Adina Marie Nydahl

• Svendsen, Mathilde Dahlen & Nydahl, Adina Marie (2026). What do pedagogy students say they learn through a scenario‑based learning game as an entry point to future working life? . WIL Proceedings. 4, s. 32–35. doi: https:/hv.diva-portal.org/smash/get/diva2:2099356/FULLTEXT01.pdf. Fulltekst i vitenarkiv Vis sammendrag

  Work‑life relevance has become a key quality criterion in Norwegian higher education, yet discipline‑based programmes often face challenges in providing practice‑near learning experiences. This study explores how a scenario‑based digital learning game can function as an entry point to Work‑Integrated Learning (WIL) in a pedagogy programme. The study examines what pedagogy students report learning through participation in such a learning game designed to simulate situations from future professional practice. Data were collected through a survey administered to 90 pedagogy students following participation in the game. The study draws primarily on qualitative data from open‑ended responses, analyzed using thematic analysis. The findings indicate that students report learning related to (1) making didactic decisions in situations characterized by uncertainty, (2) handling complexity and unforeseen events in pedagogical practice, and (3) reflecting on professional choices through dialogue with peers. The results suggest that scenario‑based digital learning games can support the integration of theoretical knowledge and practice‑oriented judgement, thereby contributing to students’ preparedness for future working life. The study concludes that such learning games may represent a meaningful, though simulated, form of WIL in pedagogy programmes, particularly where access to traditional practice placements is limited.

• Hauglid, Borghild Brekke & Nydahl, Adina Marie (2026). Immersive learning through project-based work-integrated learning: Insights from an interdisciplinary course in Norway. I Archer-Kuhn, Beth; Eady, Michelle J. & Motley, Phillip (Red.), Immersive Learning Practices in Higher Education Across the Disciplines. Cambridge Scholars Publishing. ISSN 9781036481049. s. 246–266. Fulltekst i vitenarkiv Vis sammendrag

  Immersive learning practices challenge traditional education. This book explores the six components of immersive learning, providing illustrations, international case studies, and forward-thinking ideas for the future of higher education.

• Hauglid, Borghild Brekke; Stavnes, Åshild Mongstad & Nydahl, Adina Marie (2026). What’s in it for us? Industry partners perspectives on participation in project-based work-integrated learning. WIL Proceedings. 4, s. 65–69. doi: https:/hv.diva-portal.org/smash/get/diva2:2099356/FULLTEXT01.pdf. Fulltekst i vitenarkiv Vis sammendrag

  Project-based work-integrated learning (PBWIL) is seen as a flexible and scalable WIL model, yet little is known about how industry partners experience participation. This study explores industry partners’ perspectives on participation in a Norwegian PBWIL course. Data from 12 organizations were analyzed using thematic analysis, supported by descriptive statistics. Findings show that industry partners generally perceived participation as valuable through new perspectives, organizational relevance, and contact with potential future employees. However, interaction with students varied depending on structure, expectations, and organizational capacity, which may influence student learning and access to working life. The findings further suggest that industry partners’ experience of value is also influenced by having sufficient organizational resources and a clear understanding of the pedagogical design, including the purpose of the course, the students’ Learning objectives, and their own role in supporting learning. PBWIL can create mutual value for students and industry, particularly when flexibility is complemented by clear expectations, ongoing dialogue, and a learning design that is understandable for industry partners.

• Blakstad, Kristin; Kristiansen, Christine Watne & Nydahl, Adina Marie (2026). Lærerstudenters opplevelse av estetiske læringsprosesser i pedagogikkfaget | Journal for Research in Arts and Sports Education. Journal for Research in Arts and Sports Education. 10(1), s. 53–70. doi: 10.23865/jased.v10.7530. Fulltekst i vitenarkiv Vis sammendrag

