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.

Masters's degree programme in

Educational Theory and Curriculum Studies (Danish)

Master's degree programme in

Educational Theory and Curriculum Studies (Math)

Master's degree programme in

Educational Theory and Curriculum Studies (Material culture)

Master's degree programme in

Educational Theory and Curriculum Studies (Music education)

Master's degree programme in

General education

Master's degree programme in

ICT-based educational design

Master's degree programme in

Philosophy of Education

Research units

Publications

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Heger , S. & Wilson, A. (2025). Kinship in writing in Danish author schools for children. Abstract from UK Literacy Association: International Conference Liverpool 2025, Liverpool, United Kingdom.

Berndsen, M. (2025). Kirkerummets Materielle Magt: Når atmosfære bruges som didaktisk åbning. Paper presented at Pre-Conference: Power and Powerlessness: , Aarhus.

Larsen, L. K. (2025). Kohærensmåder: Et kvalitativt studie af, hvordan elever skaber tekstsammenhæng, når de skriver i dansk i 4. klasse . [PhD dissertation, Aarhus University]. https://doi.org/10.7146/aul.578

Larsen, L. K. (2025). Kohærensmåder i elevers skrivning i dansk i 4. klasse. Abstract from Fag, elev, verden: Nye relationer?, Emdrup, Denmark.

Sattrup, L. & Knudsen, L. E. D. (2025). Konsulent og skoleforsker: Husk de æstetiske dimensioner i fagfornyelsen. Skolemonitor.

Jerg, K. & Thestrup, K. (2025). Kulturelle Mødesteder. BUKS - Tidsskrift for Børne- og Ungdomskultur, Årgang 41/2025(70), 153-168. Article 9.

Bundsgaard, J. (2025). Kunstig intelligens i dansk. Dansklærerforeningens Forlag.

Hansen, J. J. & Nørgård, R. T. (2025). Kursusdidaktik og Generativ AI på tværs af universiteterne.

Frandsen, H. V. (2025). La danse guidée: trois approches imprécises. In J.-P. Schneider & D. Schulthess (Eds.), Le mouvement: Actes du XXXIXe Congrès de l'ASPLF (Neuchâtel – 22-26 août 2023) Droz.

Fougt, S. & Augestad-Puck, M. R. (2025). Læselyst Rudersdal 2024: En systematisk undersøgelse om læselyst og læseglæde blandt folkeskolelever og forældre i Rudersdal Kommune.

Fougt, S. & Augestad-Puck, M. R. (2025). Læselyst Rudersdal - Kort version med opsummering og vigtigste anbefalinger: En systematisk undersøgelse om læselyst og læseglæde blandt alle folkeskoleelever i Rudersdal Kommune. Aarhus Universitet, DPU.

Nørgård, R. T. (2025). Legende videregående uddannelser: Hvorfor, hvordan og hands-on. Abstract from Dansk Universitetspædagogisk Netværks Konference 2025, Kolding , Denmark.

Højgaard, T. (2025). Logbog i forbindelse med observation af forsøgsundervisning i matematik på Hvalsø Skole 2016-2025. https://pure.au.dk/ws/portalfiles/portal/450508424/MMM1-9_logbog_og_videolinks_public.pdf

Lindenskov, L. B. & Søndergaard, B. D. (2025, Apr 21). Mål og måling i erhvervsfagene. https://matematikdidaktik.dk/tema/maal-og-maaling-i-erhvervsfagene

Jankvist, U. T. & Bach, C. C. (2025). Math mastery in the digital age: The confluence of digital technologies and mathematical competencies. 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 & 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. 22-37). Svensk Förening för Matematikdidaktisk Forskning. http://matematikdidaktik.org/wp-content/uploads/2025/03/NORMA24-proceedings.pdf

Sortkær, B., Have, M. & Bundsgaard, J. (2025). Measuring the Effect of a Large-Scale Didactic “Playful Learning”: Intervention on Preservice Teachers’ Preferences and Intentions for Future Practice. In Play-based Teaching in Higher Education (pp. 125-154). Emerald Group Publishing. https://doi.org/10.1108/S1479-368720260000051008

Nørgård, R. T. & Holflod, K. (2025). Meeting in the middle: Cultural co-creation, transformative partnerships, and ecosystems for public good. Educational Philosophy and Theory, 57(2), 112-127. https://doi.org/10.1080/00131857.2024.2384722

Højgaard, T. & Sølberg, J. (2025). Meningsfulde mål. Matematik, 1, 12-15.

