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Blaabæk, E. & Smith, E. (2026). 4 tips til at kickstarte dit barns læselyst i sommerferien. Videnskab.dk. https://videnskab.dk/kultur-samfund/4-tips-til-at-kickstarte-dit-barns-laeselyst-i-sommerferien/

Dalsgaard, C. & Prilop, C. N. (2026). AI as a cognitive partner in learning: Emerging epistemic practices of reflective thought. Journal of Research on Technology in Education, Article 2695013. https://doi.org/10.1080/15391523.2026.2695013

Egloffstein, M., Groß, N., Prilop, C. N. & Mah, D. (2026). AI Integration, Professional Development, and Instructional Quality in K-12 Education. Abstract from AERA 2026, Los Angeles, United States.

Christensen, A. A., Lavy, S. & Christensen, J. H. (2026). Back to Basics: Increasing Tiredness and Hunger in Nordic Classrooms and Their Links to Disorderly Behaviour and Academic Achievement. European Journal of Education, 61(2), Article e70582. https://doi.org/10.1111/ejed.70582

Olsen, A. & Thomsen, R. (2026). Career counsellors’ perspectives on educational mobility in Denmark. International Journal for Educational and Vocational Guidance, 26(1), 517-539. https://doi.org/10.1007/s10775-024-09706-2

Bilon-Piórko, A. D., Lucas-Casanova, M., Toiviainen, S., Thomsen, R. & Olsen, A. (2026). Career guidance practitioners’ understandings of social justice in four European Countries. British Journal of Guidance and Counselling, 54(2), 307-323. https://doi.org/10.1080/03069885.2026.2613213

Holm, C., Kjeldsen, C. C., Flannov, R. & Rosenkrands Olsen, C. (2026). Danske elevers faglige niveau er i alarmerende tilbagegang – der er tale om en reel kundskabskrise. Berlingske Tidende. https://www.berlingske.dk/kommentatorer/danske-elevers-faglige-niveau-er-i-alarmerende-tilbagegang--der-er-tale-om-en-reel-kundskabskrise

Holm, C. & Kjeldsen, C. C. (2026). Debat: Når de 100 folkeskoler skal løftes, kan regeringen hente inspiration syd for grænsen. Skolemonitor. https://skolemonitor.dk/nyheder/debat/article19363570.ece

Jensen, H., Prilop, C. N. & Graf, S. T. (2026). Designing learning cycles: How variations shape student teachers’ self-efficacy for a core practice. Abstract from EARLI SIG 4 & 11 conference, Helsinki, Finland. https://www.earli.org/assets/images/earlisig_4_11_book_of_abstracts-update7.pdf

Jensen, S. S. (2026). Does schooling increase or reduce inequality in achievement and conscientiousness in Denmark? Research in Social Stratification and Mobility, 102, Article 101129. https://doi.org/10.1016/j.rssm.2026.101129

Istencioglu, T., Lassesen, B., Lindberg, A. B., Boud, D., Bjælde, O. E., Dikilitas, K., Ershova, T., Gray, R. M., Kvernenes, M., Musaeus, P., Prilop, C. N., Raaheim, A., Sundset, M. A. & Svensen, C. (2026). Do well-regarded university teachers exhibit feedback literacy? Examining the validity of a competency framework. Assessment and Evaluation in Higher Education, 51(3), 557-574. https://doi.org/10.1080/02602938.2025.2553897

Jacobsen, L. J., Weber, K. E., Prilop, C. N., Huang, Y., Geske, A. & Richter, E. (2026). Enabling Peer Feedback in Teacher Education: The Use of Virtual Reality-Based Microteaching. Journal of Educational Computing Research, 64(2), 275-310. Article 07356331251390698. https://doi.org/10.1177/07356331251390698

Prilop, C. N., Gregersen, R. M. & Nielsen, B. L. (2026). Enhancing pre-service teachers’ relational noticing: Comparing collaborative, individual, and GenAI-enhanced video-based reflection models. Poster session presented at NERA (The Nordic Educational Research Association) Conference 2026, Aarhus, Denmark.

Hansen, I. B., Hansen, R. R., Holt, A. E. & Prilop, C. N. (2026). Exploring reflective vs. instructional AI feedback on students' abstract writing. Poster session presented at NERA (The Nordic Educational Research Association) Conference 2026, Aarhus, Denmark.

Prilop, C. N., Gregersen, R. M. & Nielsen, B. L. (2026). External and internal perspectives: How video-based reflection models shape relational noticing. Poster session presented at EARLI SIG 4 & 11 conference, Helsinki, Finland. https://www.earli.org/assets/images/earlisig_4_11_book_of_abstracts-update7.pdf

Smith, E., Blaabæk, E. H., Reimer, D. & Jæger, M. M. (2026). Gender gaps in reading increase during unplanned and planned school closures. Proceedings of the National Academy of Sciences of the United States of America, 123(13), Article e2523152123. https://doi.org/10.1073/pnas.2523152123

Rotsaert, T., Prilop, C. N. & Vanderlinde, R. (2026). Impact of feedback type on pre-service teachers’ professional vision, self-efficacy, and knowledge. Abstract from EARLI SIG 4 & 11 conference, Helsinki, Finland. https://www.earli.org/assets/images/earlisig_4_11_book_of_abstracts-update7.pdf

Lohse, A., Nielsen, F. L., Ralund, S. & Weiss, F. (2026). Learning the Language of Academia: Ethnic Differences in the Acquisition of Academic Writing Skills. Abstract from ISA-RC28 Spring Meeting 2026: Addressing Social Inequalities in the Global North and South, Sevilla, Spain.