  Estetiske læringsprosesser pekes ut som et viktig satsingsområde i norsk grunnskolelærerutdanning, og er ett av temaene lærerstudenter skal ha ferdigheter i å kunne tilrettelegge for. Det er likevel behov for mer forskning på hvilken betydning estetiske læringsprosesser kan ha for læring også i grunnskolelærerutdanningene. Målet med studien har vært å belyse hvilken betydning bruk av aktiviteter med et estetisk uttrykk i didaktiske sammenhenger kan ha for studentenes læring i pedagogikkfaget i grunnskolelærerutdanningen. På bakgrunn av dette besvarer denne studien følgende forskningsspørsmål: Hvordan opplever førsteårs lærerstudenter estetiske læringsprosesser i pedagogikkfaget, og hvilke betydninger kan opplevelsene ha for deres læring i faget? Studien er gjennomført med førsteårsstudenter i grunnskolelærerutdanningen trinn 1–7 og 5–10. Basert på 107 svar fra en kvalitativ spørreundersøkelse har data blitt analysert ved hjelp av analytisk koding og fortolkning gjennom tre nivåer. Prosessen har vært av hermeneutisk og induktiv karakter, ved at empiri har vært førende for diskusjon av resultater inn mot teoretiske perspektiver. Resultatene viser at (1) estetiske læringsprosesser utvider studentenes forståelse for faget, (2) estetiske læringsprosesser utfolder studentenes deltakelse som et helhetlig individ i et fellesskap, og (3) estetiske læringsprosesser utfordrer studentenes tidligere forståelser og nåværende komfortsone.  ENGLISH ABSTRACT Pre-Service Teacher Students’ Perception of Aesthetic Learning Processes in the Subject of Pedagogy The aim of the study has been to highlight which significance for learning Aesthetic Learning Processes may offer students’ through their perception of ALP. The research question was: How do pre-service teachers perceive ALP in the subject of pedagogy, and which significance may these experiences have for their learning in the subject? Pre-service teachers for grade 1–10 answered a qualitative questionnaire. 107 answers were analysed and interpreted thematically with a hermeneutic and inductive approach. Consequently, Aesthetic Learning Processes (1) expand students’ comprehension of the pedagogic content, (2) unfold students’ participation as holistic individuals in a community, and (3) challenge students’ previous comprehensions and current comfort-zone. 

• Nydahl, Adina Marie & Hauglid, Borghild Brekke (2025). Identifying Learning Outcomes in Project-Based Work Integrated Learning: A Text Analysis of Student Reflections. WIL Proceedings. s. 131–134. doi: https:/urn.kb.se/resolve?urn=urn%3Anbn%3Ase%3Ahv%3Adiva-24250. Fulltekst i vitenarkiv
• Vaala, Lene Birgit; Nydahl, Adina Marie & Myhre, Sunniva (2025). Bridging Theory and Practice: Implementing Work-Integrated Learning activities within a Disciplinary Program (bachelor in pedagogy). WIL Proceedings. s. 206–209. doi: https:/hv.diva-portal.org/smash/record.jsf?pid=diva2%3A1998301&dswid=-8109. Fulltekst i vitenarkiv

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• Brekke, Borghild & Nydahl, Adina Marie (2024). Pedagogikk i arbeidslivet. Cappelen Damm Akademisk. ISBN 9788202779610. Fulltekst i vitenarkiv

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• Nydahl, Adina Marie; Brehmer, Mareike & Canrinus, Esther Tamara (2026). Studentenes opplevelse av de to første studieårene i lærerutdanningene. Fulltekst i vitenarkiv
• Brehmer, Mareike; Canrinus, Esther Tamara & Nydahl, Adina Marie (2026). Paths to belongingness: roles of peers, faculty, and digital resources in higher education. Fulltekst i vitenarkiv Vis sammendrag

