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  • Vol. 1 (2026)

    Volume 1 (2026)

    Volume 1 marks the inaugural annual volume of Norsk tidsskrift for Scholarship of Teaching and Learning (NorSoTL), an open-access scholarly journal dedicated to advancing research and critical inquiry into teaching and learning in higher education.

    The volume brings together contributions that investigate educational practices, pedagogical development, and student learning across disciplinary and institutional contexts. It aims to strengthen the exchange of research-based knowledge and foster scholarly dialogue within Norwegian higher education and the wider international Scholarship of Teaching and Learning (SoTL) community.

    NorSoTL publishes original scientific research as Inquiry Articles, which undergo independent scholarly peer review before publication. The journal also welcomes Thinking Pieces and Original Ideas, which undergo editorial assessment and are clearly distinguished from peer-reviewed scientific articles.

    Volume 1 follows a continuous publication model, with contributions published throughout 2026 as they complete the relevant review and editorial processes. All publications are freely accessible under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.

  • Special Issue: UiB Læringskonferanse 2025

     

    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.