Xavier Llovet Vila is an Associate Professor in the Department of Foreign Languages at the University of Bergen . With a PhD in Spanish Didactics (2016) and an MA in Teaching Spanish as a Foreign Language (Universitat de Barcelona), he has extensive international teaching experience across institutions like Columbia University and the Norwegian School of Economics. Research Focus: Teacher cognition, communicative language teaching, curriculum reform (LK20), oral skill development, and intercultural competence. Publications: Over 15 peer-reviewed articles, lectures, and monographs analyzing the alignment of didactic practices with modern educational frameworks in Norway and Sweden. Scientific Recognition: Awarded the ASELE Prize for best PhD thesis in 2016.
Pouria Akbarighatar is a PhD Research Fellow in Responsible Data Science at the Department of Information Systems , University of Agder, Norway, and a visiting PhD researcher at the Centre for Information Resilience (CIRES) , University of Queensland Business School. He holds a BSc in Industrial Engineering and an MSc in Information Systems from the University of Tehran. His research focuses on Responsible AI , including maturity models , fairness frameworks , and ethical implementation in sociotechnical systems. His work combines Fuzzy mathematics , decision science , and data science to address uncertainty and complexity in AI systems. Recent publications explore responsible AI principles in practitioner contexts, operationalizing AI ethics , and credibility assessment in online reviews . He contributes to journals like AI and Ethics , IEEE Access , and Expert Systems with Applications , alongside conferences such as ECIS , AMCIS , and PACIS . He teaches courses in Data Science Applications , Algorithmic and Data Structures , and Data Science Applications II . He is affiliated with the Human-Centered AI (HCAI) research group.
Sigrid Johanna Håheim Ørevik is an Associate Professor at the Department of Foreign Languages , University of Bergen. Her work focuses on multimodal text analysis in English education, genre theory, and assessment frameworks. Position: Associate Professor Email: sigrid.orevik@uib.no Research Groups: POTENT – Post-Truth English Teaching Research interests include: Multimodal pedagogies Genre patterns in EAL materials Assessment of student multimodal texts Digital learning resources Vocational English teaching Recent publications (2021–2025) explore: Multimodal design principles Agency in semiotic work Curriculum coherence challenges Remediation of digital resources Long-term genre stability in exams She contributes to the POTENT research group and collaborates internationally on multimodal English learning projects.
Runar Hilleren Lie is a Postdoctoral Research Fellow at the Department of Public and International Law, Faculty of Law, University of Oslo. He is actively engaged in interdisciplinary research at the intersection of law, technology, and international relations, contributing to major projects such as COPIID, NoRDASIL, and CLEANUP. His research interests span International Investment Law , Computational Legal Studies , International Economic Law , Energy Law , and Legal Technology . He employs data-driven and computational methodologies to analyze legal texts, arbitrator behavior, treaty development, and institutional dynamics in international dispute settlement. The most recent publications reveal a strong trend toward empirical and computational analysis of international investment law, particularly focusing on influence networks, authorship prediction, compliance politics, and the evolving role of legal actors in arbitration. His work bridges traditional legal scholarship with cutting-edge data science techniques. He teaches JUS5080 – Programming for Lawyers and JUS5671 – Legal Technology: Artificial Intelligence and Law , reflecting his commitment to integrating technological literacy into legal education. Email: r.h.lie@jus.uio.no, rhlie@jus.uio.no Phone: +47 22859431 Visiting Address: Domus Juridica, 7th floor, Kristian Augusts gate 17, 0164 Oslo Postal Address: Postboks 6706 St. Olavs plass, 0130 Oslo He is affiliated with the Law and Technology (JOT) research group and the Research Group on International Law . His current research projects include: COPIID : Compliance Politics and International Investment Disputes NoRDASIL : Advancing Data Science in Migration Law (NORDFORSK) CLEANUP : Machine Learning for the Anonymisation of Unstructured Personal Data (Research Council of Norway, 2020–2023)
