Publications

The Norwegian Journal for the Scholarship of Teaching and Learning (NorSoTL) is an open-access, peer-reviewed journal dedicated to the Scholarship of Teaching and Learning (SoTL) in Norwegian higher education. We provide a platform for educators and researchers to share insights, explore innovative teaching practices, and contribute to a growing community of scholarly practitioners.

We welcome contributions from higher education professionals and students across disciplines who engage in inquiry-based approaches to teaching and learning. Our goal is to foster collaboration, inspire new ideas, and advance an inquiry-based approach to educational practice.

We will seek for recognition for level 1 in the Norwegian Register for Scientific Journals, Series and Publishers in 2026. All issues of NorSoTL are available online in diamond open-access under a CC-BY 4.0 licence.

7

Articles Published

1

Volume

17

Contributing Authors

Volume 1 (2026)

Inquiry Article

Use of the Jigsaw Method in Interdisciplinary Continuing Education​

Heine Tønnesen Vestvik

Interdisciplinary collaboration is a key objective in professional education but is often challenged by the separation kept between subjects in academic teaching and research. This article explores how the Jigsaw method can be used to promote interdisciplinary learning in higher education.

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Inquiry Article

Hverandreundervisning i lærerutdanningen

Rolf Kristian Baltzersen
This article investigates what learning outcomes student teachers gain from participating in collective peer teaching? Peer teaching refers to a pedagogical approach where students take responsibility for teaching and facilitating the learning of their peers.
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Inquiry Article

Cross-Cultural PhD Supervision in Norway: A Reflective Case Study

Etienne Cheynet, Yuanchen Wan, Kenan Dikilitaş

This study explores the dynamics of supervising a Chinese PhD student by a French supervisor at a Norwegian university, using a reflective, single-case study and thematic analysis. It examines how three distinct cultural and educational systems intersect, revealing challenges, opportunities, and areas for growth in supervisory practice.

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Inquiry Article

Co-creating a Learning to Learn Initiative

Iris Borch, Oda Bjørnsdatter, Torstein Låg, Kristin Benjaminsen Borch, Rannveig Grøm Sæle
This case study presents the development and implementation of a Learning to Learn initiative in an introductory interprofessional course for 600 first-year students from 12 health professions education programs. The initiative derived from a bigger health promotion project aiming to improve students’ health and well-being, and the specific aim of the project described in this case study was to support students’ learning.
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Original idea

Puzzle-based Inquiry (PBI)

Magnus Jørgensen
Puzzle-based Inquiry (PBI) is an active learning method where students collaboratively assemble “puzzle pieces” such as research design elements into plausible configurations. Unlike traditional card-sorting tasks, PBI emphasizes reflection, negotiation, and weighing trade-offs over finding one correct solution. For instance, in a quantitative methods course, students may design a study under point-based resource limits, balancing rigor and feasibility.
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Original idea

The SDGs Game: A transformative pedagogical tool for engaging students with the complexity of sustainability challenges

Emma Vogel, Alexandra Kate Abrahams
As sustainability competencies gain increasing prominence in higher education, educators face the challenge of facilitating learning that integrates cognitive, emotional, and relational dimensions. The complexity and interconnected nature of sustainability concepts lend it to being especially difficult for students to grasp through traditional teaching alone. Here we present the use of the SDGs Game as a core pedagogical tool for our students.
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Thinking piece

AI as a constructive partner in academic career development, or a shortcut to promotion?

Kristine Ludvigsen, Marko Lukic, Ragnhild Sandvoll, Anita Iversen, Iris Borch

In this thinking piece, we explore whether GenAI could develop a teaching portfolio for the status as a merited teacher, based on the digital footprint of two teachers and the assessment criteria for promotion at UiT The Arctic University of Norway. Our experiment showed that GenAI tools can produce sections of a teaching portfolio that convincingly weave together educational theory, critical reflection, and practical examples to document teaching competence

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