Center for Digital Education (CDE)
CDE is an interdisciplinary research center established as a joint initiative between the Department of Science Education (IND) and the Department of Computer Science (DIKU).
We bridge the gap between pedagogical and technical sciences to develop and research digital education from primary to higher education. Our research spans from how digital technology can be used to mediate and understand learning, to how it can be taught as its own subject, and how it can be used in other subjects and in professions. The strength lies in our dual-domain expertise; we are bilingual when navigating and integrating technical and pedagogical perspectives to strengthen the foundation for impactful digital education.
Our current work and interests can be described through three commitments:
Tools and competencies
We care about competencies needed in a future digital society, including computational thinking and digital/AI/Data literacy. We tie this to how tools and artefacts transform subject matters and education.
Methods to understand learning and teaching
We investigate and develop digital methods to analyze learning and teaching processes. We mainly focus on rich, complex situations, such as group work and open-ended activities, that support educational research and practice.
Implementation and transformation
We examine the systematic integration of digital technologies in education. We especially focus on the interplay between organic “bottom up” development and “top down” structured institutional digitalization initiatives. This includes the use of pedagogical tools and the integration between online/blended learning and more classical teaching situations.
| Professor, Morten Misfeldt I am affiliated with both the Department of Science Education and the Department of Computer Science, and I lead the Center for Digital Education. My research focuses on mathematics education, digital competences, and computational thinking, with particular attention to how these are implemented in teaching and across disciplines.
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| Associated Professor, Daniel Spikol My research explores technologies that help us understand how people interact in education, work, and other settings. The work connects human-computer interaction, multimodal learning analytics, and the role of AI in education, with a focus on collaborative learning, design, and play. |
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| Assistant Professor, Andreas Tamborg My research sits at the intersection of mathematics education and digital literacy, focusing on technology comprehension and computational thinking in lower-secondary classrooms. Taking an implementation perspective, I investigate how to design teaching materials that build on the professional knowledge and practices of in-service mathematics teachers. |
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Associate Professor, Adrienne Traxler |
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| Associate Professor, Jesper Bruun I work with technologies and novel teaching formats in the Sciences, primarily focusing on Physics. My work spans upper-secondary and university education levels, concentrating on mechanisms relevant to the teaching and learning of Physics. Recently, I have focused on Learning Analytics to leverage big data in understanding and improving educational systems. |
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| PhD Fellow, Liv Nøhr I am a PhD student with a background and training in sociology, and an interest in how educational conventions and subject matters compose what is taught and learned. I have a particular interest in doubt; what is doubted? When is it doubted? And - how is the pedagogy or the subject matter prioritizing some manifestations of doubt over others? |
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| PhD Fellow, Zaibei Li I am a PhD student at the University of Copenhagen with a background in computer science, specializing in Multimodal Learning Analytics (MMLA). My PhD project examines how multimodal data can reveal the often unseen dynamics of collaborative learning in real-world educational settings. |
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| PhD Fellow, Jack Kallo My PhD project investigates how MPS, as a central practice in mathematics education, can be revitalized through a computational literacy perspective. Drawing on diSessa’s conceptualization of computational literacy as a new form of literacy, the project explores how digital and data-driven technologies reshape the representations and practices through which MPS unfolds. |
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| PhD Fellow, Morten Schultz I have a background in linguistics, philosophy, and computer science. Having spent about 10 years teaching (primarily Informatics in high school), I am currently pursuing a PhD exploring ways of bringing computational literacy to L1 (Danish, upper secondary education). |
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| PhD Fellow, Stine Marie Jensen In October 2025, I started as a PhD student at the Department of Science Education. My project aims to investigate two questions in particular: What data science concepts and methods are most relevant to the field pharmaceutical sciences and how can we teach such concepts/methods to pharmacy students in a fruitful way? |
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| Postdoc, Mathilde Kjær Pedersen My research focuses on teaching and learning in upper secondary mathematics and science education. I study how students develop understanding and thinking within these subjects, with particular attention to cognitive processes and the students’ use and conceptions of central ideas. |
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| Postdoc, Karl-Emil Kjær Bilstrup I am an interaction designer and researcher with a PhD in Computer Science. I design educational tools to teach big data, artificial intelligence, and cryptography in primary and secondary education with a Scandinavian focus on how teachers and students can sustain their agency in an increasingly digitized and computationalized world. |
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| Postdoc, Sara Gagliani Caputo My research involve mathematics education and computer-supported cooperative work. My work focuses on the design and study of digital mathematical discussion as a didactical methodology. I also design and study supervision tools that support interaction between students and supervisors, particularly in contexts involving diverse neurotype constellations. |
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The Mars Base
Scenario didactic project that develops and explores new narrative methods for physics teaching in high school. The aim of the project is to create a game that teachers can use in their teaching of physics at the C-level in the Danish upper secondary level.
Contact Jesper Bruun
Programming, computational thinking and mathematical digital competencies
The goal of this project is to empirically investigate the possible roles of programming and computational thinking (PCT) as part of students’ mathematical competencies, and support Danish teachers work with integrating PCT in mathematics
Contact Andreas Lindenskov Tamborg
AI Life
A network project that examines the influence of artificial intelligence on the Nordic education and upbringing tradition. This projects is conducted in collaboration with Bergen and Oulu.
Contact Daniel Spikol
Technology Comprehension
Project that has developed and investigated technology comprehension in teacher education. As an independent subject, as well as in the core disciplins of mathematics, arts and crafts and design.
Contact Morten Misfeldt
UCPH 2023 Strategy Programme on Digitalisation
Digital core competencies: Develops the teaching at UCPH in the light of digitisation through interventions with teachers and students.
Digital Health and Data
Continuing education programme that develops technology comprehension in the health professional educations. Led by Martin Lilholm (DIKU) together with University College Copenhagen.
Contact Morten Misfeldt
Contact
Morten Misfeldt
Professor and Center Director
misfeldt@ind.ku.dk