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Mørck, L. L., Türkoğlu, M. O. F. & Celosse-Andersen, M. (2025). Gang exit and forensic psychiatry: Counter-hegemonic alternatives in the Danish welfare state. In K. E. Petersen & N. Rosendahl (Eds.), Inequality, Education, and Social Exclusion in the Welfare State: Pedagogical Responses from the Nordic Countries (pp. 153-174). Routledge. https://doi.org/10.4324/9781003491408-9

Jensen, L. X., Christensen, I.-M. F., Stegeager, N., Stenalt, M. H., Nørgård, R. T. & Godsk, M. (2025). GenAI og danske tidsskrifter: Muligheder, retningslinjer og etiske problemstillinger. Abstract from Dansk Universitetspædagogisk Netværks Konference 2025, Kolding , Denmark.

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.

Sandager, J. (2025). Gender, Technology and Engineering in Primary and Secondary Schooling. In E. E. Blair & S. Deckman (Eds.), SAGE Encyclopedia of Education and Gender SAGE Publications.

Grimm, J. A. (2025). General Ecology: Bataille in the Biosphere. Danish Yearbook of Philosophy, 58(2), 155-182. https://doi.org/10.1163/24689300-bja10063

Staunæs, D. & Vertelyté, M. (2025). Generationel dissonans: Stemningsarbejde i samtaler om racisme, sexisme og diversitet i organisationer. In L. Bloksgaard & L. R. Augustin (Eds.), Krænkelsesfrie organisationer: Metoder og veje til kulturforandring (pp. 156-175). Nord Academic.

Bülow, M. W. & Bang-Larsen, A. (2025). Generativ AI som dialogpartner i læremidler: – en undersøgelse af potentialer i læremiddelintegrerede bogbots. Unge Pædagoger, 86(2), 29-39. Article 4.

Geraniou, E., Mavrikis, M., Jankvist, U. T. & Misfeldt, M. (2025). Generative AI in Mathematics Teaching: Lessons from spreadsheets through the lens of double instrumental genesis. In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo & M. Gaidoschik (Eds.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14) (pp. 2448-2455). European Society for Research in Mathematics Education. https://scientificnet.sharepoint.com/sites/CERME14/Shared%20Documents/Forms/AllItems.aspx?viewid=5214e03d%2D9971%2D496f%2D9672%2D7a277b8a0a2c&id=%2Fsites%2FCERME14%2FShared%20Documents%2FCERME14%20Proceedings%2FProceedingCerme14%5F20251203%2Epdf&parent=%2Fsites%2FCERME14%2FShared%20Documents%2FCERME14%20Proceedings

Larsen, S. N. (2025). Genpolitisering af økologien: Latour for fuld udblæsning. Vagant. https://www.vagant.no/latour-for-fuld-udblaesning/

Harsbo, R. (2025). Geographies of Emancipation: Neo-Nationalism, Academic Freedom and Higher Education Governance in Poland. [PhD dissertation, Aarhus University].

Kristensen, J. E. (2025). Glædens gnist: om uddannelsesglæde og uddannelsestvang i uddannelsessamfundet. In A. Fløe, S. B. Vium & O. D. Weede (Eds.), Uddannelsesglæde: Refleksioner over sammenhængen mellem skole, uddannelse og glæde Tænketanken DEA. https://www.datocms-assets.com/22590/1742894099-uddannelsesglaede-antologi-e-bog.pdf

Alexiadou, N., Larson, A. & Varjo, J. (2025). Governing career guidance in a Nordic context: policy, research and practice. Nordic Journal of Studies in Educational Policy - NordSTEP, 11(1), 1-3. https://doi.org/10.1080/20020317.2025.2482791

Plotnikof, M., Sandager, J. & Pors, A. S. (2025). Governing inclusive STEM Futures? Gendered performativity of governance efforts to promote STEM to future women workers. Scandinavian Journal of Management, 41(4), Article 101440. https://doi.org/10.1016/j.scaman.2025.101440