Aslaug Kristiansen is a professor of education at the University of Agder (UiA), with a doctorate from the University of Oslo (2003). She has been employed at UiA since 1989, after her first temporary position at what was then Kristiansand Teacher Training College. Her academic background includes a Cand. Paed. degree and research assistant work at the Norwegian Teachers' Academy in Bergen. She has studied Martin Buber's philosophy at The Hebrew University in Jerusalem and the Pädagogisches Institut der Universität Freiburg with Professor Maurice Friedman. University of Oslo - Cand. Paed. and Ph.D. Norwegian Teachers' Academy in Bergen - Research Assistant Research Council of Norway - Recipient of recruitment grant Research Interests: Aslaug Kristiansen specializes in values and ethics in educational work, professional theory, democracy, dialogue, and peace pedagogy. Her research explores the role of teachers, trust, ethics and values, silence and dialogue in professional collaborative relationships. She has coordinated the "Democratic Mobilization" initiative at UiA since 2015, which has led to various collaborative projects, including with the ARKIVET Peace and Human Rights Centre in Kristiansand. Publication Trends: Her recent publications focus on democratic education, hate speech among students, and teacher motivation. She has published extensively on Martin Buber's philosophy and its application to modern pedagogical practice, emphasizing interpersonal relationships, dialogue, and ethical considerations in teaching. Her work also addresses post-war educational approaches and the prevention of extremism through educational initiatives. Scientific Contributions: Aslaug Kristiansen has made significant contributions to educational philosophy and practice, particularly in the areas of teacher-student relationships and ethical dimensions in education. She has coordinated major academic initiatives and has been instrumental in advancing dialogical approaches to education. Her publications appear in prominent educational journals and edited volumes, reflecting her influence in the field. Advising and Grants: She has coordinated the "Democratic Mobilization" initiative at the Department of Education since 2015 and has received a recruitment grant from the Research Council of Norway. Her work has led to numerous collaborative projects and has influenced educational practices in Norway and internationally through comparative studies. Research Groups: Aslaug is active in the research group "Professions and professionals in cooperation" and the Democratic Mobilization initiative at UiA. She collaborates with ARKIVET Peace and Human Rights Centre and participates in international research projects including the VALIDE international project on value-based democracy education.
Roar Bakken Stovner is an Associate Professor at the Department of Primary and Secondary Teacher Education within the Faculty of Education and International Studies at Oslo Metropolitan University (OsloMet), where he also serves as Head of Studies - Area of Responsibility 2. His academic career at OsloMet began as an Assistant Professor (2021-2023) before his promotion to Associate Professor in 2023. Prior to his university position, he worked as a teacher in lower and upper secondary schools in Oslo (2012-2018) and completed his PhD at the University of Oslo (2016-2020). He holds a Master of Science and Technology from NTNU (2007-2012) with a thesis on applied computational topology. Stovner's research spans several interconnected domains within educational science: Developing methodologies for describing and measuring teaching quality across multiple classrooms, with special emphasis on mathematics education Metascience research examining how citation practices distort findings and confer unwarranted authority to claims in educational research Creating programming tools for educational research, including the gptworkr package for text analysis in R using ChatGPT His scholarly work focuses on classroom research, mathematics education, mathematical competencies, metascience, and citation analysis. He actively participates in research groups focused on Classroom Research and Task Design in Mathematics Education, and leads significant involvement in the Teacher Education Panel Study (TEPS), a comprehensive longitudinal study examining teacher education implementation in Norway. Stovner's recent publications demonstrate substantial engagement with contemporary issues in educational research methodology, AI applications in education, and critical examination of scientific practices. His work on the EDUCATE project has produced influential reports on algorithmic thinking in mathematics education across different grade levels and exploratory teaching approaches in upper secondary education. His contributions to educational discourse include conference presentations, book chapters, and practical resources for teacher education, such as "Bedre masterskriving – en bok for lærerstudenter" (Better Master's Writing - A Book for Teacher Students), which supports academic writing development among future educators.
