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Danish School of Education

Publications

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Brandi, U. (2026). Actualising workplace learning opportunities in Danish retail: young adults’ work practices. Journal of Education and Work. Advance online publication. https://doi.org/10.1080/13639080.2026.2643591

Pedersen, C. H., Jensen, R. D., Rölfing, J. D. & Gamborg, M. L. (2026). Adaptation and validation of a Danish version of the Physiciansʼ Reactions to Uncertainty Scales. Danish Medical Journal, 73(1), Article A05250375. https://doi.org/10.61409/A05250375

Brandi, U. & Sprogøe, J. (Accepted/In press). Aktiv videnskabsteori: En grundbog. Hans Reitzels Forlag.

Gamborg, M. L. (2026). At the precipice of assessing adaptive expertise? Advances in Health Sciences Education. Advance online publication. https://doi.org/10.1007/s10459-026-10526-y

Ebsen, M. (Accepted/In press). Crafting Co-ops in Denmark: Reworking Craftmanship, construction and capitalism in a cooperative realm. Berghahn Books.

Puge, K. (2026). Do we understand one another? Establishing trusting collaborations between researchers and school practitioners. Educational Action Research, 1-19. https://doi.org/10.1080/09650792.2026.2665739

Wahlgren, B., Aarkrog, V., Duch, H. & Hersom, H. (2026). Læringsmiljø i erhvervsuddannelserne: Sammenhæng mellem normer, stemning og lærerroller. Scandinavian Journal of Vocations in Development, 11(1), 44-58. https://doi.org/10.7577/sjvd.6428

Brandi, U. & Elkjaer, B. (2026). Organisatorisk læring. In S. Vikkelsø & P. Kjær (Eds.), Klassisk og moderne organisationsteori (2 ed., pp. 227-250). Hans Reitzels Forlag.

Ebsen, M. & Rieland, S. R. (2026). Pedagogical strategies and practices in environmental and sustainability education in vocational education and training: an integrative review (1999–2024). Environmental Education Research. Advance online publication. https://doi.org/10.1080/13504622.2026.2616697

Gulmann, M., Christensen, L. C. & Aarkrog, V. (2026). Praksisfaglighed som erhvervsrettet undervisning i folkeskolen. Københavns Professionshøjskole.

Beha, N., Brandi, U. & Sørensen, C. (Accepted/In press). Samspillet mellem formel og uformel læring. Erhvervspsykologi, 24(2), 1-14.

Morris, T. H., Brandi, U., Hodge, S., Hoggan-Kloubert, T. & Milana, M. (2026). Self-directed lifelong education and learning in times of generative AI. International Journal of Lifelong Education, 45(2), 121-126. https://doi.org/10.1080/02601370.2026.2633668

Puge, K. & Wahlgren, B. (2025). Bæredygtig skoleudvikling: Erfaringer fra udviklingsprojekter på erhvervsuddannelser . DJES Danish journal of education studies, 4(1), 1-17. Article 1. https://tidsskrift.dk/tidsskriftforuddannelsesvidens/article/view/141534

Puge, K. & Wahlgren, B. (2025, May 15). Building change capacity through formative evaluation: Description of a concept that can contribute to sustainable improvement in vocational education and training schools. EPALE - Electronic Platform for Adult Learning in Europe. https://epale.ec.europa.eu/en/blog/building-change-capacity-through-formative-evaluation

Brandi, U. & Gamborg, M. L. (2025). Dialogue at work: Learning Labs as democratic arenas for competence and capability development. In Z. Sloboda, M. Kopecký & B. Petříková (Eds.), ESREA 2025: Full papers and presentations Charles University.

Brix, L. D., Skjødt-Jensen, A. M., Jensen, T. H. & Aarkrog, V. (2025). Enhancing nursing students' self-reported self-efficacy and professional competence in basic life support: the role of virtual simulation prior to high-fidelity training. Teaching and Learning in nursing, 20(1), e236-e243. https://doi.org/10.1016/j.teln.2024.10.020

Ebsen, M. (2025). Exploring the Potential and Pitfalls of Education for Sustainability in Vocational Education and Training (VET). Paper presented at ECER 2025 , Beograd, Serbia.

Aarkrog, V. (2025). Fagligt talt: Digitale læringsværktøjer og didaktiske overvejelser. Ingeniøren.

