations.
Elisabet Apelmo serves as Senior Lecturer in the Department of Social Work at Malmö University, Sweden. A visual artist with a PhD in Sociology, she bridges creative practice and academic inquiry to explore the complex intersections of bodily experience, sport, disability, and gender within contemporary society. Her research program centers on sociological analyses of bodily difference, particularly examining how physical education environments construct inclusion and exclusion through gendered and ableist frameworks. Apelmo employs phenomenological approaches and visual methodology to investigate how disabled bodies navigate sporting spaces, challenging normative assumptions about athletic participation and bodily capability. Her work consistently reveals how sporting cultures simultaneously enable and constrain identities, particularly for women and people with disabilities. Analysis of Apelmo's publication history shows sustained engagement with critical disability theory, gender studies, and sport sociology spanning nearly two decades. Her scholarship demonstrates methodological innovation through visual approaches and phenomenological frameworks, with recurring themes including the social construction of disability in sport contexts, gendered bodily experiences in physical education, and the material-semiotic relationships between bodies and technologies like wheelchairs. Among her current research initiatives are investigations into participation and exclusion dynamics in mainstream physical education from disability and gender perspectives, and ethnographic studies examining how dancers strategically use their bodies and gazes to disrupt stereotypical perceptions of physical impairment. These projects reflect her commitment to generating knowledge that directly challenges ableist assumptions within sporting cultures and educational settings.
Western Norway University of Applied SciencesNorway
Czarecah Tuppil Oropilla (Eya) serves as a Postdoctoral Researcher at Western Norway University of Applied Sciences (HVL) within the Department of Pedagogy, Religion and Social Sciences. She actively contributes to the KINDknow Centre for Systemic Research on Diversity and Sustainable Futures and co-leads the EX-PED-LAB project focused on pedagogical innovations in early childhood education. Her academic foundation includes a cum laude Bachelor's degree in Family Life and Child Development from the University of the Philippines and an internationally recognized Erasmus Mundus Master's degree in Early Childhood Education and Care, earned through a consortium of Oslo Metropolitan University, University of Gothenburg, Technical University Dublin, and University of Malta. Dr. Oropilla's research investigates intergenerational engagements between children and elderly adults, children's participatory rights, and social sustainability within Early Childhood Education and Care (ECEC) frameworks. Her work emphasizes collaborative explorations and co-creative pedagogical approaches to foster sustainable futures in diverse educational settings. Her 2024 publications reveal thematic cohesion around emergent ocean literacy through coastal explorations, playful co-creation tools for educators, and movement-based learning in preschool contexts. These works collectively advance ECEC through interdisciplinary methodologies bridging environmental education, teacher professional development, and child-centered innovation. Scientific recognition includes: Erasmus Mundus Scholarship for Master's studies Cum laude distinction for Bachelor's degree As an educator, she supervises MBA 515/516 courses and delivers lectures for MARE550 on Ageing and Interprofessional Collaboration. Her EX-PED-LAB leadership and "PedPod" podcast initiative facilitate knowledge exchange among global ECEC researchers through dialogic formats. She actively participates in the KINDknow Centre's Work Package on Families, Generations and Belonging and the "Barnehagen som (ut)danningsarena" research group, examining systemic approaches to diversity and sustainability in Norwegian kindergarten practices through collaborative research frameworks.
Rune Andersen is a Senior Lecturer at the University of Agder , affiliated with the Department of Information and Communication Technology . He has pioneered Europe's first holistic Bachelor's program in Academic Esports and serves as its Program Head, while also leading external communication and innovation initiatives within the department. Education: General Teacher (1999) Master's in Educational Use of ICT (2008) Guidance Pedagogy (2012) Welfare Technology (2018) His research interests focus on ICT integration in education , gamification , and leveraging transferable skills from esports for workforce development. He emphasizes interdisciplinary collaboration and industry partnerships to bridge academic and professional transitions. Recent publications highlight esports as a pedagogical tool, gamification in higher education, and skill transfer from digital environments to real-world applications. His work spans game-based learning, universal design, and curriculum innovation.
Arild Michel Bakken is an Associate Professor at the National Centre for Reading Education and Research, Faculty of Arts and Education, University of Stavanger, Norway, a position he has held since 2018. Previously, he taught French and Norwegian in Belgium (2016–2018) and was a Research Fellow in French Literature at the University of Oslo (2015–2016). Education: PhD in French Literature (co-tutelle), University of Paris-Sorbonne and University of Oslo (2015) MA in French Literature, University of Paris-Sorbonne (2010) BA in Modern Literature, Paul Valéry University (2006) His research spans literacy education, AI applications in learning, and reading assessment technologies. He leads major projects including the Erasmus+-funded AILIT (developing AI platforms for literacy) and the NRC-supported Adaptvurder (adaptive reading tests). His work integrates recommender systems, machine translation, and psychometric modeling to enhance educational outcomes. Bakken’s publications transition from early expertise in Mallarmé’s poetry (using hermeneutic/rhetorical frameworks) to contemporary focus on literacy technology. Recent articles emphasize adaptive assessments, AI-driven pedagogy, and equitable educational tools. He contributes to national education initiatives as a developer of reading screening tests for Norway’s Directorate of Education and is active in Stavanger AI Lab . He also edits the Nordic Journal of Literacy Research and conducts professional workshops for teachers.
