جست‌وجوی استاد و پژوهشگر

Christina Berg Tveitanمشاهده پروفایل

استادیار

• Second language acquisition
• Children's language development
• Multilingualism
• +۳ مورد دیگر

Christina Berg Tveitan is an Assistant Professor at the University College of Southeast Norway (HiØ) , affiliated with the Department of Languages, Literature and Culture within the Faculty of Teacher Education and Languages . She joined the institution in September 2019 and holds a Master's degree in Norwegian Language Education / Literacy and linguistic diversity in school. Her research focuses on second language acquisition, children's language development, and multilingualism, with particular emphasis on early childhood education and teacher-student interactions. Recent work examines literature mediation practices in kindergartens and the role of storytelling in fostering literacy. Christina teaches courses such as Norwegian 1 for Teachers Years 1–7 and contributes to the Special Education master’s programme . She collaborates with the Decentralized competence development initiative, emphasizing localized educational strategies. Her publications (2017–2025) span topics including multilingual children's syntax acquisition, kindergarten teacher-student translation judgments, and the sociocultural dimensions of Norwegian dialects. Notable works include a 2025 study on kindergarten staff's roles as literature mediators and a 2024 analysis of computational thinking in early childhood settings. Christina actively engages in research partnerships, such as the Rekomp-partnerskap project exploring knowledge exchange dynamics between institutions. Her work bridges linguistic theory with practical pedagogical applications in multicultural educational contexts.

Murtaza Mohiqiمشاهده پروفایل

استادیار

• Human Rights Law
• Digital Human Rights
• International Human Rights Law
• +۴ مورد دیگر

Murtaza Mohiqi serves as an Assistant Professor in the Department of Law at the University of Agder, Norway, affiliated with the Comparative and Public Law and Education Law research groups. His scholarship centers on human rights law in conflict zones, with specialized focus on Afghanistan, and examines technology's role in advancing rights for marginalized communities including women, girls, and persons with disabilities. His research interests span digital human rights, women's educational rights under Taliban rule, disability inclusion through technology, and climate change impacts on vulnerable populations. He investigates systemic injustices in healthcare access, intellectual property barriers to online education, and deepfake threats to human rights documentation, advocating for interdisciplinary human rights-centric solutions that merge legal frameworks with technological innovation. Analysis of his 2022-2024 publications reveals a cohesive interdisciplinary trajectory where law, technology, and social justice converge. Key trends include leveraging AI for educational equity in conflict zones, using digital archives for human rights advocacy, and developing rights-based strategies against health disparities. His Afghanistan-focused work consistently addresses urgent challenges like Taliban restrictions on girls' education, climate vulnerability of women, and digital empowerment amid academic isolation.

Kaja Lillelienمشاهده پروفایل

پژوهشگر ارشد

• Educational Psychology
• Teacher Well-being
• Digital Interventions
• +۳ مورد دیگر

Kaja Lillelien serves as a Research Fellow at the Norwegian Centre for Learning Environment and Behavioral Research in Education within the Faculty of Arts and Education at the University of Stavanger. Her work focuses on empirically grounded interventions to enhance teacher well-being through digital solutions in Norwegian educational contexts. Her research centers on educational psychology with specialized expertise in teacher burnout prevention, work engagement optimization, and digital mental health interventions. She employs the Job Demands-Resources theoretical framework to analyze occupational stressors and develop evidence-based tools for educators, emphasizing culturally adapted implementations in Scandinavian school systems. Her methodology combines systematic reviews with experimental intervention designs. Analysis of her publication trajectory reveals a concentrated research program developing digital, game-based social-emotional learning tools specifically for teacher populations. Her work demonstrates increasing methodological sophistication from systematic reviews (2025) through cross-cultural implementation studies (2024) to practical resource development (2023), consistently targeting the Norwegian educational landscape while incorporating international collaborative perspectives.