Kardyb, D., Lysgaard, J. A., Ebsen, M. & Bach, K. M. (Accepted/In press). Indgange til bæredygtighed i uddannelse: En undersøgende rammesætning. DJES Danish journal of education studies, 4?(1).

Wahlgren, B. & Brandi, U. (2025). Kortlægnings- og analyseprojekt om kortuddannedes deltagelse i uddannelse.

Brandi, U. & Gamborg, M. L. (2025). Novel approaches to workplace learning: experiences and results from a participatory-driven learning intervention. In ESREA Triennial Conference 2025 Dialogue in and through Adult Education and Learning : The Book of Abstracts (pp. 164-166). Charles University. https://esrea2025.ff.cuni.cz/wp-content/uploads/sites/125/2025/09/ESREA-2025-Book-of-Abstracts_web_FINAL_v2.pdf

Hoggan-Kloubert, T., Brandi, U., Hodge, S., Milana, M. & Morris, T. H. (2025). Peace education in times of war. International Journal of Lifelong Education, 44(6), 623-630. https://doi.org/10.1080/02601370.2025.2582942

Puge, K., Lindhardt, L. B. & Wahlgren, B. (2025). Planning practices to strengthen vocational school improvement: Development of school leaders' planning competencies. Scandinavian Journal of Vocations in Development, 10(2), 1-19. https://doi.org/10.7577/sjvd.5998

Ebsen, M. (2025). Sanselighed og materielle læreprocesser i arbejdet med bæredygtighed på danske erhvervsuddannelser. Paper presented at NordYrk 2025, Aarhus, Denmark.

Milana, M., Brandi, U., Hodge, S., Hoggan-Kloubert, T. & Morris, T. H. (2025). Skills, skills, skills! The European Commission’s endorsement of a Skills-First approach and the future of adult education and lifelong learning. International Journal of Lifelong Education, 44(2), 127-130. https://doi.org/10.1080/02601370.2025.2472553

Brandi, U., Hodge, S., Hoggan-Kloubert, T., Milana, M. & Morris, T. H. (2025). Temporality and lifelong education and learning. International Journal of Lifelong Education, 44(1), 1-5. https://doi.org/10.1080/02601370.2025.2445435

Viuf, K. B., Gamborg, M. L., Jensen, R. D., Rölfing, J. D. & Høy, K. (2025). The more the merrier? Appropriateness of massed simulation training in surgical residency.. Abstract from Danish Orthopedic Society Congress 2025, Copenhagen, Denmark.

Hodge, S., Brandi, U., Hoggan-Kloubert, T., Milana, M. & Morris, T. H. (2025). The perfect (skills) match? Tracking a chimera of lifelong learning policy. International Journal of Lifelong Education, 44(4), 351-357. https://doi.org/10.1080/02601370.2025.2528002

Wahlgren, B. & Puge, K. (2025, May 5). Udvikling af forandringskapacitet gennem formativ evaluering: Sådan kan formativ evaluering styrke organisationers evne til at håndtere forandring. https://nll.org/artikler/udvikling-af-forandringskapacitet-gennem-formativ-evaluering/

Brandi, U. (2025). Working in the retail sector. In C. Gallouj & F. Gallouj (Eds.), Elgar Handbook of Retailing (pp. 1-8). Edward Elgar Publishing.

Milana, M., Brandi, U., Hodge, S. & Hoggan-Kloubert, T. (2024). Artificial intelligence (AI), conversational agents, and generative AI: implications for adult education practice and research. International Journal of Lifelong Education, 43(1), 1-7. https://doi.org/10.1080/02601370.2024.2310448

Brandi, U. (2024). Bæredygtig Livslang Læring. Kommagasinet, Maj.

Bengtsson, L., Brandi, U., Dahlstrand, Å. L. & Wadin, J. (2024). Building Innovation Ability: A continuous improvement of innovation capacity, capability, and external outlook. Abstract from R&D Management 2024: Transforming industries through technology.

Wahlgren, B. & Aarkrog, V. (2024). Developing of knowledge in practice-based research: Research circles as an example. Nordic Journal of Vocational Education and Training, 14(3), 95-113. file:///C:/Users/hcen/Downloads/NJVET_2024_3_5_Peer-review_BW_VA.pdf

Rieland, S. R., Jacobsen, A. M. L. & Ebsen, M. (2024). Didaktisk inspiration: Elevengagerende klimaundervisning. Københavns Professionshøjskole.