  Higher education is a social environment in which students must form new relationships. Research shows that around one third of students in European countries feel lonely or socially excluded (e.g. ​Goldrick et al., 2023​; ​Sivertsen & Johansen, 2022​). Compared to peers who experience belongingness, they are more likely to report anxiety, depression, suicidal thoughts, low self-esteem, sadness, shame, anger, and reduced motivation to complete their studies. Although direct human interaction is essential for developing a sense of belonging, students increasingly rely on digital resources because of their convenience and flexibility. While such resources may support academic performance, they can reduce opportunities for human interaction and weaken students’ sense of belongingness. To identify factors promoting belongingness, our research project follows 254 teacher students (aged 18-33, Mage=20.38, SDage=2.04; 71.6% female, 27.9% male, 0.5% other) over their first two years of study. It examines how loneliness, belongingness, and social networks develop over time. This paper investigates how loneliness and belongingness relate to how intensively students consult peers, faculty, and other (digital) information sources when they have questions about academic content. Longitudinal data are collected in September 2025, April 2026, and April 2027 using electronic surveys measuring loneliness (Cronbach’s α=.815; ​Sivertsen & Johansen, 2022​), belongingness to peers (Cronbach’s α=.841; adapted from ​Slaten et al., 2018​), number and frequency of peer contacts, and how often students consult peers, faculty, and different digital resources when seeking academic information. We hypothesise that students who: H1) frequently contact peers for general purposes report more belongingness and less loneliness H2) frequently consult peers academically report more belongingness and less loneliness H3) frequently consult the learning platform, Google, or generative artificial intelligence (AI) experience more loneliness and less belongingness Preliminary bivariate correlation analyses based on the first data collection provide initial insights into these relationships. By June 2026, data from two time points will be available, allowing for causal inferences. Regarding background variables, preliminary results indicate that older students reported less contact with peers in general (β=—.301, p<.001) and in academic matters (β=—.227, p=.001). They contacted library services more often (β=.146, p=.041) and consulted Google less frequently (β=—.164, p=.021). Male students reported less contact with peers (β=—.189, p=.029), but more contact with faculty (β=.204, p=.002) and library services (β=.155, p=.002) in academic contexts. Students reporting a higher number of peer contacts also reported more frequent peer contact (β=.340, p<.001), less loneliness (β=—.230, p<.001), greater belongingness to peers (β=—.347, p<.001), and more academic contact with peers (β=.260, p<.001) and faculty (β=.186, p=.001). Those who reported frequent peer contact experienced less loneliness (β=—.207, p=.015), greater belongingness (β=.370, p<.001), and more frequent academic consultation with peers (β=.208, p=.015). Loneliness and belongingness to peers were negatively related (β=—.463, p<.001). More academic contact with peers was associated with less loneliness (β=—.317, p<.001) and greater belongingness (β=.441, p<.001). Academic contact with faculty was positively related to belongingness to peers (β=.141, p=.034), academic peer contact (β=.171, p=.010), and consulting library services (β=.327, p<.001). Contrary to our hypothesis, students who consulted generative AI for academic purposes also reported higher belongingness to peers (β=.156, p=.019). Overall, these preliminary findings suggest that older and male students may be at greater risk of reduced peer contact, lower belongingness, and increased loneliness. Peer contact appears crucial for fostering belongingness and reducing loneliness. Faculty may play a connecting role by linking students to peers and library services, which offer human interaction through in-person support. The use of generative artificial intelligence does not seem to undermine belongingness in this dataset, and longitudinal data will provide more insights into this relationship by the time of the conference.

• Brehmer, Mareike; Canrinus, Esther Tamara & Nydahl, Adina Marie (2026). Belonging matters: The role of program context in students’ loneliness. Fulltekst i vitenarkiv Vis sammendrag

  One third of students in Norway feel very or extremely lonely, increasing risks of anxiety, depression, and suicide. Student teachers are no exception in having to find their social environment at the start of their studies. How educational programs are arranged can affect the social environments first year students experience. This study investigates loneliness and sense of belonging in 211 students from three teacher education programs at one university. Survey-data from wave one (September 2025) indicate that the sense of belonging to fellow students (β=-.45, p<.001) and enrolment in the program educating for teaching years 5-10 (β=-.19 p<.05) significantly mitigate loneliness, while having moved to the university’s city from elsewhere significantly contributes to loneliness (β=.16 p<.05). Longitudinal data including wave two (April 2026) will be used to investigate additional contextual factors and students’ development of their social networks during their first year of studies. 