Christensen, M. V. & Kabel, K. (2025). Grammatikundervisning – på tværs af sprogfag. Sammenlignende Fagdidaktik, 8, 53-72. https://doi.org/10.7146/sammenlignendefagdidaktik.v2025i8.157362

Jensen, M., Hansen, F., Nurbayev, F., Abdrashitova, G., Esenbekova, E. & Takhumova, O. (2025). Green roofs and rain gardens at packhouses to reduce runoff in Emilia- Romagna. E3S Web of Conferences, 670, Article 05011. https://doi.org/10.1051/e3sconf/202567005011

Daugaard, L. M. (2025). Grievable and ungrievable lives in the language classroom: Notes on the reception of Ukrainian students in Danish schools. Abstract from EELC10 - 10th Explorations in Ethnography, Language and Communication, København, Denmark.

Hashem, D., Christensen, T. K., Khawaja, I., Berg, K. M., Jacobsen, S. N., Banouri, H., Jensen, M. G., Kanafani, N., Nielsen, O. A. L. & Hald, S. (2025). Had skader: 22 års retspraksis på straffelovens § 266 B. Amnesty International. https://amnesty.dk/wp-content/uploads/2025/01/Amnesty_HadskaderRapport2024_Digital_FINAL.pdf

Madsen, C. D. (2025). Har Anton en ADHD-diagnose, eller er han højtbegavet? - når problemforståelser bidrager til særliggørelse og individualisering. Kognition og Pædagogik, 35(137), 36-47.

Henriksen, C. (2025). Har vi stadig noget at tale sammen om? Asterisk (magasin), april 2025(110). https://dpu.au.dk/asterisk/har-vi-stadig-noget-at-tale-sammen-om

Jensen, N. R. (2025). Helge Kminek: Survival through Bildung. Tidsskrift for Socialpædagogik, 28(1), 103-106.

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

Stiholt Otto, M. (2025). Hope & Hesitancy: Reimagining Ethics in Pediatric Palliative Care.

Lysgaard, J. A. (2025). Hope as Bad Practice in Environmental and Sustainability Education. Paper presented at NERA 2025.

Toft-Nielsen, C. & Nørgård, R. T. (2025). Hopepunk games: utopia studies meets hauntology. Paper presented at NordMedia 2025, Odense, Denmark.

McAlpine, L., Gibson, A. & Smedegaard Ernst Bengtsen, S. (2025). How do Danish Humanities PhD School leaders constitute their roles? Interactions of biography, place and time. Studies in Graduate and Postdoctoral Education, 16(3), 299-315. https://doi.org/10.1108/sgpe-10-2023-0097

McAlpine, L., Delaquil, T. C., Smedegaard Ernst Bengtsen, S. & Gibson, A. (2025). How do Deans of Humanities understand and enact societal engagement within their broader experiences of leading? A Danish case study. Studies in Higher Education, 1-17. Advance online publication. https://doi.org/10.1080/03075079.2025.2544040

Sørensen, A. (2025, Apr). Humaniora i Danmark: Æstetisk nydelse snarere end åndsvidenskabelig bevidsthed. Humtank. https://humtank.se/humaniora-i-danmark/

Bjerre, J. (2025). Humaniora skal ikke kun være relevant og nyttig. Det er en kritisk vagthund, der udfordrer magthaverne. Altinget. http://VisRediger https://www.altinget.dk/forskning/artikel/lektor-myten-om-at-humaniora-blot-er-en-producent-af-arbejdsloeshed-holder-ikke

Jensen, N. R. (2025). Human rights in this age of uncertainty: Social work approaches and practices from southeast Europe. European Journal of Social Work, 28(5), 1176-1177. https://doi.org/10.1080/13691457.2025.2500400

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.

Pio, F. (2025). Hvad er ”det generelle” i Generel pædagogik? Oplæg til DPU-jubilæumsfest (2025)..

Hyldgaard, K. (2025, Oct 28). Hvem er bange for kønsforskellen? En kritik af Judith Butlers Hvem er bange for køn? Kvinderettigheder.dk.

