Swati Aggarwal is a Professor in Artificial Intelligence at the Faculty of Logistics, Molde University College (HiMolde). Her research focuses on AI applications in healthcare, ethics, cognitive development, and neural networks. She holds a PhD in Neutrosophic Neural Networks, a Master's in Information Technology, and a Bachelor's in Computer Science and Engineering. Previously, she was a Marie Curie Postdoc Fellow at NTNU, working on AI models for cognitive assessment in infants (AIM_COACH project). Research Interests - AI in Health/Medicine - Ethics in AI and Societal Impact - EEG/BCI for Cognitive Assessment - Machine Learning and Deep Learning Publications Her recent work spans AI ethics, BCI applications, adversarial attacks, and healthcare diagnostics. Notable contributions include EEG-based infant perceptual monitoring (2025) and malaria detection via EfficientNet (2023). She also explores cross-lingual adversarial robustness and blockchain in hospitality systems. Labs/Teams - ABC-AI: Applied, Basic, and Conscientious AI Group - Virtual Technologies and Learning Research Group
Nicola Paltrinieri is a Professor of Risk Assessment at the Department of Mechanical and Industrial Engineering, NTNU (Norway), and an Adjunct Professor at the University of Bologna (Italy). His expertise spans risk assessment, hydrogen technologies, process safety, and data-driven safety management. He holds Chartered Engineer and Chartered Scientist certifications and has served on editorial boards for journals like Safety Science and Journal of Risk Research . Education: PhD in Environmental, Safety and Chemical Engineering (University of Bologna, 2012) Master’s in Chemical and Process Engineering (University of Bologna, 2008) Research Interests: Focuses on hydrogen infrastructure safety, Natech accident analysis, risk-based inspection strategies, and AI integration in safety systems. His work emphasizes sustainable energy transitions and mitigating risks in emerging technologies like hydrogen. Key Projects (2022-2026): H2Glass : Decarbonizing glass and aluminum sectors via hydrogen HyInHeat : Hydrogen technologies for industrial heating HYDROGENi : Norwegian research center for hydrogen/ammonia Awards: Onsager Fellowship (2016–2021) Frank Lees Medal (2012) for safety-related publications Grants & Leadership: Head of NTNU Energy Team Hydrogen, coordinator for EU-funded projects like SUSHy , and active in international risk committees (e.g., EFCE, ESRA). His work bridges academia and industry, with over 8 PhD examinations supervised. Labs/Teams: Leads the NTNU Energy Team Hydrogen and collaborates on initiatives like SH2IFT-2 for safe hydrogen fuel handling. His research group focuses on AI-driven risk analysis and hydrogen infrastructure resilience.
Shaukat Ali serves as Research Professor and Head of the Department of Engineering Complex Software Systems at Simula Research Laboratory, concurrently holding the title of Chief Research Scientist. His academic leadership drives innovation at the critical nexus of quantum computing, artificial intelligence, and software engineering, with concentrated expertise in verification, validation, and testing methodologies for complex systems including cyber-physical infrastructures and autonomous robotics. His primary research domains encompass: Verification and Validation Search-Based Software Engineering Autonomous Driving Systems Cyber-Physical Systems Engineering Digital Twin Technologies Quantum Software Engineering Analysis of recent publications (2024-2025) reveals a decisive trend toward quantum-AI convergence in software engineering, particularly through quantum software testing frameworks and AI foundation models applied to cyber-physical systems. His work systematically addresses noise mitigation in quantum hardware, uncertainty quantification in adaptive robotics, and novel testing paradigms using vision-language models for industrial robotics—demonstrating both theoretical rigor and industrial applicability. As department head, Ali spearheads strategic research directions in complex software systems, fostering cross-disciplinary collaboration while actively shaping quantum software engineering through workshops like QAI2024 and Q-SANER 2024. His invited presentations at venues including JYU Quantum Electronics and EU-Korea Quantum Forums underscore his influence in defining emerging research landscapes.
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.
Jonas Bakken is a Professor of Norwegian Didactics at the Department of Teacher Education and School Research, University of Oslo. His work bridges rhetoric, children's literature, and sustainable development education through innovative didactic approaches. As academic director of the Associate Professorship Program, he shapes teacher education and curriculum design. Research Interests: Norwegian language arts, rhetoric integration in education, ecocriticism, multicultural narratives, and bilingual pedagogy. Projects: Evaluation of bilingual education (ETOS), Linking Instruction and Student Experiences (LISE), Scandinavian Narratives of Guilt and Privilege (Scanguilt), Minority Literary Voices in Scandinavia. Publications span textbook analysis, rhetorical strategies in Sámi literature, CLIL education equity, and oral creativity pedagogy. His recent works focus on task culture conflicts and curriculum renewal in Norwegian language arts.
