Our mission is: 

• To contribute to knowledge about production- and implementation processes within the field of education 
• To explore and strengthen the foundation of education and thus of teaching and instruction, pedagogy and evaluation through theoretical, empirical and critical-analytical research.

Members of CfU have a number of international collaborative networks, conferences, projects and publications. 

Notable networks include:

• “Reforms in Education: A European Research Network” with head of CfU, Mette Buchardt, as co-director. including international workshops, invited speakers, international research stays, and fully funded conference participations
• “Nordic Educational Research Association” (NERA) with annual conferences
• “Policy Studies and Politics of Education” in the European Educational Research Association (EERA) with annual conferences 
• “Ethnography and Education” (E&E) with annual conferences in Oxford
• “International Standing Network of the History of Education” (ISCHE) with an annual conference
• “Adult Education Policy” European Society for Research on the Education for Adults (ESREA)
• Centre for Global and Comparative Policy Studies on the Education and Learning of Adults (GloCoPoS), an international research centre situated at the University of Verona
• “Comparative Education Society Europe” (CESE)
• “Nordic Comparative and International Education Society” (NOCIES)

Mette Buchardt researches education reforms and reform processes as well as housing- and school politics and policies.

Jin Hui Li researches how migration, intersectionality, and social inequalities have influenced the development of schools and educational practices, as well as how memories of schooling among migrants can shed light on changing educational policies.

Lone Krogh researches higher education politics and their impact on students, higher education institutions, and the broader society.

Antonia Scholkman is an expert on the potential and challenges of the technology for the future of education. 

Gro Hellesdatter Jacobsen does research on policies attempting to counteract segregation in education such as distribution of students based on criteria as language background, academic level, socio-economic background or place of residence.

Manté Vertelyte explores how pedagogical, managerial, and policy approaches address diversity and inclusion in the Danish education system.

Asta Smedegaard Nielsen has expertise within municipal case processing in the Children’s Area.

Nanna Ramsing Enemark’s research entails expertise within national policies aimed at newly arrived students for primary- and secondary school.

Ida Spangsberg explores how education reforms and inclusion policies are translated into school practices and how they impact teachers’ work and students’ opportunities for participation.

Lea Høxbroe Højbjerg is researching in flexible education forms among others the use of “prolonged internships” in Danish education policy.

Mette Buchardt is an expert in historical education reforms of the Danish welfare state, including the areas urbanization, secularization and integration politics and policies.

Karen Egedal Andreasen conducts research on the history of primary and lower secondary schooling and vocational education, including especially women’s education.

Birthe Lund researches sustainability and entrepreneurship including the pedagogical and didactical practices they calls for, both in the present and in a historical perspective.  

Jin Hui Li is an expert in examining how gender, race, and class have shaped educational experiences and opportunities among migrants in Nordic welfare states. Her research focuses on the historical processes behind racialization and social stratification in school systems and how these dynamics influence students' life trajectories and aspirations over time.

Manté Vertelyte is an expert in everyday social relations, school emotions, and diversity and inclusion practices within Danish welfare-state educational institutions and systems, with an emphasis on integrating historical and ethnographic methods.

Gro Hellesdatter Jacobsen conducts research on political and pedagogical initiatives to counteract inequality in education, and how these have historically been linked to assumptions about ethnic, cultural and socio-economic differences, including how unequal educational outcomes have been linked to segregated schools.

Nanna Ramsing Enemark is expert in history of receiving newly arrived migrant students and the history of local and municipal policy implementation.

Ida Spangsberg examines how historical and political developments have shaped contemporary understandings of inclusion in the Danish primary and lower secondary school system.

Hatice Secilmis Filikci’s conducts research on the historical background for how the education system handles dyslexia.

Mette Buchardt researches education reforms and reform processes, e.g. housing- and school politics, integration politics, and religion in school.

Gro Hellesdatter Jacobsen does research on segregation at primary and lower secondary school level and especially policies to counteract segregation through distribution of pupils. She is also researching how recognition of children's cultural literacy can be increased in primary and lower secondary school.