Eli Anne Eiesland is an Associate Professor in the Department of Primary and Secondary Teacher Education at the Faculty of Education and International Studies, Oslo Metropolitan University (OsloMet). Her work bridges linguistic research and classroom practice, with a strong focus on grammar instruction, language didactics, and the evolution of Norwegian in educational materials. Her research interests include language didactics , grammar pedagogy , linguistic change in textbooks , second language acquisition , and exploratory approaches to language teaching . She investigates how grammar is taught in schools, how language evolves in educational contexts, and how students and teachers engage with language as a system. Her recent work explores the impact of digital tools and AI on language learning and writing motivation. The trends in her publications show a consistent focus on contextualized grammar teaching , teacher reflection , and language change in educational materials . Her interdisciplinary approach combines corpus linguistics, pedagogical theory, and classroom-based research. She frequently collaborates with colleagues such as Urd Vindenes and Signe Laake, contributing to both Norwegian and international scholarly discourse. Scientific contributions and dissemination: Over 11 scientific publications, including articles in Journal of Child Language , Nordic Journal of Linguistics , and Pedagogical Linguistics 2 textbooks, including Utforskende arbeid med grammatikk i skolen (2022) 1 research report on Norwegian noun-noun compounds (2016) 73 dissemination works, including public lectures, conference presentations, and media contributions Eiesland actively contributes to teacher education and curriculum development. She has been involved in projects integrating linguistics into teacher training and analyzing language change in national curricula. Her work supports both pre-service and in-service teachers in developing deeper metalinguistic awareness and innovative teaching strategies. She has presented at national and international conferences, including the International Conference on Construction Grammar and the NordAnd conference. She is a key member of the Text and Disciplinary Didactics research group at OsloMet, where she collaborates on projects related to language learning, grammar instruction, and textbook analysis. Her work emphasizes practical applications of linguistic research in educational settings, aiming to enhance both teaching quality and student engagement with language.
Rolf Steier serves as Professor at Oslo Metropolitan University within the Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education, holding the position of Head of Studies for Area of Responsibility 5. His office is located at Pilestredet 52, 0167 Oslo (B534), with contact details including mobile +47 906 92 626, office +47 672 36 014, and email rolf.steier@oslomet.no. He actively contributes to the Digital Learning Arenas research group, focusing on technology-enhanced educational environments. Steier's research centers on computer-supported collaborative learning (CSCL) and virtual reality applications in education, with specific expertise in embodied cognition, science education, museum learning, and narrative structures in STEM. His work examines how learners co-construct knowledge through digital interactions, particularly investigating the role of physical embodiment in virtual environments and the integration of narrative techniques to facilitate engagement in informal learning contexts. Recent projects explore immersive VR experiences for collaborative meaning-making and the adaptation of interaction analysis methodologies for technology-mediated educational research. Analysis of Steier's 2021-2025 publications reveals a clear trajectory toward increasingly sophisticated integration of virtual reality in educational research, with growing emphasis on interdisciplinary applications in science education. Key thematic developments include the refinement of interaction analysis frameworks for digital contexts, the exploration of perspective-taking across blended realities, and the strategic use of narrative to enhance STEM engagement in informal settings. His work consistently bridges theoretical learning science with practical educational technology implementation. The Digital Learning Arenas research group serves as the primary platform for Steier's collaborative work, functioning as an interdisciplinary hub for developing and studying innovative digital learning solutions. This group facilitates partnerships across educational sectors to transform teaching practices through emerging technologies, with recent focus on VR-based collaborative learning environments and cross-contextual knowledge transfer.
Kirsti Klette is Professor at the Department of Teacher Education and School Research within the Faculty of Education at the University of Oslo. She serves as Centre Director at the Nordic Centre of Excellence Quality in Nordic Teaching (QUINT), launched in autumn 2018. Her academic career spans over two decades, beginning as Associate Professor at Lillehammer University College in 1994, then at the University of Oslo Faculty of Education in 1998, and becoming full Professor in 2002/2004. She held a Visiting Fulbright Professorship at Stanford University (2007-2008) and has directed numerous national research programs including UTDANNING 2020 (2009-2014). Professor Klette's research focuses on classroom teaching and learning through video methodology, instructional quality, and teacher education. Her work examines the relationship between teaching practices and student outcomes across Nordic educational contexts. She leads major projects including Linking Instruction and Student Achievement (LISA), Linking Instruction and Student Experiences (LISE), and the Synthesizing Research on Teaching Quality (SYNTEQ). Her methodological expertise in video research has established her as a leading figure in educational research methodology. Analysis of her recent publications (2022-2024) reveals consistent focus on classroom observation systems, teacher education coherence, and Nordic educational practices. Her work spans multiple subject areas including mathematics, social studies, and language arts, with particular attention to how instructional quality can be measured and improved. She frequently collaborates with international researchers, contributing to global understanding of teaching quality across different educational systems. Professor Klette has made significant contributions to educational policy and practice, particularly in teacher education reform and classroom observation methodology. Her research bridges educational theory and classroom practice, with implications for teacher preparation, professional development, and educational assessment systems.
