How can Teacher Education provide teacher students with the professional competency needed in a future where Artificial Intelligence (AI) is expected to play a more central role in the school?

Assessment of pedagogical and scientific competence must be done with equal care when employing academic staff. This project aims to investigate challenges associated with assessing pedagogical competence in academics’ teaching portfolios.

The digital transformation of education enhanced our awareness that some face-to-face teaching models may not be appropriate as certain groups of students may be under-privileged. In this new landscape, academics ought to adapt their teaching and their curricula, listening at the same time to voices that may have been underestimated, like those of students.

The main purpose of this project is to examine Artificial Intelligence (AI) literacy in the context of Teacher education (TE), through three workshops that brings together leading experts in the field

There is a need for more teachers with a PhD who can teach in health professions education in order to maintain the quality of education for the future.

Teachers and students at Stockholm university quickly had to adjust to online course delivery in response to the Covid-19 Pandemic. Despite the challenging circumstances, the spring term 2020 provided an opportunity to collect data on how both students andteachers experienced an emergency transition to online teaching.

Is the nomination process for selecting teacher of the year at Stockholm University influenced by gender stereotypical thinking?

As society evolves rapidly, higher education faces growing pressure to redefine its role. This project explores how universities design assessments, course goals, and competencies to stay relevant — balancing academic integrity, labor market demands, and student diversity, with generative AI as a major influencing factor.

The underrepresentation of certain groups in higher education, particularly among STEM academics and students , leads to lack of diversity. This reduces the resilience of the STEM sector and limits the ability of reliant industries to innovate and to respond to global challenges.

This study aims to enhance understanding of the experiences of international academics who moved to Sweden to work at a Swedish Higher Education Institution within the STEM disciplines (science, technology, engineering, and mathematics) between 2008-2024.

“Be strong!.” This is an advice many medical students often encounter during their education. But what does it actually mean to be resilient – and how can it be learned in environments shaped by pressure, hierarchy, and emotional demands? This PhD project explores how resilience is understood, experienced, and shaped in medical education.

In the project we explore medical doctors' learning in the clinical practice, both regarding their medical, pedagogical and administrative learning.

Biomedical analyst students should develop a professional identity that both ensures credible test results and facilitates collaboration with other professionals. This study investigates how BMA students' education supports this development and what factors influence their ability to feel confident in their future professional role.

It is argued that the development of the socio-emotional-cognitive skills can be taught and one of the primary places where this learning takes place is in schools. The project aims to investigate how the teacher education at Stockholm University prepares the students to adress this issue.

The project investigates how mentors, during workplace learning, better can contribute to students’ learning processes and their transition into work life.

In this project we investigate the professional development of teacher and medical students in relation to professional self-confidence, emotional challenges and moral stress during the first years of their training.

Collaborative project between researchers at Stockholm University and doctors at Karolinska Institutet that examines various aspects of learning in medical education and during continuing education of ST doctors.

Social actions such as advice and feedback are sensitive actions, often triggering emotional and defensive reactions. Moreover, just how to understand and describe such actions – for instance, as “constructive advice”, “complaints”, or even “insults” – is a potential point of contention and dispute for participants in interaction.