Manté Vertelyte explores how pedagogical, managerial, and policy approaches address diversity and inclusion in the Danish education system.

Margit Saltofte researches how creativity and social communities in primary and lower secondary schools are formed. 

Nanna Ramsing Enemark’s research entails expertise within national policies on newly arrived students for primary- and secondary school.

Ida Spangsberg explores how teachers, educational leaders, and students navigate inclusion requirements in practice.

Hatice Secilmis Filikci’s research revolves around inequality in primary and lower secondary schooling, particularly in the intersection between bilingualism and dyslexia. 

Marlene Printz Jellesens researches participatory practices in Danish primary and lower secondary schools with a special focus on inclusion and exclusion processes in the subjects.   

Maria Kirstine Hummelmose conducts research in the academic participation opportunities offered to newly arrived pupils in Danish classrooms.

Lea Høxbroe Højbjerg is researching in transition between cumpolsory school and secondary school, including Danish students educational aspirations and choice, as well as school fatigue. 

Karen Egedal Andreasen has knowledge within transitions to and assessments of vocational education.

Antonia Scholkmann researches how teachers in health and welfare educations develop their digital-pedagogical competences and it-didactical scenarios for the use of generative artifical intelligence.

Nanna Ramsing Enemark interrogates how students’ upper secondary education choice can be aided and affected by local initiatives (such as internships,  cooperation with local companies).

Amina Sabah Karim researches opportunities for participation in vocational education programmes at Social and Healthcare Colleges for e.g. bilingual women.

Lea Høxbroe Højbjerg is researching students’ motivation for and transition to vocational education. 

Mette Buchardt researches education reforms and reform processes.

Manté Vertelyte explores how pedagogical, managerial, and policy approaches address diversity and inclusion in the Danish education system.

Nanna Ramsing Enemark interrogates how students’ upper secondary education choice can be aided and affected by local initiatives (such as internships, cooperation with local companies).

Amina Sabah Karim researches opportunities for participation in vocational education programmes at Social and Healthcare Colleges for e.g. bilingual women.

Lea Høxbroe Højbjerg is researching transition to upper secondary school, among others Danish students and pupils’ educational aspirations and choice. 

Lone Krogh researches higher education politics and their impact on students, higher education institutions, and the broader society, especially concerning social class and diversity.

Antonia Scholkman  is currently engaged in research on artificial intelligence in higher and professional educations, including the interplay of generative AI and learning.

Birthe Lund is an expert in university didactics focusing on innovation, entrepreneurship and sustainability. 

Jin Hui Li researches how social categories such as race, gender and class are produced in national and transnational education institutions.

Manté Vertelyte examines how diversity, particularly regarding gender and race, manifests in both comprehensive and higher education in Denmark.

Ida Spangsberg Hansen is researching educational leadership in Danish education institutions.

Mette Buchardt has expertise within education in peripheral regional contexts.

Nanna Ramsing Enemark researches municipal policies within education in Northern Jutland. 

Lea Høxbroe Højbjerg is researching the relationship between the school and the local community, especially with a focus on students’ motivation for education after compulsory schooling.

Karen Egedal Andreasen has knowledge within transitions to and assessments of vocational education. 

Lone Krogh is an expert on young people from non-higer education homes’ encounter with university. 

Manté Vertelyte examines how diversity, particularly regarding gender and race, manifests in both comprehensive and higher education in Denmark.

Nanna Ramsing Enemark interrogates how students’ upper secondary education choice can be aided and affected by local initiatives (such as internships, cooperation with local companies).

Lea Høxbroe Højbjerg conducts research on students’ education choice and transition from primary and lower secondary schooling towards upper secondary schooling and vocational education.

Mette Buchardt is an expert within integration politics and its relation to education and welfare state reforms.

Karen Egedal Andersen is at the moment doing research on women’s education and citizenship and e.g. refugee education following world war 2.

Lone Krogh is an expert within social stratification, inclusion, diversity and inequality in higher education.

Gro Hellesdatter Jacobsen is currently doing research on how adults can acknowledge the cultural literacy of children attending schools in marginalized residential areas, as well as the broader inequality in education for pupils with an immigrant background. Gro Hellesdatter Jacobsen works among other things with the reception of Ukrainian pupils in Danish primary and lower secondary schools, including how professionals handle this work in a highly politicized societal context.

