Research areas

I work in the field of Educational Science, and my primary research areas include Dialogic Teaching, Bildung, Teaching Quality, and Education for Sustainable Development.

I am currently employed as a Postdoctoral Researcher in the project Eco-engagement and Eco-literacy, funded by Danmarks Frie Forskningsfond (DFF). In this project, I investigate how two different dialogic teaching practices influence upper secondary school students’ engagement with sustainability and climate change-related problems and issues. The students complete a survey before and after the interventions. The first intervention type consists of online Video Clubs, where students take on various dialogic roles and explore open-ended questions related to sustainability. The second intervention involves Philosophical Inquiries, facilitated by a trained member of the project team.

I also serve as the leader of the focus area “Sustainability” at the Center for Upper Secondary School and Vocational Education Research, and I am a member of the Elite Center for Understanding Human Relationships with the Environment (CUHRE).

In my research, I enjoy combining qualitative thematic analysis and survey studies. With an academic background in philosophy, I also draw extensively on conceptual analysis.

In my PhD (completed in 2024), I examined the tension between Bildung-oriented dialogic teaching ideals and the emphasis on effective teaching and goal orientation in Nordic classrooms. As part of the now-completed project Quality in Nordic Teaching (QUINT), I collaborated with researchers from five Nordic countries, exploring and discussing the criteria for assessing the quality of observed dialogic teaching practices. Through this work, I developed research methods for identifying dialogic quality markers. These methods are now being applied in the research and development project Philosophy in Schools, based at SDU, where we design and deliver professional development courses for teachers and pedagogues.