Danyal Farsani is an Associate Professor at the Department of Teacher Education , Norwegian University of Science and Technology (NTNU), specializing in mathematics education through the lens of embodied cognition and cultural responsiveness . His work bridges teacher training , gesture-based learning , and cross-linguistic analysis in educational contexts. Key Research Themes: Embodied mathematical concepts, cognitive load in arithmetic, cultural/ethnomathematical practices, and multimodal communication in classrooms. Recent Collaborations: Focus on global North-South educational dynamics, robotics integration in teacher training, and metaphorical processing in language learning. Methodological Focus: Empirical studies using mental arithmetic tasks, gesture analysis, and cross-cultural curriculum evaluations. Publication Trends (2022–2025): Analysis of 15 recent articles reveals recurring emphasis on embodied cognition , mathematical metaphors , visual attention mechanisms , and culturally adaptive teaching tools like the Ethiopian Gebeta game. Subfields span gesture studies , cross-linguistic pedagogy , and innovative teacher education frameworks . No scientific awards or student advisories are explicitly mentioned in the provided data.
Professor Eli Bjørhusdal is a faculty member at the Institute of Language, Literature, Mathematics and Interpreting of Western Norway University of Applied Sciences (HVL) in Sogndal, Norway. She specializes in language didactics, language policy, and minority language education, with a strong emphasis on sociolinguistics and educational linguistics. Research Interests: Language didactics and language learning Language policy and management, especially in schools Minority language education and rights Sociolinguistics and language sociology Literacy and grammar in educational contexts Methodological issues in text and document analysis Her work bridges theoretical frameworks in sociolinguistics with practical applications in educational policy and classroom practice. She explores how language planning and policy are enacted in schools and how minority languages are supported within the Norwegian education system. Recent Publications (2025): All five upcoming publications focus on language policy and planning in educational settings, particularly concerning minority language rights, the role of stakeholders in language governance, and the development of Nynorsk across the lifespan. Teaching: Professor Bjørhusdal teaches at the master's level, including courses such as Language and Language Didactics , Project Preparation Course , and Master's Thesis Module . Her teaching integrates linguistic, didactic, methodological, and theoretical perspectives. Research Group: She is affiliated with the Reading, Writing and Language Development research group, contributing to interdisciplinary studies on literacy and language acquisition.
Åste Marie Mjelve Hagen is a Professor at the Department of Special Needs Education within the Faculty of Educational Sciences at the University of Oslo. Her work focuses on evidence-based interventions for language and reading development in children, particularly those with special educational needs. Her educational background includes: Ph.D in Educational Psychology, University of Oslo, 2012 M.A. in Educational Psychology, University of Oslo, 2005 B.A., University of Oslo, 2003 Professor Hagen's research centers on language acquisition trajectories, vocabulary development in preschool settings, strategic reading comprehension, and school-based psychological interventions. She investigates how early childhood education impacts language outcomes and develops assessment tools for at-risk populations. Her methodology frequently employs systematic reviews and randomized controlled trials to establish causal relationships in educational interventions. Analysis of her 15 most recent publications reveals dominant themes in vocabulary interventions for second language learners, long-term language prognosis studies, and writing support for students with intellectual disabilities. Her work consistently bridges theoretical linguistics with practical classroom applications, emphasizing measurable outcomes through standardized assessments and treatment-inherent metrics. She leads significant research initiatives including “Better equipped for school”, “Inference skills in children”, and “Preventing and Improving Special Needs Education in Children with Language Problems”. As a core member of the Literacy and Numeracy in Context (LiNCon) research group, she contributes to Norway's national framework for evidence-based special education practices.