• Multilingualism
• Code-switching
• Multiethnolectal Language Practices
• +۷ مورد دیگر

Finn Aarsæther 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). His academic work is centered on linguistic diversity and inclusive education, with a strong emphasis on multilingual classrooms and second language acquisition in Norwegian schools. He serves as Head of Studies in his department, indicating leadership involvement in academic programs. His research interests include: Multilingualism and code-switching Multiethnolectal language practices among urban youth Didactics for linguistically diverse classrooms Inclusion of newly arrived migrant students Teacher education reform Arsæther's recent publications reflect a consistent focus on language, identity, and pedagogy in multicultural contexts. His scholarly output spans textbooks, research reports, and peer-reviewed articles, with notable contributions in journals such as Cogent Education and NOA - Norsk som andrespråk . His work often explores how linguistic practices reflect social identity and how educational systems can better support multilingual learners. He has co-authored key educational resources on multilingual teaching and has contributed to academic volumes published by Cambridge University Press and Gyldendal Akademisk. Scientific contributions and public engagement: Active contributor to public debates on teacher education via platforms like Khrono.no Participant in national policy discussions, including presentations for the Norwegian Ministry of Education Regular speaker at academic conferences such as NOA and NERA Media appearances, including live radio programs on school quality Finn Aarsæther advises on educational programming for reception classes and collaborates with colleagues on research and dissemination. While specific grant details are not listed, his sustained research output and leadership role suggest active involvement in funded projects and curriculum development. He does not appear to lead a formal lab or research center but is embedded in collaborative academic networks focused on language, education, and inclusion.

Elisavet Kozyriمشاهده پروفایل

دانشیار

• Computer Security
• Information Flow Control
• Privacy Enforcement
• +۴ مورد دیگر

Elisavet Kozyri is an Associate Professor at UiT The Arctic University of Norway's Department of Informatics within the Faculty of Science and Technology, where she conducts research in computer security and information flow control. Her office is located in Realfagbygget A232 in Tromsø. Her research focuses on: Information flow properties and enforcement mechanisms Privacy-preserving technologies and GDPR compliance Reactive information flow systems Formal methods for security verification Diversity and inclusion in computer science education She leads the Better Balance in Informatics (BBI) project and participates in the Cyber Security Group (CSG). Her publications demonstrate a consistent focus on information flow control, privacy enforcement, and security formalization, with recent expansion into educational equity research. Analysis shows strong emphasis on: Formal modeling of security properties (60% of publications) Practical implementation of privacy frameworks (25%) Educational initiatives in computer science (15%) Teaching responsibilities include: Advanced Computer Security (2023-2025) Computer Security (2022-2025) Computer Communication (2022) Professional activities include: IEEE Computer Security Foundations Symposium PC member (2021-2026) Deputy Representative to Informatics Europe (2023-present) EUGAIN Management Committee member (2022-2024)

• Mathematics Education
• Critical Mathematics Didactics
• Digital Learning Resources
• +۳ مورد دیگر

Professor Rune Herheim is a faculty member at the Department of Language, Literature, Mathematics and Interpretation, Western Norway University of Applied Sciences. He leads the research group 'Mathematics didactics from a critical perspective' and previously directed the ICT/programming subgroup in the LATACME project (2018-2022) focused on critical mathematics education in multilingual classrooms. Herheim serves on editorial boards for Tangenten and Acta Didactica , the board of Caspar Forlag, and the University and College Council's term group, shaping national mathematics education policy. His research centers on critical mathematics didactics, examining mathematics' societal role and professional applications. He investigates programming and digital resources to foster flexible mathematical understanding, analyzes discourse-quality impacts on learning, and develops north-south mathematical toolkits. Herheim emphasizes multilingual contexts and equity-focused pedagogy to democratize mathematics access and challenge power structures in education. Herheim's 2024 publications reveal concentrated exploration of programming typologies in mathematics education, Stieg Mellin-Olsen's critical didactic frameworks, and master's program development. His work bridges theoretical rigor with practical classroom applications, prioritizing collaborative design and culturally responsive approaches across all publications. As a professor, Herheim supervises master's and PhD candidates in educational science and mathematics didactics. His LATACME project leadership and current research group indicate active grant management, while his term group role directly influences national curriculum standards and educational terminology. Herheim co-leads the 'Mathematics didactics from a critical perspective' research group and collaborates with 'Play, Games and Learning' and 'Lidis' teams. These groups drive innovation in mathematics pedagogy through interdisciplinary projects focused on digital tools, critical discourse, and inclusive learning environments.

