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About Prosjektbanken

RESIST will be the first research to redefine our current legal categories of citizenship and statehood in the extreme case of sea level rise submerging the whole territory of a state. The international community has no experience in managing the disappearance of whole territorial states as a result of environmental disruptions, nor has it designed international legal norms to account for such an eventuality. In this view, RESIST first examines a real-world case, namely the unique case study of Tuvalu, where recent constitutional amendments (2023) have innovated the notion of statehood in light of the impacts of climate change or other causes resulting in loss to its physical territory. More specifically, Tuvalu is the first State to introduce a novel definition of statehood in its Constitution that does not require physical territory as a necessary condition for being recognized as an independent state. Second, it shows the shortcomings of these current legal categories in tackling present and future challenges deriving from the climate crisis and climate-induced migration in particular.Third, it develops alternative and/or broader understandings of citizenship and statehood to better cope with these challenges.Finally,it formulates policy recommendations for how to address the challenge of climate-induced migration of whole states and states that lose a significant part of their territory in a fair manner. The main goal of RESIST is to equip democracies with new conceptual and legal instruments to prevent climate emergencies from being tackled in a way that violates basic human rights. Such a goal is achieved through the following methodology: literature review and legal mapping exercise conducted through the research desk over open-access documents, collection of further contributions through a Special Issue, and semi-structured interviews conducted during a secondment in Australia at the Australian National University College of Law and fieldwork in Tuvalu.

Democracies in the Climate Crisis: Redefining Citizenship and Statehood in Sinking States

The Writers and the Totalitarians (WatTs) analyzes dynamics of great relevance to our current era by exploring how totalitarian cultural diplomacy and soft power was exercised, received, and negotiated by writers and intellectuals in the Scandinavian democracies during the political polarization that marked “the European schism” of the interwar, Second World War, and early Cold War years. The political and ideological dividing lines that came to define European political life with ever-greater starkness from the early 1930s onwards could not but make a mark on Scandinavian intellectual life. WatTs examines how the national writers’ associations in Denmark, Norway, and Sweden as well as the Swedish-speaking writers’ association in Finland reacted to and interacted with the German National Socialist and Soviet Communist regimes from 1933 and into the immediate post-war period. Despite their importance as fora for shaping, legitimizing, and discussing the attitudes and actions of Scandinavian-speaking writers, historical research has paid little attention to the writers’ associations, and even less to their roles and reactions vis-á-vis the epochal political, ideological, and cultural developments taking place in the Nordic countries’ Southern and Eastern neighbor states in the interwar years and beyond. By utilizing several understudied archival collections located across the Nordic region, which have never been studied in conjunction, WatTs heeds the transnational turn in historical studies and explores how the leaders and memberships of the Scandinavian-speaking national writers’ associations reacted to, interacted with, and positioned themselves vis-á-vis the Third Reich and the Soviet Union and their respective cultural diplomatic efforts, and how, in doing so, they both acted according to and shaped the norms of an important but overlooked transnational Nordic literary-intellectual field.

The Writers and the Totalitarians: The Scandinavian-speaking Writers’ Associations in the European Schism, 1933-1953

To reduce carbon emissions, the green energy transition emphasizes incorporating variable renewable energy (VRE) sources and electrifying household energy consumption. This transition shifts households from being mere consumers to becoming producers and flexibility providers, playing a crucial in balancing VRE. The rise in energy prices due to the conflict in Ukraine has underscored a significant issue with this: while variable prices are vital for aligning demand with VRE supply, they also expose households to significant risks. These fluctuations contribute to inequality, as households' ability to absorb price shocks varies, which can undermine support for the transition. In 2023, 10.6% of European households struggled to keep homes warm, up from 6.9% in 2021, despite government measures like price caps. These interventions often lacked a solid data-driven foundation. To address these gaps, ENERPOL has developed an interdisciplinary research agenda focused on how households economically interact with energy systems during the green transition. This agenda will inform policies to mitigate inequality while preserving energy system efficiency. ENERPOL unites academic institutions from nine European countries with 16 non-academic organizations, including private energy companies, regulatory bodies, and think tanks. These collaborations enable unique data access, linking income and wealth data with energy consumption patterns. This consortium tests smart contracts and new policies, merging academic disciplines like operations research, economics, and energy studies. ENERPOL aims to provide insights for legislation, such as the EU electricity market reform, enhancing energy justice and aligning with European policy goals. This holistic view promotes energy justice, advocating for energy as a critical service in line with the European Pillar of Social Rights and UN SDGs.

