Oleksandr Kapranov is an Associate Professor of English at NLA University College's Teacher Education program. His work intersects discourse analysis, climate change communication, and English language teaching (ELT), with a focus on sustainable development education and intercultural communication. Research areas include political speeches (e.g., Keir Starmer, Rishi Sunak), corporate disclosures (Bank of England, Vedanta Resources), and media framing (Greenpeace branches, King Charles III). Key pedagogical interests: digital competence, beginner EFL training, and discourse markers in academic writing. His recent publications analyze climate change discourse through syntactic structures, metonymy, modality, and evidentiality, emphasizing institutional and political narratives. While no formal awards are listed, his work spans interdisciplinary collaborations with NGOs, governments, and universities.
Maj Schian Nielsen is a Senior Research Librarian at the University Library of the University of Agder. Her work focuses on multilingualism, crosslinguistic awareness, and German language pedagogy. She is affiliated with the research groups 'Media and Communication Studies' and 'Multilingualism in Society and Education (MUSE).' University of Agder Research Groups: Media and Communication Studies, MUSE Her research explores how multilingual awareness can enhance grammar instruction in German third-language (L3) teacher education programs across Denmark and Norway. Recent publications analyze curriculum structures, educational materials, and the integration of generative AI tools like ChatGPT in multilingual education contexts. Scientific output trends reveal a focus on: Cross-linguistic pedagogy L3 German acquisition Grammar teaching methodologies AI applications in language learning Teacher training for multilingual classrooms Systemic Functional Linguistics (SFL) frameworks She has not been publicly recognized with scientific awards listed in the available data.
Simen Grung is a Doctoral Research Fellow at the Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo. His work focuses on assessment practices and English language pedagogy. Current projects: EDUCATE (Subject Renewal Evaluation), LANGUAGES (Language Instruction Contexts), NAVIKO-LU (Video-based Teacher Training), VIST (Video Excellence in Teaching) Research Groups: SISCO (Studies of Instruction across Subjects and Competences) His research explores feedback mechanisms in international classroom contexts, formative assessment challenges, and the use of video representations to enhance teacher training programs across Norway, England, and France. Recent publications demonstrate expertise in comparative education studies, language proficiency analysis, and assessment research methodologies. Key themes include cross-cultural pedagogical practices, assessment literacy, and video-based professional development. Active in academic collaborations, he works with researchers like Lisbeth M. Brevik, Eva Thue Vold, and Kirsti Klette on projects examining instructional quality and student experiences in teacher education.
Tracey Lavalette is a Research Fellow and PhD candidate at the University of Oslo's Department of Teacher Education and School Research, affiliated with the Faculty of Educational Sciences. Her research focuses on educational sociology and social inequality in schools, with a particular emphasis on equity-oriented teacher noticing. She holds a Master's in Pedagogy (2023) and has extensive prior experience as a teacher in lower secondary education and adult education (2014–2021). Education Background: Master's in Pedagogy (2023), University of Oslo Practical-Pedagogical Education with Norwegian and Social Studies Didactics (2014), University of Oslo Research Interests: Tracey investigates how teachers develop equitable practices through noticing and pedagogical reflection. Her work integrates sociological perspectives to address systemic educational inequalities, particularly in teacher training and curriculum design. She advocates for inclusive methodologies that bridge theory and practice in educational settings. Key Contributions: Her recent publications (2024) synthesize literature on equity-oriented teacher noticing, emphasizing its role in fostering inclusive classrooms. These studies highlight methodological innovations in scoping reviews and literature analysis. Professional Background: Doctoral Research Fellow since [start year not specified] Prior teaching roles: Norwegian/social studies teacher (secondary education) and educator for Norwegian language learners in vocational programs
Elin Marie Frivold Kostøl is an Assistant Professor in the Department of Education at the University of Agder. Her research focuses on co-regulation in parent-child and teacher-child interactions, particularly in emotional situations. She examines how social and emotional conditions influence child development and learning, with methodological expertise in qualitative approaches like Stimulated Recall Interviews and video analysis. Key areas include special education, social-emotional learning, and inclusive education. Her work explores pedagogical strategies for emotional support in classrooms and the role of intersubjective understanding in bullying prevention. She is affiliated with the Special Education research group and has contributed to interdisciplinary projects addressing educational assessment and school staffing challenges. Elin’s research highlights teachers’ interpretations of emotional situations, emphasizing co-regulation as a pedagogical tool. She advocates for evidence-based practices to enhance children’s emotional and behavioral regulation in diverse classroom settings.