• Nydahl, Adina Marie & Svendsen, Mathilde Dahlen (2025). Pedagogikk møter arbeidsliv: spill som verktøy for læring og utvikling. Fulltekst i vitenarkiv
• Nydahl, Adina Marie (2025). Opplæring av studentambassadører: Pedagogikk og spesialpedagogikk. Fulltekst i vitenarkiv
• Nydahl, Adina Marie & Svendsen, Mathilde Dahlen (2025). Lærings- og utviklingsprosesser i arbeidslivet. Fulltekst i vitenarkiv
• Nydahl, Adina Marie; Mastad, Line & Lazareva, Aleksandra (2025). Arbeidslivsrelevans gjennom samskaping i grunnskolelærerutdanningen. Fulltekst i vitenarkiv
• Nydahl, Adina Marie & Ness, Ingunn Johanne (2025). Creative Learning Processes in Norwegian Classrooms: A Sociocultural Perspective. Fulltekst i vitenarkiv Vis sammendrag

  The study is framed by the increasing emphasis on creativity as a key competency in today's knowledge-based society, as highlighted by OECD, UNESCO, and Norwegian educational reforms. Despite this focus, there is ambiguity in how creativity should be taught and implemented in schools. The theoretical framework draws on the growing body of research with sociocultural perspectives on creativity and learning, including Vygotsky, Dewey, and Bakhtin, to explore how creativity emerges in social, interactive contexts. Central to this is Beghetto's model of creative learning processes, which emphasizes the interaction between individual and collective meaning-making. The main research question is: "How do primary school teachers understand and facilitate creative learning processes in their classrooms?" Using qualitative methods, including semi-structured interviews and classroom observations of five teachers, with an analysis of how they perceive, describe and enact creative processes in their classroom. Teachers describe creative learning as open, exploratory, and experience-based, highlighting the teacher-student interaction. To foster creativity, they emphasize curiosity, collaboration, meaning negotiation, and a guiding rather than directive teacher role, allowing students a genuine participation in the process. This study contributes to understanding how Norwegian teachers conceptualize and implement creative learning in a context where the curriculum provides little concrete guidance.

• Lazareva, Aleksandra; Mastad, Line & Nydahl, Adina Marie (2025). Portfolio Examination as an Approach to Promoting Work-life Relevance in Teacher Education. European Educational Research Journal. doi: https:/eera-ecer.de/ecer-programmes/conference/30/contribution/61650. Fulltekst i vitenarkiv
• Nydahl, Adina Marie & Svendsen, Mathilde Dahlen (2025). Exploring the Use of Digital Learning Games to Enhance Workplace Relevance in Pedagogy Education. Fulltekst i vitenarkiv
• Nydahl, Adina Marie & Svendsen, Mathilde Dahlen (2025). Innovativ bruk av digital læring i akademia og hvordan kan dette bli grunnlag for samarbeid med næringslivet? Fulltekst i vitenarkiv
• Nydahl, Adina Marie & Svendsen, Mathilde Dahlen (2025). Arbeidslivsrelevans i disiplinutdanninger - erfaringer med spillbasert læring i pedagogikkutdanningen. Fulltekst i vitenarkiv
• Blakstad, Kristin; Kostøl, Elin Marie Frivold; Nydahl, Adina Marie & Brandt, Lisa Annika (2024). Representant for Fakultetet for Humaniora og Pedagogikk på Forskningstorget 2024. Fulltekst i vitenarkiv Vis sammendrag

  Soern Finn Menning, Merete Lund Fasting og Lisa Annika Brandt Stedssensitiv 'værekraft': Barnehageliv på Bragdøya som barndommens landskap Populærvitenskapelig poster Elin Marie Frivold Kostøl Samregulering mellom voksne og barn - hva gjør du i emosjonelle situasjoner? Populærvitenskapelig poster Kristin Blakstad, Christine Watne Kristiansen og Adina Marie Nydahl. Estetiske læringsprosesser i lærerutdanningen: Lærerstudenters opplevelse av estetiske læringsprosesser i pedagogikkfaget. Populærvitenskapelig poster

• Nydahl, Adina Marie & Hauglid, Borghild Brekke (2024). Prosjektpraksis - hvordan lykkes med arbeidsintegrert læring? Fulltekst i vitenarkiv
• Amdal, Irina Ivashenko; Dede, Ayşe Tekin Dede Tekin; Janíková, Marcela; Lazareva, Aleksandra; Danielsen, Kjerstin Breistein & Drange, Eli-Marie D. [Vis alle 7 forfattere av denne artikkelen] (2022). Internationalization at home: To get know abroad without leaving home. Fulltekst i vitenarkiv

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