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FNUG Publications in 2025

Here are some of the selected publications by FNUG researchers in 2025 or upcoming in 2026.

In 2025, our publications collectively deepen FNUG’s focus on creative learning environments as active mediators of experience, learning, and knowledge formation in STEM education. Through the Creative Pragmatics book and its chapters, we develop a practice-based and interdisciplinary framework for understanding how students and teachers can navigate complexity in situated, engaged, and collaborative ways. This theme is further extended in empirical studies of affect in mathematics transitions, science learning environments in higher education, and an expanded STEM integration model, each of which shows how environments — classrooms, laboratories, makerspaces, and field settings — shape competence and student agency. 
Across these works, a consistent thread emerges: learning is experienced in a dynamic affective field, it is performed in heterogeneous assemblages, and relationally co-created with materials in particular spaces. 
Together, these contributions position FNUG at the forefront of remodelling STEM education through creativity, collaboration and communication design.

 

Books 

Creative Pragmatics for Active Learning in STEM Education

Editors: Connie Svabo, together with Professor Michael Shanks from Stanford University, Lecturer Chunfang Zhou from FNUG, and Professor Tamara Carleton from Blekinge Institute of Technology in Sweden. This edited volume marks a major international milestone for FNUG, bringing together interdisciplinary perspectives on creative pragmatics and active learning in STEM education. It is part of the Springer book series Contributions from Science Education Research, vol. 14 and it positions FNUG as a central hub in creative, practice-oriented STEM didactics. 

Education, Innovation and Collaboration in an Era of Change: Educational Development through Equity, Co-responsibility and Democracy 

Gitte Miller Balslev (FNUG, SDU) is part of the editorial team, together with B. Ribers (SDU), C. Revsbech (RU) & P. H. Raae (SDU) for this book in the Routledge series Research in Teacher Education. The book is expected to be published in the second half of 2026. Read more about the book here.  

 

Articles and Book Chapters

About Science and STEM Learning Environments

Science Learning Environments in Higher Education, by K. B. Borch and C. Svabo. This article is published in the journal Education Sciences and belongs to the Special Issue Research Methods and Empirical Studies of Higher Education Study Environments. This article provides a research overview of classroom, laboratory, and field settings in higher education, consolidating FNUG’s leadership in science learning environment research. By bringing in holistic and integrated approaches that are change-oriented and interventionist, future studies can provide more actionable insights to inform both pedagogical practices and the design of study and learning environments in science education. This may ultimately lead to more effective and supportive science education in higher education.  

Expanding the STEM Integration Model Introducing the Learning Environment. An article by M. W. H. Svendsen, D. M. Larsen and C. Svabo, in LUMAT, International Journal on Math, Science and Technology Education.

About Integrated STEM Education

Teachers’ challenges in teaching integrated STEM. An article by J. J. Ellebæk, D. M. Larsen and C. Auning, in LUMAT: International Journal on Math, Science and Technology Education.
Summative STEM Competence Assessment: Affect-Sensitive Learning, is one of the chapters in the Creative Pragmatics book, authored by M. W. H. Svendsen and D. M. Larsen. 
 

About Creativity and Art in STEM Education 

Taxonomies – Reuniting Art and Science via a Fascination with Nature. This article is related to the collaboration with FabLab Spinderihallerne and Rosborg Gymnasium, and is proposing to rethink STEAM in the sense that art is approached as epistemology, and not as motivation as it is more commonly done. It is proposed to leverage botanical art as a platform for understanding science: data gathering, analysis and documentation of scientific observations. Authors: E. Marchetti, A. Valente, S. Otersen, S., presented at HCII conference. 
‘Ah!-HaHa!-Aha!’: A Tool of Creativity Development in STEM Education. It is accepted by the Journal of Research in STEM Education and to be published in 2026. This article, authored by Chunfang Zhou, offers a framework to develop creative pedagogies through students’ emotion engagement. 

 

About Artificial Intelligence in STEM and Mathematics Education; Digital Tools

AI Literacy and Professional Development in STEM Education, by C. Zhou, S. M. R. Petri and S. Bhattacharyya. This book chapter explores an interesting study on AI literacy in STEM education in Danish high schools. Published by Springer in a book edited by S. Papadakis, AI Roles and Responsibilities in Education. 

AI in High-School Mathematics Teaching: Teachers' Experience and Students' Practice. An article in Danish by D. M. Larsen, A. M Svendsen, S. M. R. Petri and C. Zhou in the journal MONA. 

Integrating GDPR in the School Through Digital Tools – The Teacher as a Mediator. This article is about the Erasmus+ project Spadatas, which was led by the University La Salle, Ramon Llull in Barcelona and the University of Salamanca. The project team from FNUG included E. Marchetti and A. Valente. They introduced a participatory design perspective, through which they gave voice to the teachers in primary and secondary schools, who are experiencing increasing pressure in their work. They also created a self-evaluation platform and a digital game in involving a group of students from SDU TEK game development program. Presented at HCII conference. 

 

About the National Level of Science Education Development 

These publications analyze the national level of science education development – at the Danish Academy of Science Education (NAFA). NAFA focusses on the development of science education as a systemic, professional, and relational endeavor—not merely a matter of introducing new materials. For this reason, the program is particularly relevant in a Danish context, where the ambition is to combine academic quality, student engagement, and societal sustainability.
Innovating Science Education at a National Level is a chapter by G. M. Balslev in the Creative Pragmatics book published by Springer.
Collaborative Network Literacy in Science Education Leadership: A Case Study of the Danish Academy of Science Education (NAFA) is a publication by T. M. Brinks and G. M. Balslev, in a book Connecting Science Education with Cultural Heritage, in Springer series Contributions from Science Education Research. It is a continuation of their presentation at ESERA 2023 conference, that was selected as the best presentation in the theme 'Interdisciplinarity and Education'.  

See research profiles of FNUG researchers

 
 

Publications by FNUG researchers

Editing was completed: 06.01.2026