Using smart contracts and policies to reduce energy-related risk and inequality among households

Recent advancements in AI, specifically Generative AI (GenAI), have started to significantly impact how teaching and learning occur and how the respective institutions operate. GenAI will have to function in learning spaces and contexts alongside other activities. Therefore, it is expected that instruction and GenAI will complement each other and stand by each other. Yet, there is a limited understanding of how teachers/learners and AI interact, understand, respect, and learn from each other. The purpose of LEARNGENAI is to examine how GenAI is used and under which circumstances it has the potential to improve teaching and learning. The aim is to identify the critical success factors in a range of contexts, and use these findings to promote research and practice. Following an interdisciplinary approach that bridges the domains of computer science, pedagogy and educational sciences, teacher education, learning analytics, and learning theory, along with recent advances in technological tools and AI-based methods, the present project will explore how GenAI is effectively leveraged in education and attempt to isolate key success factors. Therefore, the main focus of the project will be to identify various strategies for implementing GenAI in learning and the success factors to support hybrid learning, understand how information sources, technological infrastructure and human skills and knowledge are ethically coalesced to achieve desired ends, and develop GenAI prototype applications and assess their impact in learning. By empirically investigating these issues and developing a framework of best practices, the ultimate goal is to guide educational institutions in their transition into the artificial intelligence era and enable them to enhance student experiences through personalized learning opportunities.

Learning analytics and Generative AI to design and facilitate learning

Future leaders in ageing and digitalizing societies

The digitalisation of ageing societies is restructuring Europe, raising concerns about social inclusion. Recognizing the gravity of this shift, the EU declared the 2020s 'Europe’s Digital Decade', while the WHO declared it the 'Decade of Healthy Ageing'. Researchers and practitioners typically view digitalisation and societal ageing as separate shifts. Digi4Age breaks with this tradition. Drawing on its members’ recent research, it posits that both are intertwined. They are jointly experienced and integrated into the social fabric – and they need to be jointly addressed. Digi4Age trains 14 doctoral researchers as future leaders with scientific expertise in both digitalising and ageing societies, who can creatively steer academia, the public sector, private sector, and civil society towards solutions benefitting older individuals, European societies, and businesses. To do so, it launches an interdisciplinary, intersectoral and international doctoral research and training programme for excellence in evidence-based leadership in digitalising and ageing societies. The programme explores how digital technologies can (1) support health in old age without compromising identities and self-images; (2) accommodate older individuals’ long-standing habits and preferences in workplaces and consumer markets; and (3) complement social innovation to ensure equality and social inclusion in ageing societies. Digi4Age assembles some of Europe’s foremost researchers in this area as beneficiaries (LUT, OUNL, LSMC, TUDO, URJC, KLPU) and influential researchers and widely recognized stakeholders from civil society, policymaking, and businesses as associated partners (LRS, VILANS, UH, VICESSE, AGE, vdSHOP, HZG, OEI, VTT, TUWIEN, NIPH, SENIORWORLD, EUROCARERS) across 9 countries. It addresses the UN Sustainable Development Goals 'No poverty', 'Good health and well-being', 'Gender equality', 'Decent work and economic growth', and 'Reduced inequalities'.

Arbeidet som er planlagt under utenlandsoppholdet er en sentral del av hovedprosjektets mål, jf. «secondary objective (WP2)», som beskrevet i prosjektsøknaden. Utenlandsoppholdet og samarbeidet med Phillips er helt essensielt for en planlagt artikkel i kandidatens PhD-løp. 

Arbeidet vil primært fokusere på å integrere og analysere data innsamlet fra Noralert-studien. Dette vil spesifikt innebære å anvende disse reelle dataene på Phillips, Klerman, Butler (PKB)-modellen for søvn, døgnrytmer og kognitiv ytelse. PKB-modellen har vist sterke prediktive evner når det gjelder kognitiv ytelse og søvnmønstre under ulike forhold med søvnrestriksjon og restitusjon. Den har imidlertid ennå ikke blitt testet i feltstudier eller under sesongmessige variasjoner i lysmengde.  