Toril Eskeland Rangnesمشاهده پروفایل

دانشیار

• Mathematics Education
• Programming in Mathematics
• Mathematical Argumentation
• +۴ مورد دیگر

Toril Eskeland Rangnes serves as an Associate Professor in Mathematics Education at Østfold University College's Department of Natural Sciences, Practical-Aesthetic, Social and Religious Studies. Her academic work bridges theoretical frameworks with practical classroom applications, focusing on integrating programming and digital tools into mathematics education while addressing multilingual and democratic dimensions of teaching practice. Dr. Rangnes holds a Ph.D. in Mathematics Education from the University of Agder, complemented by a major in Mathematics Education (cand. scient), teacher education with specialization in special education, and completed supervision pedagogy (30 ECTS) for PhD supervision. Her professional journey includes positions as Associate Professor at University of Bergen/Western Norway University of Applied Sciences, University Lecturer at NLA, and primary school teaching experience in Sund municipality. Her research explores programming integration in mathematics education, examining tensions teachers face when implementing computational approaches. She investigates mathematical argumentation through frameworks like Bakhtin's dialogism, analyzing truth, lies, and 'bullshit' in mathematical contexts with special attention to multilingual classrooms. Her work on democratic education in mathematics connects pedagogy with societal values, while her research on mathematical modeling targets elementary education contexts. Current projects include the NFR-funded 'Learning about teaching argumentation for critical mathematics education in multilingual classrooms' (2018-2022) and research on programming's impact on mathematics teaching. As a member of the Didactics in Mathematics, Science and Technology (DiMaNaTe) research group, she contributes to the Digital Society research priority area at Østfold University College. Her scholarly output demonstrates consistent productivity with publications spanning 2023-2025 across international journals and book chapters. She has also served as editor for Tangenten, a journal for mathematics teachers, connecting research with classroom practice.

• Security
• Theoretical Computer Science
• Formal Methods
• +۷ مورد دیگر

Christian Johansen is a Professor in the Department of Information Security and Communication Technology at the Norwegian University of Science and Technology (NTNU), Faculty of Information Technology and Electrical Engineering. He leads the Systems Security group (S2G) and is affiliated with the Center for Cyber and Information Security (CCIS), the Norwegian Cyber Range, and the S2G Playground. Professor Johansen's research focuses on Security and Theoretical Computer Science, with emphasis on developing formal methods and tools for ensuring reliability of complex systems. His work spans security, safety, and concurrency properties in software systems, cyber-physical systems like Smart Grids, Internet of Things security, and modeling concurrency in multi-core and high-performance computing. Among his notable contributions are the Timed Distributed pi-calculus, ST-structures, Dynamic Structural Operational Semantics, Synchronous Kleene Algebra, and Higher Dimensional Modal Logic. His research interests include modeling of security protocols, programming language semantics, verification of distributed systems, concurrent systems modeling, and legal electronic contracts. His recent publications show a strong trend toward concurrency theory, security, and privacy, with significant contributions to pi-calculus variants, higher-dimensional automata, attribute-based encryption, and semantic access control frameworks. Many of his papers appear in top venues such as CONCUR, ATVA, FM, POST, CCS, JLAMP, IJCIP, FMSD, and LMCS. Professor Johansen actively mentors students and collaborators, having worked with Manish Shrestha on the LightSC Security Classification Method for Smart Grids and IoT, and with Bjørnar Luteberget on the SAT modulo Discrete Event Simulation method for railway capacity verification. He has secured funding from competitive sources including EU-FP7-FET-Young-Explorers, Horizon-2020, NFR-FRINATEK, UK's EPSRC, and ECSEL-JU. His work often bridges theoretical computer science with practical security applications in critical infrastructure domains.