Ebsen, M., Hjermov, P., Rieland, S. R., Bisgaard, J. & Christensen, L. C. (2024). Elevengagerende klimaundervisning og -oplæring i erhvervsuddannelserne: Erfaringer fra skoler og lærepladser. Københavns Professionshøjskole. https://www.ucviden.dk/ws/portalfiles/portal/190570543/Forskningsrapport_Elevengagerende_Klimaundervisning_og_-opl_ring_NCE_2024_2_.pdf

Gamborg, M. L., Mylopoulos, M., Mehlsen, M., Paltved, C. & Musaeus, P. (2024). Exploring adaptive expertise in residency: the (missed) opportunity of uncertainty. Advances in Health Sciences Education, 29(2), 389-424. https://doi.org/10.1007/s10459-023-10241-y

Ebsen, M. (2024). From trash to treasures: Crafting novel building structures from discarded construction materials. Paper presented at European Association of Social Anthropology (EASA) 2024 , Barcelona , Spain. https://www.easaonline.org/conferences/

Hodge, S., Brandi, U., Hoggan-Kloubert, T., Milana, M. & Morris, T. H. (2024). In times of trouble, what is the role of lifelong education and educators? International Journal of Lifelong Education, 43(2-3), 87-92. https://doi.org/10.1080/02601370.2024.2346976

Brandi, U. & Elkjaer, B. (2024). Lessons from pragmatism: Organizational learning as resolving tensions at work. Educational Philosophy and Theory, 56(5), 448-458. https://doi.org/10.1080/00131857.2022.2141109

Brandi, U. (2024). Living and learning in the retail sector: transactions of young adults’ life course experiences and workplace learning opportunities. Studies in the Education of Adults, 56(2), 246-265. https://doi.org/10.1080/02660830.2024.2416729

Kamstrup, A. K. & Aarkrog, V. (2024). Mening i overgang mellem GF2 og oplæring. Center for viden om erhvervsuddannelser. https://dpu.au.dk/fileadmin/edu/Udgivelser/Rapporter/Rapport.Mening-i-overgangen-mellem-gf2-og-oplaering.pdf

Bramming, P. & Brandi, U. (Eds.) (2024). Når læring ikke gider at gå på arbejde mere. Pragmatism Publications Group.

Aarkrog, V. (2024). Simulation-based training in transitions from school to workplace learning: A study of a social and healthcare programme . Scandinavian Journal of Vocations in Development, 9(1). https://journals.oslomet.no/index.php/yrke/article/view/5856

Howard Morris, T., Brandi, U., Hodge, S., Hoggan-Kloubert, T. & Milana, M. (2024). Social justice through lifelong education: the balancing of self-directed learning outcomes towards ourselves and others. International Journal of Lifelong Education, 43(6), 573-578. https://doi.org/10.1080/02601370.2024.2418661

Hoggan-Kloubert, T., Brandi, U., Hodge, S., Milana, M. & Morris, T. H. (2024). Social Movements and Lifelong Learning – Learning for Change or Learning for Democracy? International Journal of Lifelong Education, 43(5), 467-472. https://doi.org/10.1080/02601370.2024.2392418

Gamborg, M. L., Salling, L. B., Rölfing, J. D. & Jensen, R. D. (2024). Training technical or non-technical skills: an arbitrary distinction? A scoping review. BMC Medical Education, 24(1), Article 1451. https://doi.org/10.1186/s12909-024-06419-6

Brandi, U. (2024). Transaktionisten Bente: mellem impuls, vane og intelligens. In P. Bramming & U. Brandi (Eds.), Når læring ikke gider at gå på arbejde mere (pp. 12-21). Pragmatism Publications Group.

Frandsen, T. K. & Aarkrog, V. (2024). Ud- og indslusningsaktiviteter i overgang fra skole til oplæring: En undersøgelse af erhvervsskolernes udslusnings- og oplæringsstedernes indslusningsaktiviteter i overgangen fra skole til første oplæringsperiode. https://ceveu.dk/wp-content/uploads/sites/51/2024/05/ud-og-indslusningsaktiviteter.pdf

Johansen, C. B., Bjergkilde, D. & Aakjær, M. K. (2024). Utopisk nærvær i genbrugsbutikken – hvordan arbejdsprøvning for unge i sårbare positioner også kan se ud. Paper presented at GRASP´24, Roskilde.

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Revised 04.03.2026

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Knud Holt Nielsen