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Research group Critical Studies on Technology in Education and Society (TES)

Emerging technologies, such as algorithmic decision-making, surveillance tools, and generative artificial intelligence (AI), are examples of technologies expected to significantly impact the education sector. To what extent do current university studies prepare students for AI? In what way do they educate students for an AI-mediated future workplace?

Students and book shelves at Copenhagen Business School.

Photo: User_76523/Mostphotos.

The TES research group examines how emerging technologies shape and restructure our material and social worlds, and how we learn throughout life. Our research is conducted in relation to formal learning in education settings, but also seeks to understand the use of technologies in professional settings.

Focus is on the new demands that emerging technologies place on individuals and groups. In particular, we study how they experience and act on these new demands.

We are interested in the interdisciplinary study of mediated practices from theoretical frameworks and methodological approaches that acknowledge and question the structure technologies provide for human activities and practices. What brings this group together is the firm conviction that “technologies are not only aids to human activity, but also powerful occasions for reshaping that activity”*.

The group conducts conceptual and empirical studies in education settings mediated by emerging technologies and in workplaces. Moreover, the group is interested in policy, ethical, and relational elements that arise in the intersection between humans and technologies.

We collaborate with all the national universities that are part of the WASP Education Development program (WASP-ED).
Read about WASP-ED

* The quote is from Langdon Winner’s chapter “Technologies as forms of life” (p. 251), published in “Epistemology, methodology, and the social sciences” (Dordrecht: Springer Netherlands, 1983).