About the Journal
Welcome to NorSoTL!
Norsk tidsskrift for Scholarship of Teaching and Learning (the Norwegian Journal for the Scholarship of Teaching and Learning, NorSoTL, ISSN 3084-2387) is an open-access journal dedicated to the Scholarship of Teaching and Learning (SoTL) in Norwegian higher education. The journal publishes peer-reviewed scientific Inquiry Articles alongside editorially assessed Thinking Pieces and Original Ideas.
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.
Publication Frequency: NorSoTL publishes contributions continuously throughout the year, as soon as they have been accepted and prepared for publication. Publications are organized into annual volumes, with occasional special issues.
Why Publish with Us?
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A Platform for Recognized Scientific Publishing: NorSoTL is seeking recognition at Level 1 in the Norwegian Register for Scientific Journals, Series and Publishers (Kanalregisteret). Our peer-reviewed Inquiry Articles are intended to meet the requirements for scientific publications.
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Diverse Publication Formats: Choose from peer-reviewed Inquiry Articles, reflective Thinking Pieces, or practice-oriented Original Ideas to share your research, experiences, and educational innovations.
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Rigorous and Supportive Assessment: Inquiry Articles undergo independent scholarly peer review, with qualified reviewers providing constructive feedback on originality, scientific quality, and relevance. Thinking Pieces and Original Ideas receive editorial assessment, with feedback aimed at strengthening their scholarly contribution and practical relevance.
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Open Access: All publications are freely available under a Creative Commons CC BY 4.0 license, ensuring broad dissemination and impact.
Editorial Team
NorSoTL is managed by an interdisciplinary editorial team affiliated with the University of Bergen (UiB) and the Western Norway University of Applied Sciences (HVL):
- Robert Kordts, editor (UiB)
- Mirey Alfarah (UiB)
- Camilla Bjelland (HVL)
- Dario Blumenschein (UiB)
- Kristine Ludvigsen (HVL)
- Anja Møgelvang (HVL)
Join the Conversation!
Whether you are an experienced SoTL researcher or just starting your journey, we invite you to explore our publications, submit your work, and engage with a vibrant community dedicated to enhancing teaching and learning in higher education.
Current Issue
Special Issue Sustainability, Inclusion, and Innovation in Higher Education (UiB Læringskonferanse 2025)
Editors: Robert Kordts (UiB), Kari Bjørgo Johnsen (UiB), Mirey Alfarah (UiB), Camilla Bjelland (HVL), Kristine Ludvigsen (HVL), Dario Blumenschein (UiB) and Anja Møgelvang (HVL).
This special issue of Norsk tidsskrift for Scholarship of Teaching and Learning (NorSoTL) brings together scholarly contributions associated with the Læringskonferanse 2025, held at the University of Bergen on 17 October 2025. The conference provided an interdisciplinary forum for educators, researchers, students, and academic developers to exchange research-based insights, discuss educational innovations, and critically reflect on challenges and opportunities in higher education, related to sustainability in teaching and learning in higher education. Sustainability was approached not only as a topic to be integrated into curricula, but also as a broader concern for how higher education can develop inclusive, equitable, adaptable, and meaningful learning environments. The conference addressed the relationships between sustainability, internationalization, digitalization, and educational practice, highlighting the responsibilities of higher education institutions and educators in responding to changing societal and technological conditions.
The special issue forms part of NorSoTL's regular scholarly publishing activities and follows the journal's established editorial policies and quality standards. Three contributions are published as Inquiry Articles that are subject to NorSoTL's independent scholarly peer-review procedures before acceptance and publication; one Original Idea article is also included in the issue.
The review process addresses scientific originality, scholarly quality, theoretical and/or methodological foundations, and contributions to the Scholarship of Teaching and Learning. Editorial decisions remain the responsibility of NorSoTL's editorial team, independently of the conference programme or any prior selection of conference contributions. The special issue thus presents scholarly articles developed for journal publication rather than merely reproducing conference abstracts or presentations.
Although UiB Læringskonferanse took place in October 2025, the special issue was published in 2026 as part of NorSoTL's first publication year.
All contributions are freely available under the Creative Commons Attribution 4.0 International (CC BY 4.0) license. Further information about the conference is available on the official UiB Læringskonferanse 2025 website.
