katherdo

• Elgen, Annie Karoline; Dodou, Katherina & Brevik, Lisbeth M. (2026). Teaching with and about GenAI: A video study of English and Norwegian lessons in secondary classrooms in Norway. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 176, p. 1–12. doi: 10.1016/j.tate.2026.105517. Full text in Research Archive Show summary

  As generative artificial intelligence (GenAI) technologies develop, secondary teachers face the challenge of helping students use GenAI effectively and responsibly for learning. Based on the large-scale EDUCATE project's video recordings of naturally occurring teaching (i.e., without teacher–researcher collaboration), this study examined authentic GenAI practices in highly digitalized language classrooms. Shortly after GenAI became mainstream, we screened 75 English and Norwegian lessons across 20 classrooms in five secondary schools during 2023–24 to identify lessons with GenAI. We identified GenAI practices in 14 lessons across 10 classrooms in 4 schools, and we analyzed these lessons using reflexive thematic analysis. The findings showed that the GenAI-integrated teaching required teachers' use of professional digital competence and targeted both students' subject-specific competences and their AI literacy. The study highlights important implications for secondary teaching when combining GenAI with subject-specific teaching, emphasizing the need to support students' responsible GenAI use.

• Dodou, Katherina; Brevik, Lisbeth M. & Blikstad-Balas, Marte (2026). Opportunities to develop literary competences: A decade of creative response approaches in L1 and L2 in Norwegian lower secondary schools. L1-Educational Studies in Language and Literature (L1-ESLL). ISSN 1567-6617. 26(1), p. 1–29. doi: 10.21248/l1esll.2026.26.1.951. Full text in Research Archive Show summary

  Creative approaches to literary texts may develop students’ literary competences, but little is known about how prevalent such approaches are and how they are implemented. This study explored naturally occurring, that is non-interventionist, literature instruction in the subjects L1 Norwegian and L2 English, based on the quantitative and qualitative analysis of 301 video-recorded lower secondary lessons from 73 classrooms in Norway in 2015–24. By juxtaposing L1 and L2, the study recognises the importance of literature instruction across school subjects, and it advances the understanding of how literary texts are taught in L1 relating to L2. The findings indicate that creative response activities were a recurring feature in both subjects across the studied decade, although they occurred more frequently in L2 lessons. In both subjects, teachers provided opportunities for students to exercise various literary competences when responding creatively to literary texts. However, they offered little guidance on how students could undertake these activities and rarely combined them with analytical reflection that could support students’ developing literary competences. The study discusses implications for teaching and research.

• Skarpaas, Kaja Granum & Dodou, Katherina (2025). Sparse and Selective: Digital Responsibility Practices in Lower Secondary English Classrooms in Norway. Nordic Journal of Comparative and International Education (NJCIE). 9(4). doi: 10.7577/njcie.6274. Full text in Research Archive Show summary

  Despite broad agreement that schools should support students in becoming digitally responsible citizens, research suggests that this dimension of students’ digital competence remains underdeveloped, even in highly digitalised educational settings. Addressing this issue, the present study explored the prevalence and characteristics of digital responsibility practices in Norwegian lower secondary schools’ English classrooms. Utilising a tracing comparative logic, it examined classroom practices over time, following the same student cohorts across Grades 8 and 10 (ages 13–15). Video recordings from 63 naturally occurring English lessons and 9 teacher interviews were quantitatively and qualitatively analysed. The findings indicate that digital responsibility was the least prevalent dimension of digital competence across both grades, with teachers rarely seizing opportunities for students to gain insight into – or to reflect on – digital responsibility and seemingly de-prioritising progression across grades. Instead, digital responsibility instruction primarily occurred in response to student queries and was often overshadowed by the teaching of functional digital skills. The findings suggest the need to support English teachers in better integrating digital responsibility into classroom practices.

