Publications

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

Grønhøj, E. O. & Andersen, I. G. (2026). Gender stratification in technology: A cross-national study of career aspirations and their psychological mediators. British Educational Research Journal. Advance online publication. https://doi.org/10.1002/berj.70113

Sortkær, B., Have, M. & Bundsgaard, J. (2026). 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 Emerald Group Publishing. https://doi.org/10.1108/S1479-368720260000051008

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

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. Advance online publication. 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

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. (2025). Do well-regarded university teachers exhibit feedback literacy? Examining the validity of a competency framework. Assessment and Evaluation in Higher Education. Advance online publication. https://doi.org/10.1080/02602938.2025.2553897

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.

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. Advance online publication. https://doi.org/10.1177/07356331251390698

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.

Dohn, N. B. (2025, Dec). Kan man stole på GAI? Studerendes kritiske tilgang til GAI i kvalitativ forskningsanalyse. AU Educate. https://educate.au.dk/praksiseksempler/kan-man-stole-paa-gai-studerendes-kritiske-tilgang-til-gai-i-kvalitativ-forskningsanalyse

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

Christensen, A. A., Christensen, J. H., Kjeldsen, C. C., Kristensen, R. M. & Lavy, S. (2025). Læreres Jobtilfredshed i Danmark - Positive Tendenser. Dansk efterskrift til IEA Compass: Briefs in Education No. 27. . In Lærereres jobtilfredshed: International evidens om sammenhænge med læreres arbejdsmængde, skoleledelse og elevadfærd (pp. 8-10). The International Association for the Evaluation of Educational Achievement (IEA). https://dpu.au.dk/fileadmin/NCS/Publikationer/IEA_Compass_27_dnk_Final.pdf

Kjeldsen, C. C., Kristensen, R. M., Christensen, J. H. & de la Villa Gonzalez, C. (2025). Matematik og natur/teknologi i 4. klasse: Hovedresultater fra TIMSS-undersøgelsen 2023. Aarhus Universitet.

Smith, E. (2025, Sept 24). Mød de studerende hvor de er: Adaptiv undervisning gennem løbende feedback. AU Educate. https://educate.au.dk/praksiseksempler/moed-de-studerende-hvor-de-er-adaptiv-undervisning-gennem-loebende-feedback#c768027

Nielsen, B. L. & Prilop, C. N. (2025, May). Noticing Relational Perspectives: workshopmateriale. https://www.ucviden.dk/files/233656809/Workshopmateriale_noticing.pdf

Reimer, D., Olsen, A., Sortkær, B. & Thomsen, R. (2025). Numbers and Narratives: The Effect of a Combined Information and Role Model Intervention in Reducing Inequalities in Access to Higher Education in Denmark. Educational Evaluation and Policy Analysis. Advance online publication. https://doi.org/10.3102/01623737251385527

Jensen, S. S., Kühhirt, M. & Weiss, F. (2025). Parental unemployment and children's well-being at school: The role of duration, reemployment, and socioeconomic status. Acta Sociologica, 68(2), 217-237. https://doi.org/10.1177/00016993241277038

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

Repo, J., Smith, E., Reimer, D. & Kilpi-Jakonen, E. (2025). Persistent Trends or Pandemic Effects? A Multi-Cohort Longitudinal Study on Student Well-being, Inequality, and Educational Transitions. Social Indicators Research, 180(1), 139-158. https://doi.org/10.1007/s11205-025-03617-7

Krogh, L. B. & Kristensen, R. M. (2025). Praksisafdækning i naturfagene: En undersøgelse af undervisningspraksis i naturfagene i grundskolen. (1 ed.) https://nafa.nu/wp-content/uploads/sites/46/2025/04/nafa-praksisafdaekning-i-naturfag.pdf

Christensen, A. A. & Jerrim, J. (2025). Professional learning communities and teacher outcomes. A cross-national analysis. Teaching and Teacher Education, 156, Article 104920. https://doi.org/10.1016/j.tate.2024.104920

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

Dohn, N. B. (2025). Science on tap: using beer brewing to foster epistemic interest in upper secondary biology. Journal of Biological Education. Advance online publication. https://doi.org/10.1080/00219266.2025.2605033

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

Hansen, R. R., Hougaard, R. F., Møller, K. L., Lindberg, A. B., Nielsen, T. A. & Prilop, C. N. (2025). The effects of an AI feedback coach on students’ peer feedback quality, composition, and feedback experience. Læring og Medier, 17(31), 1-31. https://doi.org/10.7146/lom.v17i31.148831

Laursen, R. & Weiss, F. (2025). The role of school leaders’ transformational leadership practices and sense-making during the implementation of new technology - The case of the mandatory introduction of a learning management system in Danish schools. Leadership and Policy in Schools. Advance online publication. https://doi.org/10.1080/15700763.2025.2482160

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.

Ralund, S. & Weiss, F. (2025). The University Sector Has Become More Application-Oriented: Evidence from Course Descriptions Using Text Analysis for the Case of Higher Education in Denmark. Higher Education Quarterly, 79(3), Article e70044. https://doi.org/10.1111/hequ.70044

Ralund, S. & Weiss, F. (2025). The University Sector Has Become More Application-Oriented: Evidence from Course Descriptions Using Text Analysis for the case of Denmark. Abstract from European Conference on Educational Research 2025, Belgrade, Serbia.

Määttälä, S., Kupiainen, S., Christensen, A. A. & Christensen, J. H. (2025). Trends in between-school and between-class variation in student achievement in the Nordic countries based on IEA assessments from 2011 to 2023. 81. Poster session presented at Annual Conference of the Association for Educational Assessment - Europe . https://2025.aea-europe.net/wp-content/uploads/2025/11/AEA_E_2025_BookOfAbstracts_111125.pdf

Fallesen, P., Passaretta, G. & Jensen, S. S. (2025). Union dissolution and children's educational achievement: Separating effects of school and non-school environments. European Sociological Review, 41(5), 737-754. https://doi.org/10.1093/esr/jcaf026

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Revised 08.05.2023

Knud Holt Nielsen