Vi planlegger å teste om den eksisterende modellen kan forutsi den observerte søvnigheten (KSS) og årvåkenheten (PVT) fra Noralert-kohorten under både natt- og morgenskift i de ulike årstidene. Hovedmålet vil være å forbedre modellen ved potensielt å re-kalibrere parametere og inkludere sesongmessige variasjoner i lys som en ekstra forklaringsfaktor for å øke modellens prediktive nøyaktighet under arktiske forhold. Dette samarbeidet vil fremme modellens anvendbarhet i faktiske arbeidssituasjoner.

Night work, season and sleepiness as occupational safety hazards in the Northern Areas: Funding for Research Stay Abroad for Doctoral Fellow

AI LEARN, nasjonalt senter KI og læring, er et nasjonalt forskningssenter som skal styrke menneskelig læring gjennom ansvarlig og menneskesentrert kunstig intelligens. I en verden der KI-systemer endrer måten vi lærer, arbeider og deltar i demokratiet på, undersøker AI LEARN hvordan mennesker og KI kan arbeide sammen, lære sammen, skape sammen og lede sammen i ulike kontekster—som skolen, arbeidsplassen og hverdagslivet.

Kunstig intelligens endrer hvordan vi lærer, arbeider og lever—og påvirker våre relasjoner, samfunnsstrukturer og hvordan vi opplever og forstår oss selv. Den raske utviklingen gir store muligheter, men også betydelige utfordringer. Å forstå de skiftende vilkårene, mulighetene, risikoene og utfordringene i samspillet mellom KI og menneskelig læring er avgjørende for å fremme menneskelig handlekraft. Denne forståelsen gjør det mulig for AI LEARN å utvikle menneskesentrerte infrastrukturer som er utformet for å styrke og støtte menneskelig læring.

Senteret møter disse presserende utfordringene gjennom grundig forskning basert på prinsippene for ansvarlig forskning og innovasjon (RRI). Vår tilnærming fokuserer på:
•	å utvikle menneskesentrerte KI-teknologier
•	en kritisk utforskning av styring, etikk, juss og kultur i økosystemer der flere— både mennesker og KI—samhandler
•	å styrke de ferdighetene og kompetansene mennesker trenger for å kunne møte og bruke KI på en meningsfull, informert og ansvarlig måte—og dermed legge grunnlaget for aktivt medborgerskap og demokratisk deltakelse i den digitale tidsalderen

AI LEARN ledes av to av Norges mest forskningsintensive universiteter og samler et verdensledende tverrfaglig forskningsmiljø. Senteret samarbeider med nasjonale og internasjonale partnere fra akademia, offentlig og privat sektor og sivilsamfunnet. Konsortiet vil fortsette å vokse, og ønsker nye partnere velkommen for å utvide sin rekkevidde og styrke sin samfunnsmessige effekt.

By exploring new horizons in how artificial intelligence (AI) can empower human learning, AI LEARN will establish itself as a leading international centre in exploring and developing new understandings of hybrid intelligence, multiagent ecosystems, agency, and capacity building, and in developing responsible AI systems to support human learning. AI LEARN takes an interdisciplinary approach to address the opportunities, challenges, and risks associated with the use of AI for the empowerment of human learning. AI tools and systems are already deeply intertwined with and embedded into the economic and social fabric, transforming the way humans communicate, inform themselves, learn, and work. Human-AI interactions (co-learning, co-working, co-creating) are becoming a cultural condition, thus having a profound and far-reaching impact on educational institutions, workplaces, and society at large.  To unleash AI’s full potential for learning, work, and democratic participation in society, it is crucial to approach its development and use with caution and critically evaluate its strengths, limitations, and impact. By following principles of Responsible Research and Innovation (RRI), AI LEARN draws on foundational & applied research and innovation from interdisciplinary perspectives, multisectoral collaborations, and active stakeholder involvement throughout the research process, considering technical, practical, pedagogical, ethical, regulatory and legal challenges of developing, adopting and using multiple AI tools and systems for human learning. Thus, AI LEARN lays the foundations for responsible, trustworthy, and sustainable AI solutions in diverse contexts and societal sectors. AI LEARN draws together a stellar interdisciplinary team of national and international academic partners paired with strategically selected public and private sector partners and relevant stakeholders to align AI for learning with human values, and cultural and societal needs.