• Dodou, Katherina & Brevik, Lisbeth M. (2025). From pages to practice: 10 years of teaching literature in English classes in Norwegian lower secondary school. Reading Research Quarterly. ISSN 0034-0553. 60(4). doi: 10.1002/rrq.70039. Full text in Research Archive Show summary

  Having opportunities to work with literary texts in language teaching is crucial to promoting students’ language development, general education and personal growth. Despite the recognised importance of reading literary texts in research and in policy, to date little is known about the frequency and characteristics of literature instruction in the teaching of English as a second, foreign or additional language. To illuminate classroom practices, this large-scale, longitudinal, video-observation study of naturally occurring English instruction in Norway examines to what extent students read literature in the classroom, what kinds of literary texts are read, and what opportunities teachers create for students to explore those texts across 200 lessons. The study involves lower secondary English teaching in 43 classrooms during the past decade (2015–24) and integrates a quantitative mapping of the presence and forms of the literature read with a qualitative analysis of the literature lessons using an observation protocol for exploration in teaching. The results indicate that literary texts were often included in English teaching and that their presence was consistent over time. However, there may be a need to support teachers in implementing in-depth explorations of literary texts that can foster students’ engaged, reflective and multilayered literary reading and response.

• Dodou, Katherina (2024). The position of literature in ELT textbooks in Swedish primary education. Acta Didactica Norden (ADNO). 18(1), p. 1–31. doi: 10.5617/adno.10787. Full text in Research Archive Show summary

  This study, which contributes to research on literature in language education, maps the position of literature in six concurrently available textbook series produced for, or adapted to, English language teaching (ELT) in Swedish upper primary schools. It offers a systematic overview of the number, length and forms of literary texts included in the 33 textbook items studied and investigates how those texts are embedded in them. This comparative textbook study combines a quantitative examination of literature’s presence with a qualitative content analysis that unpacks the meanings attached to that literature. The findings reveal a strong tendency to marginalise literature. Despite robust arguments and empirical support for the value of requiring pupils to read literature in ELT, most of the sampled textbooks provide few literary texts. The common positioning of literature in the textbooks, with one exception, shows a propensity to disregard literature’s contribution to pupils’ education beyond furthering their English language and literacy skills. The main contribution of this study is the provision of detailed insights into the role given to literature in primary ELT textbooks, an educational setting in which textbook use dominates. By considering both the conceptual and practical functions of textbooks, it illuminates the value of literature communicated in ELT textbooks and the support these provide teachers to incorporate literary texts in their everyday teaching.

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• Heie, Magnus; Elgen, Annie Karoline; Dodou, Katherina & Brevik, Lisbeth M. (2026). – Teknologien kan ikke tenke for deg - Forskningsnytt. [Internet]. Universitetet i Oslo. Full text in Research Archive
• Brevik, Lisbeth M.; Eiene, Sarah Margrethe Øverlie; Isaksen, Anja Ramfjord; Elgen, Annie Karoline; Dodou, Katherina & Skarpaas, Kaja Granum (2026). Digital expectations vs. classroom reality in Nordic and European secondary classrooms: The importance of digital life skills, digital responsibility and student voices. Full text in Research Archive Show summary

  In today’s digitalised society, the role of digitalisation is greater than ever. As digital technologies and Generative AI increasingly influence the lives and learning experience of young people, concerns about their ICT skills, screen usage and life skills have become commonly debated topics (Munthe et al., 2022). Students are expected to have sufficient – or even high – digital competence, be resilient, critical thinkers capable of identifying misinformation, amongst other challenges in a highly digital English-speaking world. Research indicates that students should develop into responsible technology users (Choi, 2016; Kure et al., 2025), while they also face challenges related to social media and technology, such as mental health issues, loneliness and exclusion (Holmarsdottir et al., 2024). Despite these insights, there is a lack knowledge of what happens inside the classrooms, including teachers’ and students’ perceptions on these matters. This symposium presents various perspectives of digitalisation in lower and upper secondary classrooms in Norway, England and France across four subjects. By analysing data from video-recorded classroom observations and teacher interviews, we draw on insights from two large-scale longitudinal projects, EDUCATE [AI2.1](Evaluation of the curriculum reform) and LANGUAGES (Language use and instruction across contexts), exploring how digital responsibility, student voices, and digital life skills are characterised and reflected upon in teaching. How can we facilitate the development of responsible technology use in the classroom? Are students becoming responsible users of technology, and what actually occurs inside the classroom in practice? In this symposium, we present four recent studies from Nordic and European classrooms, allowing us the opportunity to explore what actually occurs within today’s classroom. The first study observes and interviews teachers in xx lower secondary English classrooms, revealing that there is clearly an absence of teaching on digital responsibility (Paper 1). The second study contributes with important insights into how English and Norwegian teachers from xx classrooms in Norway understand and teach responsible use of GenAI technologies (Paper 2[AI3.1]). The third study explores 36 lower secondary classrooms of English and French, focusing on the role of technology in making students talk (Paper 3). The final paper presents a study that explores 68 upper secondary English and social science classrooms, highlighting the importance to put digital life skills on the agenda, especially if we aim to develop future responsible future technology users (Paper 4). The findings discussed in the symposium highlight the need to reconsider the approaches to teaching in Nordic and European secondary classrooms to emphasize the importance of embedding digital life skills and digital responsibility into everyday teaching and listening to student voices. We offer valuable insights and implications to research on ICT skills in the digital classroom.