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.
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.
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.
Marcos Caballero serves as Associate Professor at both the University of Oslo's Center for Computing in Science Education and Michigan State University. His work bridges physics education research with computational science instruction across educational levels from high school to graduate programs. His educational background includes: B.S. in Physics from University of Texas at Austin (2004) M.S. in Physics from Georgia Institute of Technology (opto-microfluidics research) Ph.D. in Physics Education Research from Georgia Tech (2011, first PER-focused doctorate there) Postdoctoral research at University of Colorado Boulder Caballero's research investigates how computational tools and science practices shape physics learning, employing both cognitive and sociocultural theoretical frameworks. Key projects examine measurement uncertainty assessment, computational literacy development, and equity in graduate admissions. His work spans micro-level analyses of student coding comprehension to macro-level studies of computing's impact across degree programs, with significant contributions to transforming upper-division physics curricula toward active learning environments. His recent publications (2021-2024) reveal concentrated focus on measurement uncertainty assessment instruments , computational thinking frameworks , and holistic graduate admissions reform . These works demonstrate increasing methodological sophistication through NLP applications and large-scale educational data analysis, while maintaining practical relevance for physics classroom transformation. Caballero co-founded Georgia Tech's Physics Education Research group and currently leads UiO's Center for Computing in Science Education and Michigan State's Physics Education Research Lab . His international partnership for computing in science education drives cross-institutional curriculum development, focusing particularly on integrating computational practices into core physics instruction while addressing equity challenges in STEM education.
Tian Li is an Adjunct Associate Professor at the Department of Energy and Process Engineering, Faculty of Engineering, Norwegian University of Science and Technology (NTNU). Based at the Varmeteknisk building on the Gløshaugen campus, Dr. Li is affiliated with the ComKin Group and has been actively involved in numerous research projects focused on biomass conversion and combustion technologies since 2011. Dr. Li's research primarily focuses on: Biomass gasification and combustion technologies Computational Fluid Dynamics (CFD) modeling of energy conversion processes Multiphase flow and reaction kinetics in thermochemical processes Turbulence modeling in combustion systems Development of simulation tools for bioenergy applications Over the past decade, Dr. Li has led or contributed to multiple significant research projects funded by the Norwegian Research Council and industrial partners, including BioCarbUp, GASPRO, GrateCFD, GAFT, BioCarb+, CenBio, and GasBio. These projects have focused on optimizing biomass conversion processes for sustainable energy production. Dr. Li's publication record shows consistent contributions to high-impact journals in the energy and combustion fields, with a strong emphasis on computational modeling approaches. The research demonstrates expertise in developing and validating models for biomass conversion processes, with applications ranging from industrial-scale biomass furnaces to fundamental particle-level phenomena. Dr. Li has developed significant expertise in various computational tools and programming languages: Software: OpenFOAM, ANSYS Fluent, ANSYS ICEM CFD, Star-CD, MFiX, CHEMKIN, LOGEsoft, LabVIEW Programming: C/C++, Python, Fortran, Matlab Through participation in major research centers like CenBio (Bioenergy Innovation Centre), Dr. Li has contributed to advancing Norway's bioenergy research capabilities and fostering collaboration between academia and industry in the sustainable energy sector.
Sigmund Eldevik is a Professor at Oslo Metropolitan University, affiliated with the Faculty of Health Sciences and the Institute for Behavioral Sciences. His research focuses on applied and experimental behavioral analysis in clinical practice, particularly for children with autism spectrum disorder. Key areas: Early Intensive Behavioral Intervention (EIBI), social referencing, conditional discrimination training, and seizure-like behavior assessment. Recent work evaluates stress in parents of autistic children, telehealth supervision methods, and outcome measures for EIBI. He collaborates extensively with researchers like Svein Eikeseth and Børge Strømgren, contributing to journals such as Advances in Neurodevelopmental Disorders and Behavioral Interventions . His publications highlight innovations in behavioral intervention techniques and tool validation for clinical use.