Kristiansen, B., Møller, K. L., Bruun, M. H. & Krause-Jensen, J. (2025). Hvordan skriver man egentlig en diskussion? Om at afmystificere akademisk skrivning. Dansk Universitetspædagogisk Tidsskrift, 20(37), 103-117. https://tidsskrift.dk/dut/article/view/140647/195784

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

Mariager-Anderson, K. (2025). Hvorfor inddrage elever i skolens vejledning? Fordi det virker. Vejlederen, 2025(1), 32-33.

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

Laursen, A.-L. E. W. (2025). Identitetsudvikling og identitetsudtryk hos unge med multiple funktionsnedsættelser og manglende talesprog. [PhD dissertation, Aarhus University].

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

Misfeldt, M., Kallo, J., Bach, C. C., Elicer, R., Jankvist, U. T. & Tamborg, A. L. (2025). Implementability of programming and computing education: Accommodative and assimilative approaches to turtle geometry. In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo & M. Gaidoschik (Eds.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14) (pp. 3853-3860). European Society for Research in Mathematics Education. https://scientificnet.sharepoint.com/sites/CERME14/Shared%20Documents/Forms/AllItems.aspx?viewid=5214e03d%2D9971%2D496f%2D9672%2D7a277b8a0a2c&id=%2Fsites%2FCERME14%2FShared%20Documents%2FCERME14%20Proceedings%2FProceedingCerme14%5F20251203%2Epdf&parent=%2Fsites%2FCERME14%2FShared%20Documents%2FCERME14%20Proceedings

Christensen, V., Hobel, P., Niss, M. & Stovgaard, M. (2025). Indledning. Sammenlignende Fagdidaktik, 8, 1-6. Advance online publication.

Krause-Jensen, J., Grøn, S., Lovelady, A. S. & Vaaben, N. K. (2025). Indledning. Tidsskrift for Arbejdsliv, 27(1), 1-3.

Darling, P. & Nørby, S. (2025). Indledning: Diagnoser. Kognition & Pædagogik, 137, 2-7.

Petersen, K. E. & Jensen, N. R. (Eds.) (2025). Inequality, Education, and Social Exclusion in the Welfare State: Pedagogical Responses from the Nordic Countries. Routledge. https://doi.org/10.4324/9781003491408

Morin, A. (2025). Inequality in intervention - a social practice perspective on intervention in school. In K. E. Petersen & N. R. Jensen (Eds.), Inequality, Education, and Social Exclusion in the Welfare State: Pedagogical Responses from the Nordic Countries (pp. 55-71). Routledge. https://doi.org/10.4324/9781003491408-4

Larsen, S. N. (2025). Ingen grund til at skamme sig over at være menneske: Anmeldelse af Benjamin Boysen: The Embarrassment of Being Human. A Critical Essay on the New Materialisms and Modernity in an Age of Crisis (Routledge 2025) i Informations Bogtillæg. Information, 14.

Grimm, J. A. (2025). Ingen tings økologi. In En anden økologi: Antikapitalistisk håndbog (pp. 355-378). Antipyrine.

Kjær, B. & Danneskiold-Samsøe, I. (2025). Inklusionsforskere: Hvem skal have gavn af vores forskning - børn eller pædagoger? Videnskab.dk [online]. https://videnskab.dk/kultur-samfund/inklusionsforskere-hvem-skal-have-gavn-af-vores-forskning-boern-eller-paedagoger/

Bruun, M. H. & Vejlin, T. S. E. (2025). Inscribing uncertainty. Visualizing edu-automation through spatializing techniques. Discourse: Studies in the Cultural Politics of Education, 46(3), 379-397. https://doi.org/10.1080/01596306.2025.2452031

Nordentoft, H. M. & Jensen, T. W. (2025). Inspiring and/or scary? Emotional tensions in student responses to formative feedback from chatbots at a master’s level course in counseling. Læring og Medier, (31), 1-25. Article 31. https://doi.org/10.7146/lom.v18i31.149114

Hedegaard-Sørensen, L. (2025). Integrationens historie i Danmark. Handicaphistorisk Tidsskrift, 53, 115-129. Article 7.

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Revised 26.09.2022

Knud Holt Nielsen