Crina Damsa is a Professor at the Department of Education, University of Oslo. Her research focuses on collaborative learning, interdisciplinary learning, and the role of digital technologies (including AI) in knowledge work and education. She leads projects like Unpacking collaboration: Multimodal analysis and combined method designs and Learning Ecologies in Higher Education , and is involved in research groups such as HEDWORK and LIDA. PhD in Educational Research, University of Oslo (2013) MSc in Learning Design and Technology, Utrecht University (Netherlands) BA in Language and Literature, Babes-Bolyai University (Romania) Her work examines sociocultural and sociomaterial aspects of learning, with a focus on student-centered environments, design-based research, and multimodal learning analysis. She supervises PhD students and contributes to methodological advancements in learning sciences. Editorial roles: Area Editor for Learning in Context , member of editorial boards for journals like Journal of the Learning Sciences and Frontline Learning Research Projects: Academic Hospitality in Interdisciplinary Education (AHIE) , Digital Integration of Video Assessment (DIVA) , Digital Tracing of Collaborative Learning (DigiT) , Global Teacher Education (GatherED)
Peter Maassen is a Professor in the Department of Education at the University of Oslo . His work focuses on higher education governance, institutional autonomy, and the intersection of policy and organizational practices. He has contributed extensively to understanding university reforms, quality assurance mechanisms, and the evolving role of universities in global and European contexts. His research interests span Higher Education , University Governance , Institutional Autonomy , and European Higher Education . He investigates how universities adapt to external pressures while maintaining internal coherence, with a particular emphasis on policy-driven changes and their implications for academic freedom and organizational structures. Maassen's recent publications analyze academic freedom in the European Union, knowledge transfer strategies, and the democratic responsibilities of higher education institutions. His work often explores the tension between excellence and diversity in university systems, particularly in China and the Western Balkans . He has received the Faculty of Education's prize for excellence in teaching and serves as Head of the Higher Education Development Association (HEDDA) . His collaborations with researchers like Bjørn Stensaker and Mari Elken have produced significant insights into university alliances and quality management practices. Maassen is affiliated with the research group Knowledge, Learning and Governance (HEDWORK) , which examines higher education's role in societal and organizational contexts. His career includes visiting positions at institutions like the Centre of Advanced Studies in Oslo and Stellenbosch University in South Africa.
Karmenlara Ely Seidman is a Professor and Artistic Director in Acting and Performance at the Norwegian Theatre Academy (NTA), Østfold University College, and a part-time Professor II at the School of Music, UiT The Arctic University of Norway. She holds a Ph.D. in Philosophy (2008) and an M.A. in Performance Studies (2001) from NYU's Tisch School of the Arts. Her research explores interdisciplinary intersections of performance, ethics, and cultural memory, with foci including: Relational aesthetics and embodiment in performance Intergenerational art practices and indigenous/diaspora knowledge systems Transatlantic archives and decolonial methodologies Experimental pedagogy and institutional reimagining Street performance and ritual/game structures Her publications emphasize performative archives, actor training, and ethical frameworks, frequently engaging with themes of cultural memory, embodiment, and institutional critique. Recent works demonstrate a strong focus on decolonial praxis and interdisciplinary collaboration. She leads major funded projects including: Sea Matters (2023–2026): Performance research pedagogy laboratory Spectral Collaborations (2019–2022): Performative entanglement in Nordic Transatlantic Slavery archives Infinite Record (2013–2017): Archive memory and performance She mentors PhD students internationally, serves on evaluation committees across Nordic institutions, and has developed innovative study programs bridging artistic practice and scholarly research.