Gregersen, R. M., Nielsen, B. L. & Prilop, C. N. (2026). Noticing through pupils’ eyes: Using Generative AI-mediated feedback to enhance relational noticing. Abstract from NERA (The Nordic Educational Research Association) Conference 2026, Aarhus, Denmark.

Gregersen, R. M., Nielsen, B. L. & Prilop, C. N. (2026). Noticing through pupils’ eyes: Using GenAI-mediated feedback to enhance relational noticing. Abstract from EARLI SIG 4 & 11 conference, Helsinki, Finland.

Qvortrup, L., Wistoft, K., Christensen, J. H., Lavy, S., Christensen, A. A., Rimpelä, A., Hotulainen, R., Steigen, A. M., Hagquist, C. & Siebecke, D. (2026). Recovering from the covid-19 pandemic: the relationship between governance cultures and learning, wellbeing and democratic participation among Nordic school children. NordForsk. https://www.nordforsk.org/2026/recovering-covid-19-pandemic

Hansen, R. R., Hansen, I. B. & Prilop, C. N. (2026). Sequencing matters: Exploring AI and peer feedback in undergraduate physics presentation preparation. Abstract from NERA 2026, Århus, Denmark.

Lykkegaard, E., Qvortrup, A. & Christensen, J. H. (2026). Student characteristics, wellbeing, and educational vulnerability. Scandinavian Journal of Educational Research. Advance online publication. https://doi.org/10.1080/00313831.2026.2642588

Christensen, J. H. & Christensen, A. A. (2026). Student Learning Outcomes and Wellbeing in the Nordic Countries: Pre- and Post-Pandemic Trends from International Large-Scale Assessments. In Recovering from the covid-19 pandemic: the relationship between governance cultures and learning, wellbeing and democratic participation among Nordic schoolchildren (pp. 69-88). NordForsk. https://www.nordforsk.org/2026/recovering-covid-19-pandemic

Kjeldsen, C. C. (2026). Styrkelse af praksisfaglighed i folkeskolen gennem erhvervsrettede praksisser – Spørgeskemaundersøgelsen. (pp. 1-41).

Musaeus, P., Prilop, C. N., Dikilitas, K., Sundset, M. A., Svensen, C., Ershova, T., Boud, D., Lindberg, A. B., Bjælde, O. E., Gray, R. M., Istencioglu, T., Kvernenes, M., Lassesen, B. & Raaheim, A. (2026). Teacher feedback literacy in higher education: Navigating enablers and constraints. Assessment & Evaluation in Higher Education, 51(2), 315-331. https://doi.org/10.1080/02602938.2025.2591556

Lavy, S. & Weiss, F. (2026). Teachers against the trend? The increase of perceived teacher support in Denmark and its correlates. Abstract from Quantitative Research Methods in Education, Gothenburg, Sweden.

Gajderowicz, T., Jakubowski, M., Kennedy, A. I., Kjeldsen, C. C., Patrinos, H. A. & Strietholt, R. (2026). The learning crisis: Three years after COVID-19. Learning and Instruction, 104, Article 102373. https://doi.org/10.1016/j.learninstruc.2026.102373

Schrøder Olsen, A. (2026). The role of parents’ educational background in upper secondary students’ utilization of career guidance resources. British Journal of Sociology of Education, 47(5), 911-933. https://doi.org/10.1080/01425692.2026.2619914

Bundsgaard, J., Hanghøj, T., Nielsen, B. L. & Skott, C. K. (2026). What goes on in science, Danish and mathematics teaching? A quantitative Q-method-inspired study of teachers’ and students’ experiences of subject-specific practices. Scandinavian Journal of Educational Research. Advance online publication. https://doi.org/10.1080/00313831.2026.2623280

Christensen, A. A. (2025). A Global Measure of Professional Learning Communities. Professional Development in Education, 51(2), 214-230. https://doi.org/10.1080/19415257.2022.2065516

Hansen, R. R., Hansen, I. B. & Prilop, C. N. (2025). AI in the feedback process: Effects of humanlike AI agents vs. human feedback on student experiences. Abstract from JURE 2025, Graz, Austria.

Hansen, I. B., Hansen, R. R. & Prilop, C. N. (2025). Anthropomorphism of generative AI in higher education: A scoping review of empirical research. Poster session presented at JURE 2025, Graz, Austria.

