Danish School of Education

Aarhus University Seal
 Danish School of Education About the school Organisation Department of Educational theory and curriculum studies, General education and Philosophy of education

Department of
Educational Theory and Curriculum Studies, Educational Philosophy, and General Education

About the department

The department is one of four departments at the Danish School of Education, Aarhus University and is built around the Master's degree programmes in Educational Theory and Curriculum Studies - danish, - mathematics, - material culture and - music education; ICT-based educational design; General education; and Educational philosophy. The department's researchers are part of a number of research units.

Programmes

The descriptions of the programmes are only available in Danish.

Research units

Publications

Sort by: Date | Author | Title

Mah, D.-K., Groß, N., Dalsgaard, C. & Prilop, C. N. (2025). School teachers in Germany and Denmark: a comparative study of self-efficacy and distinct profiles in using Artificial Intelligence for teaching and learning. Journal of Research on Technology in Education, 1-19. Advance online publication. https://doi.org/10.1080/15391523.2025.2577302
Pedersen, M. K. & Jankvist, U. T. (2025). Semiotic registers as access to students’ concept images being part of their mathematical thinking competency related to differentiability. In C. K. Skott, M. Blomhøj, A. Eckert, R. Elicer, R. Herheim, B. Kristinsdóttir, D. M. Larsen, G. A. Nortvedt, P. Nyström, J. Ö. Sigurjónsson & A. L. Tamborg (Eds.), Proceedings of NORMA24 The tenth Nordic Conference on Mathematics Education Copenhagen, 2024 – Interplay between research and teaching practice in mathematics education: Skrifter från SMDF, Nr. 19 (pp. 281-288). Svensk Förening för Matematikdidaktisk Forskning. http://matematikdidaktik.org/wp-content/uploads/2025/03/NORMA24-proceedings.pdf
Heger, S. (2025). Skrivelyst: Forfatterskoler for børn i retorisk og børnelitterært perspektiv. [PhD dissertation, Aarhus University, Danish School of Education - Department of Educational Theory and Curric. Studies, General Education and Educational Philosophy].
Holflod, K., Hansen, E. A. & Nørgård, R. T. (2025). Slow Jam: A recap of the final Cultural Game Jam in Aarhus, Denmark. https://epic-we.eu/slow-jam-a-recap-of-the-final-cultural-game-jam-in-aarhus-denmark/
Gunnes, T., Kirkebøen, L. J., Lindenskov, L. B. & Rønning, M. (2025). Small- and large-group instruction and a didactic method in mathematics for low-performing adolescents: results from a randomized field experiment. The Scandinavian Journal of Economics, 127(3), 613-652. https://doi.org/10.1111/sjoe.12581
Gjessing, E. (Ed.) (2025). 'Smart smutvej': - en vej til ny skolearkitektur udenom det pædagogiske personale. Unge Pædagoger, 86(1), 28-43. Article 3.
Jankvist, U. T., Sánchez Aguilar, M., Koichu, B. & Misfeldt, M. (2025). "Solid Findings" in Mathematics Education: an Inspiration for Replication. Implementation and Replication Studies in Mathematics Education, 5(2), 137-150. https://doi.org/10.1163/26670127-00502001
Dalsgaard, C., Boie, M. A. K. & Prilop, C. N. (2025). Students’ hidden feedback literacy: distinct differences between formal and informal peer feedback situations. Scandinavian Journal of Educational Research, 1-16. Advance online publication. https://doi.org/10.1080/00313831.2025.2554726
Laursen, H. P. & Daugaard, L. M. (2025). Such tiny signs on a piece of paper. Engagement with language and literacy in a multilingual preschool class. Journal of Early Childhood Literacy, 25(2), 463-486. https://doi.org/10.1177/14687984231175341
Solheim, R., W. Folkeryd, J., Geijerstam, Å. A., Liberg, C., Bremholm, J. & Kabel, K. (2025). Symposium: Nye skandinaviske perspektiv på tidlig skriveopplæring. Abstract from NNFF 10, København, Denmark. https://konferencer.au.dk/nnff10
Højgaard, T. (2025, Mar 5). Tænk i tid frem for antal. Alinea.
Østergaard, M. K., Jankvist, U. T., Misfeldt, M. & Pedersen, M. K. (2025). Teachers’ beliefs on scientific models and the role of mathematisation. LUMAT, 10(3), Article 1. https://journals.helsinki.fi/lumatb/article/view/2758
Krawczyk, S., Holflod, K., Nørgård, R. T. & Hansen, E. A. (2025). “That’s Not Fair!”: Cultural Heritage, European Values, and Youth’s Societal Engagement at a Cultural Game Jam. Abstract from Central and Eastern Europe Game Studies conference 2025, Wrocław, Poland.