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 .
Agnieszka Malgorzata Moraczewska is Assistant Professor at University of Inland Norway's Department of Scandinavian Languages and Literature. Her research examines how students' and teachers' linguistic repertoires contribute to development of subject knowledge, language skills, and identity formation in multilingual educational contexts. Research specialties: Pedagogical translanguaging strategies Cross-linguistic awareness development Bilingual instructional scaffolding Multilingual classroom practices Epistemic inclusion frameworks She holds a master's degree in Didactics of Cultural and Language Subjects from Inland University College (2017) and previously served as lecturer in Norwegian at the same institution (2016-2019), specializing in Norwegian as a second language and language didactics. Her work spans teacher education programs and Norwegian language courses for international students.
Aleksandra Raonic is an Associate Professor at the Norwegian University of Science and Technology (NTNU), affiliated with the Department of Architecture and Technology under the Faculty of Architecture and Design. She previously held an Associate Professorship at Xi'an Jiaotong-Liverpool University (XJTLU) in China from 2014 to 2020, where she led Year 3 architecture programs and collaborated with the University of Liverpool. Raonic is also the founder and principal architect of RAUM, an award-winning architectural studio known for research-driven design projects. Her work spans architectural education, urban design, and innovative residential/commercial projects, with a focus on sustainability and community engagement. Her research emphasizes experimental pedagogy and the integration of design practice with academic teaching. Notable projects include the Stubline Kindergarten (2017 S.ARCH Award) and the Central Greenmarket in Negotin (2019 DANS International Award). Raonic has received over 25 design and teaching awards, including the Jiangsu Province Tutor Award (2018) and the Suzhou Excellent Educator Award (2016). She has supervised numerous student projects recognized at national and international levels. Raonic’s teaching philosophy combines theoretical rigor with hands-on practice, evident in her co-authored publications like Framing Indeterminacy (2019). Her recent exhibitions, including Barnas Katedral (2023) and Work in Progress (2023), highlight her commitment to experimental design and public space innovation. She actively collaborates across institutions, such as the Threads of Innovation project with CEPT University in India (2021). Education Background: Professional journey began with early architectural competitions (e.g., 1998 student award for urban design in Pancevo). Formal training includes studies at the Städelschule in Frankfurt, influencing her experimental design ethos. Awards Overview: Over 25 awards spanning teaching excellence, design competitions, and architectural innovation, including Grand Prix (Leonardo 2005) and multiple jury-selected projects. Grants & Projects: Leads applied research initiatives like NTNU’s Threads of Innovation , focusing on space interventions and cross-cultural academic partnerships. Raonic’s architectural practice and academic roles are deeply intertwined, reflecting her belief in education as a platform for advancing architectural discourse and societal impact.
Professor Yngve Karl Frøyen works at the Department of Architecture and Planning, Faculty of Architecture and Design, Norwegian University of Science and Technology (NTNU). With expertise in sustainable transport solutions, urban spatial modeling, and GIS applications for planning, he has taught and supervised urban and regional planning topics since 2010. His work spans multiple master programs and involves improving transport modeling tools for walking, transit, and bicycling modes. Research Focus: Sustainable urban transport (walking, bicycling, public transit), urban density, GIS methods, land use-transport interactions, and urban logistics. Teaching: Courses in GIS methods, land use-transport integration, regional planning, and master thesis supervision. Publications: 15+ works on transport modeling, urban density impacts, bicycle infrastructure, and planning methodology. Outreach: Regularly presents at conferences and seminars on topics like urban logistics, walking modeling, and transport policy. His academic career spans from 1981 civil engineer graduation to current professorship, with prior roles at Norwegian Institute of Urban and Regional Research (NIBR) and SINTEF. He combines technical GIS proficiency with policy-oriented planning expertise.