Myriam Daniele Coco is an Associate Professor in French Didactics at the Department of Foreign Languages, University of Bergen. She actively contributes to research groups such as the Research Group for Digital Culture, The Caribbean: Identities and Conflicts (as leader), and Conditions and Strategies for Developing Language Competences. Her work bridges digital culture, language didactics, and Caribbean sociocultural dynamics. Research Interests : French and Spanish as second/foreign languages Creole teaching in Martinique Representations and beliefs in language learning Digital culture's role in education Her publications since 2004 emphasize the intersection of technology and pedagogy, including virtual role-plays, digital games, and ePortfolios. These works address discourse analysis, ethical challenges in qualitative research, and identity/citizenship development through language education. Notable projects include NORPART NORCAM (2019-2023), DISPRA (ongoing), and INVITIS (2001-2003). Leadership : Research Group for The Caribbean: Identities and Conflicts
Astrid Marie Jorde Sandsør is a Professor at the Department of Special Needs Education, Faculty of Education, University of Oslo, and will serve as Vice Dean of Research at the Faculty of Education from January 2025-2029. She maintains strong affiliations with the Nordic Institute for Studies of Innovation, Research and Education (NIFU), where she has worked as a researcher, and serves as a principal investigator at CREATE - Centre for Research on Equality in Education. Her additional institutional roles include membership in the Young Academy of Norway, the Council of The Frisch Centre in Oslo, and affiliations with CESifo Research Network and the Institute for the Study of Labor (IZA). Dr. Sandsør earned her Doctorate in Economics from the University of Oslo in 2016 and her Master in Economics from the same institution in 2010. Her academic trajectory shows a consistent focus on empirical research in education economics, with early work examining small-group instruction effects and evolving toward comprehensive studies of educational inequality, early childhood interventions, and educational policy evaluation. Her research interests center on understanding and addressing educational inequality through rigorous empirical analysis. Sandsør investigates how socioeconomic background, genetic factors, and institutional arrangements interact to shape educational outcomes across the lifespan. Her work on universal early childhood education examines long-term effects on achievement gaps, while her research on admission systems analyzes mechanisms of access to higher education. She has made significant contributions to understanding gender differences in language learning, the impact of teacher density norms, and the effectiveness of interventions for at-risk students. Her methodological approach combines administrative data analysis, randomized field experiments, and causal inference techniques to produce policy-relevant findings. Analyzing her recent publication record reveals a strong focus on the intersection of genetics, environment, and educational outcomes, alongside persistent examination of socioeconomic inequality in education. Her work demonstrates increasing methodological sophistication, moving from descriptive analyses to experimental and quasi-experimental designs that establish causal relationships. The geographic focus remains predominantly Norwegian, leveraging the country's rich administrative data systems while contributing comparative insights to international literature on educational inequality and policy effectiveness. Through her position at NIFU and the University of Oslo, Sandsør has led numerous government-commissioned evaluations of educational policies, including assessments of teacher density norms, the teacher specialist scheme, and admission systems to higher education. Her research has directly informed Norwegian educational policy debates, particularly regarding equitable access to quality education and evidence-based interventions for reducing achievement gaps. She maintains active engagement with policymakers through expert testimony, commissioned reports, and public dissemination of research findings.
Astrid Elisabeth Kure is an Assistant Professor at the Department of Languages, Literature and Culture, Østfold University College. Her research focuses on English didactics, digital skills in education, and qualitative analysis of teaching practices. She coordinates courses like English for Teachers 2 (grades 5-10) and contributes to the national 'Competence for Quality' teacher training program. Her PhD project, part of the LISE video-project, examines digital skill development in Norwegian secondary classrooms over 8 years. Collaborations include the Norwegian Directorate of Education and the RIDE research group. Key publications analyze students' technology use in English classrooms, revealing gaps between digital ambitions and classroom realities. Her work bridges theory and practice, emphasizing foundational digital competencies over advanced tool usage.