Kabel, K., Christensen, M. V., Tannert, M. & Bendixen, S. F. (2025). Metasprog i skriveklasserum på 5. og 8. klassetrin. Abstract from NNFF 10, København, Denmark. https://konferencer.au.dk/nnff10

Østergaard, W., Meidell Sigsgaard, A.-V., Heiden, T., Wulff, L. & Worm, C. (2025). Multilingualism in Danish pre-service teachers’ writing assignments: Between theory and practice. In A. R. Warren, J. Y. Iversen & B. Straszer (Eds.), Teacher education for working in linguistically diverse classrooms: Nordic perspectives (pp. 99-126). Language Science Press. https://doi.org/10.5281/zenodo.15147416

Holm, L. & Laursen, H. P. (2025, Aug 28). Når børn sammen udforsker skriftsproget. https://videnomlaesning.dk/viden-og-vaerktoejer/forskerklummen/2025/naar-boern-sammen-udforsker-skriftsproget/

Stausbøll, M. K. & Stausbøll, N. E. K. (2025). Når dyrene klarer sagen. Børn & bøger, 78(7), 6-8.

Johansson, M., Sønneland, M., Höglund, H., Kabel, K. & Gourvennec, A. (2025). Nordiska lärares föreställningar om skrivande i litteraturundervisningen. Abstract from NNFF 10, København, Denmark. https://konferencer.au.dk/fileadmin/konferencer/NNFF10/NNFF10_abstractbog.pdf

Gjessing, E. (2025). Øjeblikkets skolearkitektur: En analyse af de rumlige momenters praksis med fokus på inklusion i skolen. [PhD dissertation, Aarhus University].

Holflod, K. (2025). Om at mødes i et legende mellemrum: Når pædagoguddannelsen og læreruddannelsen lærer at lege sammen. In H. M. Skovbjerg, D. O. Hoff, M. Wistoft, S. Lehmann & R. Sørensen (Eds.), 12 perspektiver på legende tilgange på pædagog- og læreruddannelsen (pp. 26-35). Playful Learning DK. https://playful-learning.dk/wp-content/uploads/2025/03/Skovbjerg-et-al.-2025-12-perspektiver-paa-legende-tilgange-paa-paedagog-og-laereruddannelsen.pdf

Holflod, K. (2025). On Meeting in Shared Playful Spaces: learning to play together in social education and teacher education. In H. M. Skovbjerg (Ed.), 12 Perspectives on Playful Learning in Social Education and Teacher Education (pp. 26-35). Playful Learning DK. https://playful-learning.dk/wp-content/uploads/2025/03/Skovbjerg-et-al.-2025-12-perspectives-on-playful-learning-in-social-education-and-teacher-education.pdf

Dalsgaard, C. & Prilop, C. N. (2025). Partnerskaber mellem elever og AI: Nye arbejdsmetoder med generativ AI. Læring og Medier, 17(31), 1-30. https://doi.org/10.7146/lom.v17i31.150410

Holflod, K. (2025). Playful Higher Education Futures: Hopeful and Utopian Thinking in Pedagogy. In S. Abegglen, T. Burns, R. Heller, R. Madhok, F. Neuhaus, J. Sandars, S. Sinfield & U. G. Singh (Eds.), Stories of Hope: Reimagining Education (pp. 95-105). Open Book Publishers. https://doi.org/10.11647/OBP.0462.08

Nørgård, R. T. (2025). Reclaiming creativity in higher education: Towards a playful university. Abstract from Philosophy and Theory of Higher Education Conference , Dublin, Ireland.

Schilhab, T. (2025). Refleksion og tavs viden i lyset af Embodied Cognition. Kognition & Pædagogik, 35.

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

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