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

Larsen, S. N. (2025). Når friheden trues i vest, må vi handle i nord. Politiken.

Bjerre, J. (2025). Når Messerschmidt vil lukke RUC, er det ikke et isoleret angreb på ét universitet, men et nyt kapitel i hans kulturkamp mod humaniora. Altinget. https://www.altinget.dk/forskning/artikel/naar-messerschmidt-vil-lukke-ruc-er-det-ikke-et-isoleret-angreb-paa-et-universitet-men-et-nyt-kapitel-i-hans-kulturkamp-mod-humaniora

Gilliam, L. (2025). Når minoritetsdanske drenge mister og finder lysten til skolen: Dynamikker, udfordringer og potentialer. In S. Baagøe Nielsen (Ed.), Køn, seksualitet og mangfoldighed (3 ed., pp. 141-160). Samfundslitteratur.

Korsgaard, O. (2025). Nationalisme: Det moderne Danmarks fødselshjælper. Hoejskolebladet, 05-2025, 30-31. Article 05-2025.

Anderson, S. D. (2025). Nature-based solutions in education: if the benefits are clear, why isn’t it mainstream? https://www.thenatureofcities.com/TNOC/2025/08/03/nature-based-solutions-in-education-if-the-benefits-are-clear-why-isnt-it-mainstream/#Sally

Olsen, F. B. H., Larsen, S. N. & Boysen, B. (2025). Naturen kan ikke bære det politiske ansvar, nymaterialismen pålægger den. Information, 18. https://www.information.dk/debat/2025/11/naturen-kan-baere-politiske-ansvar-nymaterialismen-paalaegger?kupon=eyJpYXQiOjE3NjUzNzMyODQsInN1YiI6IjQ0Nzg1Nzo4MzUwMTIifQ.YiIKW_HWbNNSlhW7tJwsKQ

Blanco Cardozo, R., Ferreira, P., Nelimarkka, M., Haapoja, J., Hockenhull, M., Ojala, M., Pääkkönen, J., Cohn, M. L., Brown, B., Olsson, T., Lehmuskallio, A., Groth, E. M. & Lampinen, A. (2025). Nordic Perspectives on Algorithmic Systems: Cards as a Playful Intervention into the Crisis of Imagination. In Conference Proceedings - Computing X Crisis: 6th Decennial Aarhus Conference, AAR 2025 (pp. 232-233). Association for Computing Machinery. https://doi.org/10.1145/3744169.3744190

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

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

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

Dahl, K. K. B. & Andersen, F. Ø. (2025). Ny forskning i lærermangel: disse fem områder kræver handling. Skolemonitor. http://Lærermanglen i Danmark er et alvorligt problem, der har været på dagsordenen i mange år.

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

Wieser, C. (2025). Omsorgsfuld vejledning: At se behov, tage ansvar og handle responsivt. Abstract from Aktuel vejledningsforskning 2025.

Frandsen, H. V. (2025). On education and why: Review essay. Speki. Nordic Philosophy and Education Review, 2(1), 14-32. https://journals.uio.no/NorEduPhil/article/view/12449

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

Olsen, F. B. H. (2025). Oplyste kynikere. Anmeldelse af Alenka Zupančičs Fornægtelse. . ATLAS. https://atlasmag.dk/kultur/b%C3%B8ger/oplyste-kynikere

Jensen, N. R. (2025). Ordblindhed - en vigtig opgave for professionelle: Samtale med Birgit Dilling Jandorf. Tidsskrift for Socialpædagogik, 28(1), 110-111.

Brodersen, M. E. (2025). Out of Synch: A Schutzian Study of Space, Time, and Intersubjectivity in Seventh-Grade Online Teaching. Schutzian Research , 17, 81-101. https://doi.org/10.5840/SCHUTZ2025175

Petersen, K. E., Morin, A., Vik, S. E. & Tah, J. (2025). Pædagogikkens betydning for børn og unge i trivsel og mistrivsel: Leder. Nordisk tidsskrift for pedagogikk og kritikk, 11(2), 1-6. https://pedagogikkogkritikk.no/index.php/ntpk/article/view/7190/11145

Larsen, S. N. (2025). Pædagogisk gearskiftebevidsthed: Bliver af red. af Arkitekten bedt om at skrive en leder (i form af et essay) om skolearkitektur, uddannelsespolitik og pædagogik (til #4: Tema - Undervisning 2, 9.maj 2025). Arkitekten, (04), 64-67.

Rathje, N. & Lysgaard, J. A. (2025). Pædagogisk mod til bæredygtighed: Dunkle og utopiske perspektiver på naturbaserede løsninger. Københavns Universitet.