Glenn Ole Hellekjærمشاهده پروفایل

پژوهشگر

• English Didactics
• Second Language Acquisition
• Content and Language Integrated Learning (CLIL)
• +۴ مورد دیگر

Glenn Ole Hellekjær is a Researcher at the Department of Teacher Education and School Research , University of Oslo. His work focuses on English didactics , second language acquisition , and language proficiency in educational and professional contexts. Research Themes: Academic English challenges, CLIL (Content and Language Integrated Learning), vocational language needs, and the transition from secondary to tertiary education. Projects: Involved in projects like Vocational and General students’ Use of English (VOGUE) and Teachers’ Professional Development and Educational Change (TEPEC) . Publications: Recent studies include topics on L2 vocational education, feedback practices in EFL writing, and mismatches in occupational English skills. Collaborations: Works with institutions such as European Platform for Dutch Education, Maastricht University, and University of Vaasa. His research often highlights gaps between language education and real-world demands , particularly in Norwegian higher education and government sectors.

Hilde Dehnæs Hogsnesمشاهده پروفایل

دانشیار

• Early Childhood Education
• Educational Transitions
• Play-based Learning
• +۳ مورد دیگر

Hilde Dehnæs Hogsnes serves as Associate Professor in the Department of Pedagogy within the Faculty of Humanities, Sports and Educational Sciences at the University of Southeast Norway, where she has been employed continuously since 2007. Her academic work centers on early childhood education transitions, particularly examining continuity between kindergarten, school, and after-school programs (SFO), with significant contributions to national policy frameworks and educator practice. Her educational background includes: Preschool Teacher Qualification, Vestfold University College (1986) Master's Degree in Kindergarten Education, Oslo University College (2005-2007) PhD in Educational Transitions, University of Southeast Norway (2016) Professor Hogsnes' research investigates play-based learning integration across institutional boundaries and children's experiences of continuity during educational transitions. She examines how books function as boundary objects, analyzes Nordic policy documents regarding literacy in kindergarten, and evaluates SFO program quality through multi-method approaches. Her work bridges theoretical frameworks with practical implementation, emphasizing child perspectives and institutional collaboration. Analysis of her 15 most recent publications reveals consistent focus on transitional continuity (73% of works), play-based pedagogy (60%), and policy implementation (53%), with growing emphasis on comparative Nordic frameworks since 2017. Her research spans educational sociology, child development, and policy studies, characterized by multi-stakeholder methodologies. As head of the Children's transition from kindergarten to school and early childhood education research group, she supervises master's students and leads projects evaluating municipal SFO programs and developing national guidelines. Her work directly informs Norwegian education policy through contributions to the National Framework Plan for SFO and Language/Text/Communication guidelines in kindergarten teacher education. Professor Hogsnes maintains active collaboration with municipal education authorities and national bodies including Knowledge Center for Education, while contributing as peer reviewer and presenter for OECD transition reports. Her practitioner background (18 years as kindergarten leader) enriches her academic perspective on policy-practice connections in early childhood education.