Marius Korsnes is an Associate Professor at the Department of Interdisciplinary Cultural Studies, Faculty of Humanities, Norwegian University of Science and Technology (NTNU). He leads the ERC-funded 'MidWay' project on sufficiency in meat and milk consumption in China and co-leads the NFR INTPART project 'Sociomaterial Transformations in Norway and East Asia (SoMaT)'. He is actively involved in the MEATigation, COJUST, and GreenBlack projects, and previously led research in the FME NTRANS center on deep decarbonization. His work bridges energy, sustainability, and socio-cultural transitions with a strong focus on Norway and China. BA in International Studies, University of Oslo (2009) BA in History, University of Oslo (2011) M.Phil. in Culture, Environment and Sustainability, University of Oslo (2012) PhD in Technology, Innovation and Culture, NTNU (2015) His research centers on sustainability transitions , energy use , renewable energy systems , consumer practices , and sufficiency , particularly in the context of China and Norway. He explores how socio-material practices shape energy and food systems, with attention to justice, inclusion, and policy implications. His work integrates Technology, Innovation and Society (TIS) perspectives and public engagement. His recent publications (2022–2025) reflect a strong trend in energy citizenship , meat and dairy consumption , prosumerism , and sufficiency . These articles analyze low-income energy practices, policy injustices, and cultural dynamics in food and energy transitions. The research is interdisciplinary, combining social science, environmental studies, and policy analysis. ERC Starting Grant (MidWay project) Member, Academy for Young Researchers (AYF) NTNU Star Program Korsnes has advised Master’s students and contributes to transdisciplinary research, including using improvisational theatre for collaborative research. He has been involved in major research centers like FME ZEN and FME CenSES, and his work emphasizes public engagement and societal impact. His projects often involve international collaboration, especially between Norway and East Asia.
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.
Dr. Catrine Torbjørnsen Halås is a Professor of Social Work at Nord University, a position she has held since 2023. She previously served as an Associate Professor at the University of Nordland from 2012, which later became part of Nord University. She has held significant leadership roles including Head of the Center for Practical Knowledge and Program Manager for the PhD program in Professional Science. She was also the cohort coordinator for the National Research School for Teacher Education (NAFOL) at NTNU from 2018 to 2020. Her research centers on practical knowledge , experiential learning , and qualitative methodologies , with a strong emphasis on ethnographic and narrative approaches. She explores how professional practice in social work can be informed by lived experience and reflective processes. Her work with vulnerable youth focuses on participation, involvement, and creating meaningful change through dialogue and recognition. The recent publications of Dr. Halås reveal a consistent engagement with knowledge-reflected practice , praxeology , and democratic knowledge production . Her research spans topics such as the role of practical knowledge in education, youth narratives challenging social norms, and participatory methods like the Dialogue Café. She emphasizes the integration of theory and practice in professional training and advocates for inclusive, reflective, and ethically grounded research. She is actively involved in research networks such as the European Association of Social Work Research (EASWR), where she convenes a Special Interest Group on Social Work Practice Research, and the International Community for Practice Research in Social Work. She leads the PrepChild Research Center for Children and Youth and Social Preparedness and contributes to the Nordic research network on youth, belonging, and outsiders. Her editorial work includes influential anthologies like Practical Knowledge: An Introduction (2023) and Humanistic Research Approaches to Professional Practice (2017), which have shaped discourse in the field. Dr. Halås has extensive experience in both academic and practical social work. Before her academic career, she served as a Senior Advisor to the County Governor of Nordland (1996–2011) and as a caseworker and manager in Oslo’s Grorud social welfare office (1989–1996). This background deeply informs her research, grounding it in real-world challenges and professional practice. She has not received any explicitly mentioned scientific awards, but her sustained scholarly output and leadership in research networks indicate significant influence in her field.