AI Centre for the Empowerment of Human Learning

Dette prosjektet utforsker potensialet til skolefritidsordningen (SFO) som en arena for tiltak som skal Styrke inkludering, spesielt for sårbare barn. I Norge tilbringer 77 % av barn i alderen 5–9 år 12–20 timer ukentlig i SFO. SFO er spesifikt inkludert i statlige strategier og lovgivning knyttet til inkludering av alle barn. I praksis viser imidlertid studier at SFO ofte blir neglisjert som en arena for tverrfaglig og tverrsektorielt samarbeid rettet mot fysisk, sosial og faglig/aktivitetsbasert inkludering av barn. Vårt overordnede mål er å fremme kunnskap om inkludering i SFO slik at prosjektet kan bidra til å styrke kvaliteten på arbeidet med inkludering i SFO og stimulere til nyskapende tiltak. Prosjektet er delt inn i fem vitenskapelige arbeidspakker som undersøker ulike strategier for inkludering, både fysisk, sosialt og faglig/aktivitetsbasert: En mulighetsstudie for å forbedre kollektiv kompetanseutvikling i etterkant av videreutdanning i inkludering for SFO-ansatte på fagskolenivå, barns perspektiver på inkludering ved hjelp av «Walk along»-samtaler og kort, inkludering av barn med særegne behov, tverrsektorielt samarbeid mellom SFO og helserelaterte tjenester, og konsekvensene av gratis deltidsplasser i SFO ved hjelp av registerdata og en nasjonal spørreundersøkelse. Prosjektet kombinerer perspektivene til relevante interessenter og informanter, som ansatte og ledere i SFO, skoleledere, foreldre og skolehelsetjenesten. Prosjektet vil også gi ny forskning på perspektivene til barn i SFO, ettersom lite forskning tidligere har inkludert barnas tanker og erfaringer med inkludering i SFO. Et tverrfaglig team av norske forskere fra NIFU og NTNU Samfunnsforskning vil samarbeide med to norske kommuner, Oslo og Aurskog-Høland, samt med den internasjonale partneren Universitetet i Linköping i Sverige. Prosjektet representerer en unik og viktig mulighet til å kombinere et bredt spekter av perspektiver på inkludering i SFO.

Our interdisciplinary study investigates the potential of the after-school program (ASP) as an arena for interventions targeting the inclusion of all children, with a particular focus on vulnerable children. In Norway, 77% of children between the age of 5 and 9 spend 12-20 hours in the ASP each week. The ASP is organized as a part of the school and is also specifically included in government strategies and legislation related to the inclusion of all children regardless of their abilities and needs. However, in practice, studies show that ASP is often neglected as an arena for interdisciplinary and inter-sectorial collaboration aimed at the inclusion of children physically, socially, and academically (Nilsen, 2017).  Moreover, unlike schools, ASP are not required to hire professional staff with pedagogical or health competence, nor to adhere to a specific norm for pupil-to-staff ratio. In the present study, we aim to investigate how ASP can be removed from the blind zone and emerge as an effective and qualified arena for inclusion and collaboration across disciplines and public services.
Through an interdisciplinary and intersectoral collaboration, a team of Norwegian and international researchers, public schools and school-related healthcare services in two municipalities will work together to provide new knowledge. The present study is composed of five scientific work packages investigating different strategies for inclusion, and one work package ensuring effective collaboration between researchers and partners, as well as a smooth flow of knowledge integrated into practice and new research.

Included After School – After-school programs as an arena for inclusion and collaboration

MishMash Senter for KI og kreativitet skal utforske kunstig intelligens i forhold til kreativitet, definert som den menneskelige evnen til å generere nye, meningsfulle ideer.