• Welfare
• Quantitative methods
• Causal Analysis
• +۹ مورد دیگر

Anne Grete Tøge serves as a Research Professor at the Work Research Institute, part of the Centre for Welfare and Labour Research at Oslo Metropolitan University. Her work focuses on evaluating interventions within the welfare state, particularly examining health effects of economic recessions, unemployment experiences in Europe, and conducting cluster-randomized trials to improve services for vulnerable populations. PhD in Social Work and Social Policy Dr. Tøge's research spans welfare systems, quantitative methodology, and causal analysis with particular emphasis on social politics and experimental design. She specializes in using RCT methodologies to evaluate complex interventions in healthcare institutions, with significant work on health and welfare politics, unemployment effects, and health inequalities. Her recent work demonstrates a strong focus on translating research into practical welfare interventions. Her publication record shows a consistent trajectory toward increasingly complex evaluations of welfare interventions, with a notable shift toward cluster-randomized trial designs in recent years. The research spans three primary domains: child welfare interventions (particularly family support and maltreatment prevention), educational interventions (focusing on school dropout prevention), and labor market integration programs (especially for young adults and vulnerable populations). Dr. Tøge has been involved in significant research projects including the Impact Evaluation of Interdisciplinary Health Assessment commissioned by the Norwegian Directorate for Children, Youth and Family Affairs, and the Family Partner project which develops interventions for child maltreatment prevention. She collaborates extensively with researchers including Malmberg-Heimonen, Ira; Bråthen, Magne; Frøyland, Kjetil; and Spjelkavik, Øystein on various cluster-randomized trials evaluating welfare interventions across Norwegian institutions.

• Library and Information Science
• Social Inclusion
• Civic Engagement
• +۷ مورد دیگر

Jamie Johnston is an Associate Professor at Oslo Metropolitan University (OsloMet) in the Department of Archivistics, Library and Information Science within the Faculty of Social Sciences. His research examines how libraries and cultural institutions promote social inclusion, civic engagement, and democratic participation through user-centered approaches. Education: PhD in Library and Information Science from Oslo Metropolitan University (2017) MA in International Migration and Ethnic Relations from Malmö University (2014) MA in Information Resources and Library Science from University of Arizona (2010) BA in Library and Information Science from University of Iceland with minor in Spanish (2005) Johnston's research investigates libraries' role in fostering intercultural dialogue, supporting integration, and contributing to the public sphere. His work particularly focuses on user participation and collaborative programming as mechanisms to address societal challenges and facilitate democratic processes. He aims to provide insights that optimize library practices for diverse communities, promote community building, and strengthen democratic resilience. His publication record shows consistent focus on libraries' social functions, particularly regarding immigrant and refugee populations across Europe. His work spans theoretical frameworks and practical applications, often involving comparative studies across multiple countries. Research Projects: Navigating the digital landscape: universities partnering for change (NIAGARA) Public libraries for immigrants and refugees (PubLIB) Baltic UKH urban knowledge hubs – Transformative societal spaces for hybrid libraries in the Baltic sea region Johnston maintains active international collaborations, particularly with researchers across Europe, examining how libraries serve as community hubs for social inclusion and democratic participation in increasingly diverse societies.

• Library and Information Science
• Children's Literature
• Literature Mediation
• +۳ مورد دیگر

Åse Kristine Tveit serves as Associate Professor in the Department of Archivistics, Library and Information Science at Oslo Metropolitan University's Faculty of Social Sciences. Appointed in 1996 after seven years as a public librarian, she maintains an active role with office R418 at Pilestredet 48, Oslo, and direct contact channels including email aase.k.tveit@oslomet.no. Her educational background includes a Bachelor in Library Science (Oslo, 1987), Master in Comparative Literature (University of Bergen, 1992), and PhD in Library and Information Science (OsloMet, 2016). These qualifications underpin her expertise in library systems and literary analysis. Tveit's research centers on literature mediation, children's literature, and library services for youth, with particular focus on how media and reading practices shape educational experiences. As core member of the Mediation of Culture and Literature research group, she investigates real-world applications in public and school libraries, emphasizing inclusive strategies for diverse readers. Her work bridges theoretical frameworks with practical library programming. Analysis of her 2021-2025 publications reveals consistent exploration of reading engagement across contexts—from vocational schools to language cafes—highlighting systemic challenges in Norwegian library-education interfaces. Key trends include historical analysis of children's library development, critical examination of policy gaps between school and public libraries, and innovative approaches to discussing challenging literature with adolescents. Her collaborative approach is evident through partnerships with researchers like Heidi Kristin Olsen, Kjell Ivar Skjerdingstad, and Idunn Bøyum across 36 scientific publications, 4 textbooks, and 95 dissemination works. Current projects address reading motivation in vocational education and spatial design for exploratory learning in school libraries.