• Bjermeland, Monica; Brevik, Lisbeth M. & Dodou, Katherina (2025). Stoltheit og lesing - Forskningsnytt. [Internet]. Utdanningsvitenskapelig Fakultet, Universitetet i Oslo. Full text in Research Archive Show summary

  Engelsklærarar tek like stort ansvar for litteraturundervisinga som norsklærarar, viser ny klasseromforsking. I begge fag les elevane lengre tekstar no enn for ti år sidan.

• Nylander, Elin; Bergström, Denise; Bergström, Jenny; Dodou, Katherina; Källkvist, Marie & Sundqvist, Pia [Show all 7 contributors for this article] (2025). English education scholars Sweden. EESS – a platform for sharing research and discussing its implications. LMS : Lingua. ISSN 0023-6330. p. 21–22. doi: https:/spraklararna.se/lingua/. Full text in Research Archive
• Isaksen, Anja Ramfjord & Dodou, Katherina (2025). Livsmestring gjennom litteraturens linser / Literature and Life skills. Full text in Research Archive
• Dodou, Katherina & Brevik, Lisbeth M. (2024). Utforskande litteraturundervisning + estetiskt-produktiva angreppssätt = sant? Full text in Research Archive
• Dodou, Katherina & Brevik, Lisbeth M. (2024). The teaching of literature in English in Norwegian lower secondary classrooms: Findings from a large-scale video-observation study. Full text in Research Archive
• Magnusson, Camilla Gudmundsdatter; Dodou, Katherina & Brevik, Lisbeth M. (2023). Det leses mye autentisk litteratur i norske klasserom. Full text in Research Archive
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Doetjes, Gerke (Gerard); Mathé, Nora Elise Hesby; Dodou, Katherina & Barreng, Rebecca Linnéa Söderström [Show all 11 contributors for this article] (2023). Hvordan fungerer livsmestring i norske klasserom? Full text in Research Archive
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Mathé, Nora Elise Hesby; Stovner, Roar Bakken; Magnusson, Camilla Gudmundsdatter & Dodou, Katherina [Show all 8 contributors for this article] (2026). På fagenes premisser: EDUCATE sluttrapport. Evaluering av LK20 i fagene på trinn 4-13: livsmestring, utforsking, digital kompetanse og algoritmisk tenkning. Sluttrapport fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. Det utdanningsvitenskapelige fakultet, Universitetet i Oslo . ISSN 9788293847243. doi: https:/www.uv.uio.no/ils/forskning/prosjekter/educate/rapporter/brevik-et-al-(2026)-educate-sluttrapport.pdf. Full text in Research Archive
• Gudmundsdottir, Greta Björk; Brevik, Lisbeth M.; Aashamar, Peter Nicolai; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina & Doetjes, Gerard [Show all 15 contributors for this article] (2024). Å gi rom for variasjon og valgfrihet, mens vi venter på digital dømmekraft. Universitetet i Oslo. ISSN 9788294119011. Full text in Research Archive
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Aashamar, Peter Nicolai; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina & Doetjes, Gerard [Show all 12 contributors for this article] (2024). Å jobbe utforskende på vg1 og vg2. Den enkelte lærers undervisning har mer å si enn fagenes egenart. Rapport 3 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. ISSN 9789788269243. Full text in Research Archive
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina; Doetjes, Gerke (Gerard) & Evertsen, Ingrid [Show all 15 contributors for this article] (2023). Å mestre livet i 8. klasse. Perspektiver på livsmestring i klasserommet i sju fag. Rapport 2 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. Universitetet i Oslo. ISSN 9788269249842. Full text in Research Archive

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