Hovedmålet er å skape, utforske og reflektere over KI for, gjennom og i kreative praksiser. Senteret vil fokusere på både Kreativ KI (autonome maskin-genererte resultater) og Samkreativ KI (samarbeid mellom menneske og maskin), med mål om å utvikle nye systemer og avdekke etiske og juridiske utfordringer.

Senteret samler forskere og utøvere fra kunst, humaniora, natur- og samfunnsvitenskap og design- og ingeniørfag, med mål om å bygge bro mellom "myke" og "harde" disipliner. Konsortiet inkluderer over 200 forskere ved 16 høyere utdanningsinstitusjoner, fire forskningsinstitutter, tre kunstneriske forskningssentre og en rekke sentrale aktører som Nasjonalbiblioteket, Nasjonalmuseet og NRK.

Forskningen er organisert i syv arbeidspakker (WP-er):
* WP1: Sanntids-KI for kunstnerisk utøving
* WP2: Kunstneres bruk av generativ KI, med fokus på kreativ autonomi
* WP3: KIs påvirkning på helse, velvære og terapeutisk anvendelse
* WP4: KI-kompetanse og kreativitet i utdanning, med vekt på etikk og inkludering
* WP5: KIs påvirkning på kreative næringer, juridiske rammer og bærekraft
* WP6: KI for oppdagelse og bevaring av kulturarv, inkludert minoritetskulturer
* WP7: Menneskesentrert KI for kreativ problemløsning innenfor juridiske og fysiske rammer

Arbeidet vil organiseres rundt tre metodiske tilnærminger: CREATE (utvikle verktøy og retningslinjer), EXPLORE (bruke KI i kreative og andre domener), og REFLECT (analysere KIs kulturelle og samfunnsmessige påvirkning).

Prinsippene for ansvarlig forskning og innovasjon (RRI) står sentralt i konsortiet, inkludert mangfold og personvern. Funnene vil deles gjennom åpen forskning, offentlige arrangementer og politiske anbefalinger.

MishMash will be a large Norwegian centre dedicated to exploring the intersection of AI and creativity. The aim is to investigate AI's impact on creative processes, develop innovative CoCreative AI systems, and address AI's ethical, cultural, and societal implications in creative domains.

MishMash will bring together a large multidisciplinary and cross-sectorial group of researchers and practitioners from the arts, humanities, social and natural sciences, design, and engineering. The centre will build on the combined expertise of one Centre of Excellence (RITMO) and three Centres of Excellence in Education (CreaTeME, CEMPE, CEFIMA). Partners include 16 higher education institutions, 4 research institutes, and 3 artistic research centres that have teamed up with the National Library, Norwegian Broadcasting Corporation (NRK), the National Museum, and several other museums, industry partners, and international partners. 

The project's seven work packages address specific challenges: 

WP1: AI for artistic performances
WP2: AI for artistic processes
WP3: Creative use of AI in health and well-being
WP4: Creative use of AI in education
WP5: AI in the creative and cultural industries
WP6: AI for cultural heritage
WP7: AI for creative problem-solving

The project will utilize three interconnected research approaches to ensure multidisciplinary and cross-institutional collaboration: 

CREATE: Developing AI systems, tools, frameworks, guidelines, and policies
EXPLORE: Utilizing AI in creative practices and applying creative methods in other domains
REFLECT: Examining AI's impacts on humans, culture, and society

The centre will be a lively, virtual research environment, with weekly online meetings, biweekly work package check-ins, monthly thematic seminars, regular public workshops and life-long learning events, and bi-annual symposia with lectures, performances, and exhibitions.

MishMash - Center for AI & Creativity

For familier med funksjonshemmede barn, er gode og tilgjengelige helse- og velferdstjenester helt avgjørende for livskvalitet og deltakelse i samfunnet. I CoCare-prosjektet skal vi se nærmere på tjenestene disse familiene får, både fra perspektivet til de ansatte i kommunens og familiene.

Vi skal særlig studere barnekoordinatorordningen, en relativt ny tjeneste i kommunene. Koordinatoren er en person som skal sikre bedre samordning av tjenester til barn med funksjonsnedsettelser og avlaste foreldrene. I prosjektet skal vi undersøke om og hvordan barnekoordinatoren bidrar til bedre koordinerte tjenester for familiene, og hvordan dette kan bidra til bedre kvalitet i hvordan tjenester leveres.