Ahl, L. M., Helenius, O., Færch, J. V., Koichu, B., Misfeldt, M., Aguilar, M. S. & Jankvist, U. T. (2025). The Current State of Implementation Research in Mathematics Education. Implementation and Replication Studies in Mathematics Education, 5(1), 1-17. https://doi.org/10.1163/26670127-00501001
Heger , S. (2025). The Dissolution of Traditional Boundaries in Author Schools for Children. Abstract from IRSCL 2025 International Conference, Salamanca, Spain.
Jankvist, U. T. & Niss, M. (2025). The naughty nought: students' difficulties with zero. Mathematics Education Research Journal. Advance online publication. https://doi.org/10.1007/s13394-025-00547-y
Kabel, K., Hanghøj, T. & Storgaard, L. C. (2025). The shaping of an idea as temporal, multimodal, and collaborative activity: exploring how students develop a board game in L1. Language and Education, 39(3), 680-698. https://doi.org/10.1080/09500782.2024.2362906
Bundsgaard, J. & Gerick, J. (2025). The Teaching Theory and Practice of Subject Teachers: Unpublished manuscript delivered at the 11th IEA International Research Conference, June 2025. 1-13. Advance online publication.
Stovgaard, M. & Wistoft, K. (2025). Transformativ undervisning i skole-havhaver – mod en bæredygtig didaktik? Sammenlignende Fagdidaktik, 8, 135-152.
Pio, F. (2025). Udkast til en niveauteori for pædagogisk rettet uddannelsesforskning. ’Faglig trivsel’ som mangespektret fænomen mellem selv, verden, pædagogik og samfund. Dansk Universitetspædagogisk Tidsskrift, 20(39). https://doi.org/10.7146/dut.v20i39.148292
Nørgård, R. T. (2025). Universitetspædagogikkens mangfoldighed og transformative potentiale: Nye veje for videregående uddannelser? Dansk Universitetspædagogisk Tidsskrift, 20(37), 1-6. https://doi.org/10.7146/dut.v20i37.153155
Pedersen, M. K., Misfeldt, M. & Jankvist, U. T. (2025). Upper secondary students’ ways of operationalizing the ‘for all’ statement in examining differentiability of a function using CAS. Journal of Mathematical Behavior, 80, Article 101274. https://doi.org/10.1016/j.jmathb.2025.101274
Ejersbo, L. R., Graversen, T. & Misfeldt, M. (2025). We have a dream: Er det muligt, at nogle logiske navne på talordene kan være med til at gavne levernes forståelse og viden om 10 talssystemet? Matematik: tidsskrift for regne- og matematiklærere, (5), 4-8. Article 1.
Ahl, L. M., Jankvist, U. T., Prytz, J. & Ratnayake, I. G. (2025). What works? Implementing innovations on small, medium and large scale. In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo & M. Gaidoschik (Eds.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14) (pp. 3845-3852). European Society for Research in Mathematics Education. https://scientificnet.sharepoint.com/sites/CERME14/Shared%20Documents/Forms/AllItems.aspx?viewid=5214e03d%2D9971%2D496f%2D9672%2D7a277b8a0a2c&id=%2Fsites%2FCERME14%2FShared%20Documents%2FCERME14%20Proceedings%2FProceedingCerme14%5F20251203%2Epdf&parent=%2Fsites%2FCERME14%2FShared%20Documents%2FCERME14%20Proceedings
Grønhøj, E. O., Smith, E. & Bundsgaard, J. (2025). Why do so few girls aspire for a technology career? The role of social influence, motivational factors, and stereotypes. Social Psychology of Education, 28(1), Article 152. https://doi.org/10.1007/s11218-025-10084-y
Schilhab, T. & Esbensen, G. L. (2025). Wild animals connect us with nature: About awe, eco-pedagogy and natureconnectedness. Frontiers in Psychology, 16, Article 1523831. https://doi.org/10.3389/fpsyg.2025.1523831
Søndergaard, B. D., Hansen, S., Scharup, J., Lindenskov, L. B. & Justesen, F. (2025). Working in a problem-based manner with mathematics and crafts gives meaning to mathematics at Danish vocational schools. In J. Chen, L. Smith, Y. B. Abouarabi, K. Wolff, Z. Simpson & A. Guerra (Eds.), Anchoring conversations (IRSPBL 2025) (pp. 654-661). Aalborg University Open Publishing. https://doi.org/10.54337/irspbl-2025
Koichu, B., Misfeldt, M., Aguilar, M. S. & Jankvist, U. T. (2024). About implementability. Implementation and Replication Studies in Mathematics Education, 4(2), 161-176. https://doi.org/10.1163/26670127-00402001
Knudsen, L. E. D. & Sattrup, L. (2024). Æstetisk dannelse. In O. Løw & E. Jensen (Eds.), Om dannelse: I skole og læreruddannelse (pp. 149-164). Akademisk Forlag.
Knudsen, L. E. D., Wiberg, M., Petersen, K. B. & Haastrup, L. (2024). Afterword. Teacher ethics and teaching quality in Scandinavian schools: new reflections, future challenges, and global impacts. In L. E. D. Knudsen, M. Wiberg, K. B. Petersen & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts (pp. 227-228). Routledge. https://doi.org/10.4324/9781003407775-19