Jin Hui Li researches how discrimination across race, class, and gender manifests in Danish educational institutions, with a particular focus on migration, intersectionality, and social inequalities.

Manté Vertelyte examines how diversity, particularly regarding gender and race, manifests in both comprehensive and higher education in Denmark.

Asta Smedegaard Nielsen researches media representations of minorities and children, as well as is an expert on inclusion and exclusion, including racism and minorities.

Hatice Secilmis Filikci’s conducts research on inequality in the intersection between race, class and gender.

Ida Spangsberg explores how students in the Danish primary and lower secondary school are included and excluded through ongoing professional assessments, and how inclusion efforts can both challenge and reproduce inequality, particularly in relation to children’s opportunities for participation.

Amina Sabah Karim researches bilingual women's experiences and opportunities in edaucational systems.

Nanna Ramsing Enemark’s research entails expertise within national policies on immigrant education for primary- and secondary school. She is among other things conducting research on how municipalities organize schooling for immigrants.

Maria Kirstine Hummelmose researches newly arrived pupils’ academic participation opportunities in a Danish primary and lower secondary school context

Mette Buchardt researches reforms within social studies and humanities the Danish education system.

Karen Egedal Andreasen is an expert within historical and contemporary assessments forms in education and among other things Karen Egedal Andreasen also researches home economics using historical perspectives (subjects).

Lone Krogh is engaged in research on including students as partners in teaching as well as Problem-based learning and experimental learning forms in Danish and international contexts.

Gro Hellesdatter Jacobsen is currently doing research on how teachers can acknowledge the cultural literacy of children attending basic schools in marginalized residential areas.

Birthe Lund researches sustainability including the pedagogical and didactical practices sustainability calls for. 

Margit Saltofte has expertise in learning and reflection processes related to portfolio work with the art subject in the Danish primary and lower secondary school. 

Maria Kirstine Hummelmose explores the academic participation opportunities newly arrived pupils have in the subject Danish as a second language.

Hatice Secilmis Filikci’s is an expert within the intersection between bilingualism and dyslexia in primary and lower secondary schooling.

Marlene Printz Jellesen researches the importance of subject didactics for students' participation opportunities and the establishment of inclusive teaching environments, with a special focus on Religious Education and the other cultural subjects (history and social studies).

Ida Spangsberg explores how teaching is produced by both humans and things, and how alternative learning spaces can open up new understandings of subject knowledge.

Lone Krogh is an expert within social stratification, inclusion, diversity and inequality in higher education.

Manté Vertelyte’s research focuses on everyday social relations within Danish educational system, including the role of emotions in experiences of intersectional exclusion and differentiation in education. 

Asta Smedegaard Nielsen is an expert regarding in- and exclusion, as well as minorities.

Ida Spangsberg researches professionals’ work with inclusion in Danish primary and lower secondary schools, exploring how inclusion materializes in school practices and how children are positioned differently in relation to inclusion efforts.

Marlene Printz Jellesen researches the importance of subject didactics for student participation and the creation of inclusive learning environments.

Amina Sabah Karim researches opportunities for participation in vocational education programmes at Social and Healthcare Colleges for e.g. bilingual women.

Lone Krogh is knowledgeable within higher education students’ well-being.

Margit Saltofte conducts research on the intersection between learning, creativity and social communities. 

Manté Vertelyte  explores students’ friendship relations across different identity categories as well as students’ (lack of) wellbeing historically and contemporarily.

Asta Smedegaard Nielsen has expertise within school refusal/school absence.

Antonia Scholkman is an expert on the potential and challenges of the technology for the future of education and is currently engaged in research on artificial intelligence in higher and professional educations, including the interplay of generative AI and learning.

Birthe Lund researches sustainability including the pedagogical and didactical practices sustainability calls for. 

Amina Sabah Karim researches bilingual women's experiences and opportunities for participation in vocational education programmes at Social and Healthcare Colleges by using Generativ AI.