Prosjektet stiller fire hovedspørsmål: 
1.	Hvem får tildelt barnekoordinator, og hvordan varierer det med familiens sosioøkonomiske status, innvandrerbakgrunn og bosted?
2.	På hvilken måte bidrar det å få tildelt en barnekoordinator til økt tilgang til helse- og omsorgstjenester for familien?
3.	Med utgangspunkt i kommunens, barnekoordinatorens og familienes perspektiv, hva fremmer og hemmer barnekoordinatorordningens ambisjon om å koordinere tjenester familiene har behov for?
4.	På bakgrunn av resultatene i prosjektet: Hvilke nye teoretiske innsikter og politikkanbefalinger kan vi utvikle, og hvilke opplæringsbehov identifiserer vi?

For å belyse spørsmålene, kombinerer prosjektdeltakerne metoder som registerdata, intervjuer, feltarbeid og casestudier. 

I prosjektet samarbeider et tverrfaglig forskerteam fra OsloMet – storbyuniversitetet, Folkehelseinstituttet og Nord universitetet med fire kommuner og bydeler (Bodø, Frogner, Lillestrøm og Rælingen) og tre organisasjoner for funksjonshemmede (Funksjonshemmedes fellesorganisasjon, Handikappede barns foreldreforening og Unge funksjonshemmede).

CoCare’s primary objective is to contribute to the existing literature by providing theoretically informed and context-sensitive insights into how the new child coordinator scheme helps enhance quality and coordination in the health and welfare services offered to families with disabled children. The secondary objectives are to: i) map the uptake of the scheme; ii) provide knowledge on how the scheme is organized and how it is handled in collaboration between child coordinators, welfare providers and families; and iii) develop theoretical insights, policy recommendations, and insights relevant to developing further educational training material for researchers, practitioners, and end users to improve welfare service delivery. A multidisciplinary team from health and social sciences will spearhead CoCare in collaboration with four municipalities and three disabled people’s organizations. The robust partnership ensures the development and implementation of a research design, yielding knowledge that is deeply rooted in practical experiences and needs. 
We foresee primary R&D challenges in CoCare in two critical areas: promoting effective interprofessional collaboration and proficient project management. CoCare’s scope entails a collaborative effort among academia, practitioners, and families with disabled children. As a result, establishing effective communication and fostering mutual understanding among these diverse participants may present inherent challenges. To address this, our strategy promotes open, respectful dialogues that appreciate the diversity of perspectives and practices. We aim to generate theoretical and practical insights that resonate with all stakeholders. An experienced project manager will oversee the project, ensuring effective management of timelines and coordination within a large, multidisciplinary research team. This strategic oversight guarantees the successful execution of research and practical tasks to achieve CoCare’s objectives.

Trust and community

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MSCA-Marie Sklodowska-Curie Actions (MSCA)

Democracies in the Climate Crisis: Redefining Citizenship and Statehood in Sinking States

Awarded: NOK 2.9 mill.

Project Period: 2026-2028

Location: Oslo - Oslove

MSCA-Marie Sklodowska-Curie Actions (MSCA)

The Writers and the Totalitarians: The Scandinavian-speaking Writers’ Associations in the European Schism, 1933-1953

Awarded: Hidden

Project Period: 2026-2028

Location: Nordland - Nordlánnda

MSCA-Marie Sklodowska-Curie Actions (MSCA)

Using smart contracts and policies to reduce energy-related risk and inequality among households

Awarded: NOK 7.9 mill.

Project Period: 2026-2030

Location: Oslo - Oslove og 3 andre

MSCA-Marie Sklodowska-Curie Actions (MSCA)

Learning analytics and Generative AI to design and facilitate learning

Awarded: NOK 2.9 mill.

Project Period: 2026-2028

Location: Trøndelag - Trööndelage og 2 andre

MSCA-Marie Sklodowska-Curie Actions (MSCA)

Future leaders in ageing and digitalizing societies

Awarded: Hidden

Project Period: 2026-2029

Location: Oslo - Oslove