Gregersen, R. M. (2024). Analysing Instrumented Justification: Unveiling Student’s Tool Use and Conceptual Understanding in the Prediction and Justification of Dynamic Behaviours. Digital Experiences in Mathematics Education, 10(1), 47-75. https://doi.org/10.1007/s40751-024-00134-z
Pio, F. (2024). Åndsvidenskabelig pædagogik: En strømning der blev belyst med mørkelygten. Tidsskrift for professionsstudier, 19(37), 78-85. https://tidsskrift.dk/tipro/article/view/144691/188004
Højgaard, T. (2024). An example of competency-oriented teaching: Reasoning in grade 8.
Ejersbo, L. R. & Andersen, Wahl, M. (2024). Anna, Bo, Cecilie og Dan er i matematikvanskeligheder: Hvordan støtter lærerne bedst i vanskeligheder i forhold til at lykkes med den krævede matematik for mellemtrinnet. Matematik: tidsskrift for regne- og matematiklærere, 52(3), 55-59. Article 3.
Berndsen, M., Haastrup, L. & Ucini Jørgensen, I. (2024). Artografiske bevægelser: Mod at blive artograf i en materiel kulturdidaktisk praksis. Nordic Journal of Art & Research, 13(3), 1-38. https://doi.org/10.7577/ar.5469
Bremholm, J., Kabel, K. & Bundsgaard, J. (2024). At skrive verden frem: Genrer og semantiske universer i børns tidlige skoleskrivning . Acta Didactica Norden, 18(3), 1-25. Article 6. https://doi.org/10.5617/adno.11366
Wiberg, M. (2024). Bildung: A paradoxical concept. In J. Baldacchino & H. Saeverot (Eds.), The Bloomsbury Handbook of Continental Philosophy of Education (pp. 81-93). Bloomsbury Academic.
Hyldgaard, K. (2024). Blufærdighed – modstand i seksualundervisningen. Nogle indledende bemærkninger. Lamella – Tidsskrift for teoretisk psykoanalyse, 7(9), 87-105. Article 5. https://tidsskrift.dk/lamella/article/view/145803/188996
Heger, S. (2024). Børn vil gerne skrive sammen med voksne forbilleder. Dansk: medlemsblad for Dansklærerforeningens folkeskolesektion, (2).
Lindenskov, L. B. & Søndergaard, B. D. (2024, Feb 25). Brøker på erhvervsskoler.
Hanghøj, T., Kabel, K. & Hannibal Jensen, S. (2024). Brug af digitale spil i dansk og engelsk: Resultater fra et systematisk review med implikation for praksis. Sprogforum, 30(1), 5-11. https://doi.org/10.7146/spr.v30i1.145743
Ratnayake, I. G., Ahl, L. M., Prytz, J. & Jankvist, U. T. (2024). Changing mathematics education practice: a systematic review of mathematics education implementation research in the Nordic countries. Implementation and Replication Studies in Mathematics Education, 4(2), 215-242. https://doi.org/10.1163/26670127-bja10021
Østergaard, M. K. (2024). Characterizing students’ beliefs about mathematics as a discipline. LUMAT, 12(1), 48-63. https://doi.org/10.31129/LUMAT.12.1.2113
Holflod, K., Nørgård, R. T. & Eriksson, E. (2024). Community, Socialisation, and Empowerment in Cultural Game Jams with Youth Citizens. In Proceedings of the 18th European Conference on Games Based Learning (1 ed., Vol. 18, pp. 395-402). Academic Conferences and Publishing International Limited. https://doi.org/10.34190/ecgbl.18.1.2812
Højgaard, T. (2024). Competencies and fighting syllabusism. Educational Studies in Mathematics, 115(3), 459-479. https://doi.org/10.1007/s10649-023-10285-2
Groth, C. & Schilhab, T. (2024). Conclusions. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (pp. 181-191). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-25
Rožman, M., Fraillon, J., Dexter, S., Bundsgaard, J. & Schulz, W. (2024). Contextual framework. In J. Fraillon & M. Rožman (Eds.), International Computer and Information Literacy Study 2023 Assessment Framework (pp. 53-66). The International Association for the Evaluation of Educational Achievement (IEA).
Holflod, K. & Nørgård, R. T. (2024). Crafting Culture: Aarhus’ EPIC-WE Game Jam Connects Youth and Culture. https://epic-we.eu/crafting-culture-aarhus-epic-we-game-jam-connects-youth-and-culture/
Eriksson, E., Holflod, K. & Nørgård, R. T. (2024). Creative Toying with Cultural Heritage in Game Jams. In ICGJ 2024 - Proceedings of the 8th International Conference on Game Jams, Hackathons and Game Creation Events: Proceedings of the 8th International Conference on Game Jams, Hackathons and Game Creation Events (pp. 9–16). Association for Computing Machinery. https://doi.org/10.1145/3697789.3697795
Molbæk, M.-L., Gabrielsson, R. H., Neubert, K. & Fougt, S. (2024). Danish students’ interactions with PIRLS items. Nordic Journal of Literacy Research, 10(3), 150-167. https://doi.org/10.23865/njlr.v10.5289

Displaying results 101 to 150 out of 2706

Previous

1

2

3

4

5

6

7

8

9

10

Next

Staff

Contact

Head of department

Department administrator

Revised 16.04.2026
-
Lisbeth Hartmann