Caeli, E. N., Pedersen, C. S., Zambach, S., Misfeldt, M. & Bundsgaard, J. (2025). Computer Science Education in Secondary School: A Real-Life Approach to Teaching Students Technology-Critical Aspects of AI. In ITiCSE 2025 - Proceedings of the 30th ACM Conference on Innovation and Technology in Computer Science Education: Proceedings of the 30th ACM Conference on Innovation and Technology in Computer Science Education V. 2 (pp. 727-728) https://doi.org/10.1145/3724389.3731271

Møller, A. L., Smith, E. & Musaeus, P. (2025). Dissecting study groups: A focus group investigation of informal small group work in anatomy. Dansk Universitetspædagogisk Tidsskrift, 20(37), 251-269. https://doi.org/10.7146/dut.v20i37.145500

Hoya, F., Mah, D., Prilop, C. N., Jacobsen, L. & Weber, K. E. (2025). Effekte der wahrgenommenen Nützlichkeit, subjektiven Norm und Selbstwirksamkeitsüberzeugungen auf die Nutzungsdauer von KI-Tools bei Lehramtsstudierenden. Abstract from GEBF 2025 - Society for Empirical Educational Research, Mannheim, Germany. https://www.sowi.uni-mannheim.de/media/Einrichtungen/gebf2025/Programm_GEBF25_digital.pdf

Jacobsen, L., Weber, K. E., Prilop, C. N., Huang, Y. & Richter, E. (2025). Enabling meaningful feedback in teacher education: The use of virtual reality-based microteaching. 35-35. Abstract from EARLI 2025.

Christensen, A. A., Nielbo, K. L. & Gümüs, S. (2025). Exploring school factors related to professional learning communities: A machine learning approach using cross-national data. Educational Studies, 51(5), 805-825. https://doi.org/10.1080/03055698.2024.2369855

Grønhøj, E. O., Wong, B. & Bundsgaard, J. (2025). Exploring young people’s perceptions and discourses of technology occupations through descriptive drawings and a questionnaire. Computer Science Education, 35(2), 267-291. https://doi.org/10.1080/08993408.2024.2385876

Reimer, D. & Borgen, N. T. (2025). Field of study choice and labor market outcomes. In Handbook of Education and Work (pp. 52-74). Edward Elgar Publishing. https://doi.org/10.4337/9781035309917.00009

Prilop, C. N., Rotsaert, T. & Vanderlinde, R. (2025). Fostering pre-service teachers’ classroom management knowledge, self-efficacy, and professional vision: The effect of different expert feedback and pre-service teachers' feedback perceptions during online video analysis. Teaching and Teacher Education, 157, 1-12. Article 104949. https://doi.org/10.1016/j.tate.2025.104949

Ralund, S., Jensen, S. S. & Weiss, F. (2025). Gender and ethnicity differences in the effect of blind grading – an analysis of policy reforms in Denmark. Abstract from Spring Meeting of the ISA Research Committee 28 "Social Stratification and Mobility" 2025, Milan, Italy.

Hansen, I. B., Hansen, R. R. & Prilop, C. N. (2025). Generative AI for students' self-regulated learning practices - analysing process data from (voice-based) student-AI interactions.

Prilop, C. N., Mah, D., Jacobsen, L., Hansen, R. R., Weber, K. E. & Hoya, F. (2025). Generative AI in teacher education: Educators’ perceptions of transformative potentials and the triadic nature of AI literacy explored through AI-enhanced methods. Computers and Education: Artificial Intelligence, 9, 1-15. Article 100471. https://doi.org/10.1016/j.caeai.2025.100471

Weiss, F. (2025). Higher Education: vocational and academic skills. In E. Saar & P. Róbert (Eds.), Handbook on Education and the Labour Market (pp. 58-69). Edward Elgar Publishing. https://doi.org/10.4337/9781803923987.fm4

Christensen, A. A. & Christensen, J. H. (2025). Hunger, Tiredness, and Disorderly Behavior in Nordic Classrooms: Insights from TIMSS and PIRLS. Abstract from 11th IEA International Research Conference (IEA IRC) , Rome, Italy.

Caeli, E. N. & Bundsgaard, J. (2025, Feb 20). Hvorfor gider piger ikke it? Teknologiens Mediehus. https://www.version2.dk/holdning/hvorfor-gider-piger-ikke-it

Caeli, E. N., Caviglia, F. & Bundsgaard, J. (2025). ICT Use, Self-efficacy, and the Future of Eighth-Grade Students: a Qualitative Study of Gender Differences. TechTrends, 69(1), 233–243. https://doi.org/10.1007/s11528-024-01017-1

Kjeldsen, C. C. & Perović, I. (2025). Impact of Home Environmental Support on Reading Achievement. In IEA Research for Education (pp. 133-150). Springer. https://doi.org/10.1007/978-3-031-88002-5_6

Dohn, N. B. (2025). Interesse som drivkraft for læring. Biofag, (3), 21-23.

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Knud Holt Nielsen