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

Scuderi, G. & Çelikoğlu, D. (2025). Parents´ situated experiences with gendered discourses in relation to their children's involvement in online bullying. Abstract from World Anti-Bullying Forum 2025, Stavanger, Norway. https://indico.uis.no/event/49/contributions/1574/

Bøttcher, L. & Dammeyer, J. (2025). Parents’ Strategies for Taking Care of Their Child with Disability: The Challenges of Being Parents of a Child with Cerebral Palsy in the Danish Social Welfare System. Scandinavian Journal of Disability Research, 27(1), 1-14. https://doi.org/10.16993/sjdr.1154

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

Madsen, M. (2025). Performance-based funding and institutional practices of performance prediction. Critical Studies in Education, 66(2), 178-196. https://doi.org/10.1080/17508487.2024.2363391

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

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

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

Kjær, B. & Danneskiold-Samsøe, I. (2025). Play, Pedagogy, Autism Spectrum Disorder, and inequality in Danish Early Childhood Education and Care. In K. E. Petersen & N. Rosendal (Eds.), Inequality, Education, and Social Exclusion in the Welfare State : Pedagogical Responses from the Nordic Countries (pp. 36-54). Routledge. https://doi.org/10.4324/9781003491408-3

Fristrup, T. (2025). ”Plejehjem i eget hjem” som heterotopi og ableistisk foranstaltning. Dansk Sociologi, 36(2), 95-105.

Gulløv, E. (2025). Podcast: Fællesskaber og skillelinjer i børnehaven. Pictures, Video and sound recordings (digital) https://www.cedifdk.com/lyt-med/faellesskab-og-skillelinjer

Høyen, M. (2025). Podcasts som refleksionsrum: - om at formidle studerendes fortællinger om uddannelsesdrømme og uddannelsesveje . Dansk Universitetspædagogisk Tidsskrift, 20(37). https://doi.org/10.7146/dut.v20i37.149996

Fristrup, T. (2025). Præcisionsableisme i det aldersintegrerede samfund. Dansk Sociologi, 36(2), 33-56.

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

Danneskiold-Samsøe, I. & Wistoft, K. (2025). Praksisfagdidaktik i madkundskab: læreres arbejde med håndværk, sanselighed og madlavningsglæde i spændet mellem nytte og dannelse. Paideia.

Sørensen, A. (2025). Preface to Volume 58. Danish Yearbook of Philosophy, 58(1), 1-3. https://doi.org/10.1163/24689300-bja10080

Andresen, B. B. (2025). Preferences related to becoming, being, and remaining a teacher: a case study on teachers’ job satisfaction in the Danish public school system. Creative Education, 16(8), 1234-1253. https://doi.org/10.4236/ce.2025.168076

Thorborg, M. M. R. & Qvortrup, L. (2025). Professional Learning and Development in Denmark: From Formal Competence Development and Professional Learning Communities to an Emergence Approach. In Innovation in Teacher Professional Learning in Europe: Research, Policy and Practice

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

Nygaard, P. S. (2025). Professional Women at Aarhus University: Following the archival trails of women who pursued higher learning within nursing and home economics. [PhD dissertation, Aarhus University].

Brentnall, C., Diego-Rodriguez, I., Thomassen, M. L., Fauchald, R. N. & Ramsgaard, M. B. (2025). Provocation: what is the world asking of entrepreneurship education? International Journal of Entrepreneurial Behaviour and Research, 31(8), 2190-2204. https://doi.org/10.1108/IJEBR-08-2024-0910

Hersom, C., Knoop, H. H. & Justesen, J. B. (2025). Psychological resilience training for leaders in extreme times: Study protocol of a randomized controlled trial. Frontiers in Psychology, 16, Article 1514954. https://doi.org/10.3389/fpsyg.2025.1514954

Hersom, C. (2025). Psykosocial resiliens i krisesituationer. Erhvervspsykologi: tidsskrift om udvikling, dialog, ledelse organisation, 23(3).

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

Schultz, C. (2025). Recognition in Pedagogical Practice With Young People as a Prerequisite for Well-Being in Youth. Nordisk tidsskrift for pedagogikk og kritikk, 11(2), 13-25. https://doi.org/10.23865/ntpk.v11.6218

Alexander, R. (2025). Reconceptualising Scottish Island Youth Migration. Scottish Affairs, 34(3), 281-301. https://doi.org/10.3366/scot.2025.0553

McAlpine, L., Delaquil, T. C., Smedegaard Ernst Bengtsen, S. & Gibson, A. G. (2025). Rectors and university-societal engagement: Re-presenting the ‘reality’ of ‘their’ university. Policy Futures in Education, 23(7), 1291-1312. https://doi.org/10.1177/14782103251324245

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Knud Holt Nielsen