Biljana Meshkovska is a Researcher at the Department of Nutritional Sciences at the University of Oslo, with a dual role as Assoc. Center Director at the Center for Global Health . Her expertise lies in implementation research for public health policies, particularly those targeting nutrition, physical activity, and sedentary behavior across educational settings. Projects: FRESKO (Cancer prevention through schools), KoloPrev (Colon screening lifestyle habits), and EU School Fruit/Vegetable Scheme research Collaborations: CO-CREATE project, Policy Evaluation Network, European research consortia Her work systematically examines barriers and facilitators to policy adoption using frameworks like CFIR and systems thinking. Recent publications analyze EU school nutrition programs, youth participation, and SSB tax implementation. Earlier research focused on human trafficking, particularly long-term reintegration of victims of sexual exploitation. Current studies emphasize cross-country policy comparisons, qualitative synthesis methods, and stakeholder engagement in low-/middle-income countries. She has contributed to Global Implementation Research and Applications , BMC Public Health , and European Journal of Public Health . Organizational affiliations include the Community Nutrition and Center for Global Health research groups. She has published extensively on implementation challenges in kindergartens, schools, and public health systems using mixed-method designs.
Gaute Barlindhaug serves as an Assistant Professor in the Department of Language and Culture at UiT The Arctic University of Norway, within the Faculty of Humanities, Social Sciences and Teacher Education. His academic work bridges artistic practice with scholarly research in sonic arts and cultural documentation. His research interests span Sonic Arts , Sound Studies , Music Technology , and Digital Humanities , with particular focus on the ontological status of sound recordings, the intersection of traditional and digital sound technologies, and the preservation of cultural heritage through both artistic and technological approaches. His work often examines how sonic mediations transform aesthetic experiences and cultural expressions. Analysis of his publications reveals a consistent trajectory exploring the relationship between technology and sonic expression, with recent work incorporating artificial intelligence applications in document preservation. His research demonstrates an interdisciplinary approach that combines artistic practice with scholarly inquiry, particularly evident in his contributions to the Journal for Artistic Research. Barlindhaug is actively involved in multiple research initiatives: Engaging Conflicts in a Digital Era (ENCODE) Worlding Northern Art LAMCOM – Libraries, archives, and museums in the community His scholarly output includes both traditional academic publications and creative works, reflecting his position at the intersection of artistic practice and academic research. His contact information is available through the university directory at gaute.barlindhaug@uit.no.
Marion Elisenberg is an Assistant Professor in the Department of Language, Literature and Culture at Østfold University College's Faculty of Education. She teaches Norwegian subjects across multiple teacher education programs including primary school teacher training, kindergarten teacher training, master's in special education, and continuing education for teachers within competence for quality development. Her educational background includes: University Pedagogy (2011) - Østfold University College Master in Nordic Didactics (2009) - University of Oslo Norwegian 3 (2005) - Østfold University College Norwegian 2 (2004) - Østfold University College Special Education 2 (2002) - Østfold University College Counseling and Social Education (1997) - Oslo University College General teacher education (1981) - Hamar Teacher Training College Ex. Phil. (1973) - University of Bergen Dr. Elisenberg's research focuses on language and literature didactics, with particular emphasis on sustainable development in literature education, transitions between educational levels, multilingual classroom practices, and digitalization in elementary education. Her work explores how literary texts, especially children's literature and graphic novels, can serve as tools for identity development, environmental awareness, and social understanding. She investigates pedagogical approaches that bridge the gap between primary and secondary education, examining how literature instruction can be made more continuous across these transitions. Her recent publications demonstrate a strong focus on sustainability in literature education, with multiple articles examining how teachers incorporate sustainable development goals into their literature work. She also has significant work on class analysis in contemporary literature, particularly through Maria Navarro Skaranger's novel "Emily Forever." Another key thread in her research involves the use of graphic novels, especially Nora Dåsnes' "Ti kniver i hjertet," to explore identity formation and the relationship between form and content in visual storytelling. Her scholarship consistently addresses practical classroom applications while engaging with theoretical frameworks in literary studies and education. Dr. Elisenberg is actively involved in research groups focusing on Literature and Narrativity, Multilingual upbringing and education, and Young children and early childhood education. Her collaborative work, particularly with Camilla Häbler, has produced numerous publications addressing key challenges in contemporary literature education.