Anya Helene Bagge is an Associate Professor in the Department of Informatics at the University of Bergen, where she is a researcher at the Bergen Language Design Laboratory. Her work focuses on programming languages and software language engineering, with strong ties to education and tool development. Research Interests: Programming language design and implementation Software language engineering Semantics of programming languages Domain-specific languages and language extensions Program transformation using Rascal, MPL, and Stratego/XT Aspect-oriented programming, especially Domain-Specific Aspect Languages Her recent publications reflect a consistent focus on software language engineering, refactoring, microservice security, and programming education. Themes across her work include language design, program analysis, and the development of educational tools and methodologies. Scientific Awards: The Realist Committee's Teaching Award 2016/17 Lecturer of the Year in Computer Science (Spring 2015) Anya Bagge actively supervises students, including PhD and Master’s candidates such as Tero Hasu, Kristoffer Haugsbakk, and Nina Andersen. She has been involved in numerous academic activities, including organizing the OOPSLE workshop and serving on program committees for conferences like SLE, HILT, and WCRE. She has also taught core courses including INF101, INF225, and INF328, demonstrating a strong commitment to both research and teaching. Labs and Teams: She is affiliated with the Bergen Language Design Laboratory , collaborating with researchers such as Magne Haveraaen, Eva Burrows, and Tero Hasu.
Therese Tishakov is a PhD candidate at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. Her research focuses on multilingualism, language education, and English as a lingua franca (ELF) in inclusive classrooms. Current research projects: English as a Lingua Franca for Inclusive Multilingual Classrooms (ENRICH) Research groups: Cultural Diversity and Multilingualism in a Global Perspective, Evaluation and Assessment (EnA) Her recent publications analyze language beliefs of English teachers, methodological considerations in applied linguistics research, and collaborative practices to expand multilingual spaces in classrooms. Key themes include teacher-researcher partnerships, ELF in Norwegian education, and pedagogical strategies for linguistic diversity.
Dag Sjøberg is a Professor at the Department of Informatics (Ifi), University of Oslo . He also holds a part-time position at SINTEF Digital . His research focuses on empirical software engineering with emphasis on development processes , agile methodologies , technical debt , and programming skill assessment . Research Interests: Empirical methods (controlled experiments, case studies) Construct validity frameworks Agile and Lean practices Microservices architecture Software quality and maintainability Scientific Achievements: Led Simula Research Laboratory's Software Engineering department ranked #1 globally (2004-2008) Developed Guidelines for Construct Validity in software engineering research Extensive publication record in top venues like IEEE Transactions and Journal of Systems and Software Academic Background: Cand.scient. in Informatics (University of Oslo, 1987) PhD in Software Engineering (University of Glasgow, 1993) Professional Involvement: Co-founder and board member of three IT companies Former research director at Simula Research Laboratory (2001-2008) Current head of the Programming and Software Engineering research section at Ifi
Krista Uibu is a Professor of Primary Education at the Institute of Education, Faculty of Social Sciences, University of Tartu. With a distinguished career spanning over three decades in educational research and practice, she has made significant contributions to the fields of primary education, teacher education, language teaching, and intercultural competence. Her research interests encompass primary education methodologies, teacher beliefs and practices, language teaching and text comprehension, intercultural education for migrant students, and climate education. She has pioneered work on teachers' roles in the social-cultural context, mathematics education in primary schools, and the development of Estonian educational thought. Professor Uibu's recent publications reveal a strong focus on contemporary educational challenges including climate change education, teaching strategies for migrant students, and the relationship between teacher beliefs and student outcomes. Her work demonstrates consistent engagement with both theoretical frameworks and practical classroom applications. 2023 Estonian Ministry of Education and Research, The second award in Estonian National Contest of Educational Research 2023 Letter of appreciation from the Rector of the University of Tartu for promoting Estonian educational thought 2021 Recognition for outstanding social activity in the Faculty of Social Sciences 2018 Estonian Ministry of Education and Research, The first award in Estonian National Contest of Educational Research As the founder and long-term editor of the Estonian Journal of Education, Professor Uibu has significantly shaped educational discourse in Estonia. She has supervised doctoral students, including Triinu Kärbla whose thesis won first prize in the Estonian National Contest of Educational Research. Her leadership extends to national and international committees including the Estonian Academy of Sciences education committee and editorial boards of international journals. Professor Uibu leads research projects on climate education and has been instrumental in developing Estonia's national climate education strategy, demonstrating her commitment to addressing contemporary societal challenges through educational innovation.
