Research interests:

• AI governance and school leadership
• Professional learning, student active learning, learning design
• Workplace learning
• Technology and learning
• School leadership and school development
• Research and data use in school development, data literacy

KI-LED - Artificial intelligence and leadership of school development (project leader)

ILUKS - Technology supported student active learning in teacher education - https://iluks.no/ (project leader)

 

Editorial Board member: Active Learning in Higher Education

Invited keynote and presentations (selected)

Børte, K. (2026) Student Active Learning: Teacher Education and the ILUKS planner - invited talk 21 April, Robert Bosch Stiftung Learning journey, SLATE, UiB, Bergen

Børte, K. (2025) KEYNOTE Navigating Barriers and Opportunities in Active Learning, 3rd international conference on Active Learning in Higher Education, November 7, 2025, Barcelona, Spain 

Børte, K. (2025) KEYNOTE Innovating Teaching Practice: Opportunities and Challenges of Student Active Learning, University of Hertfordshire. London, UK

Børte, K. & Lillejord, S. (2025) AI and systematic reviews. Invited guest lecture, Online – 19 March, 2025, Skolforskningsinstitutet, Stockholm.

Børte, K. (2025) Fra innsikt til utvikling: Systemtikk og dokumentasjon i profesjonsfellesskapet. Dekom-s workshop, 18. Mars, 2025, Amalie Skram VGS, Bergen.

Børte, K (2024) Hvordan arbeide undersøkende med utvikling av teknologi og praksis, Skolelederseminar 11 april 2024, Vestland fylkeskommune

Børte, K (2024) Barriers to student active learning in higher education, Guest lecture - Pedagogical lunch seminar series, 9^th April, University of Agder 

Børte, K (2023) iLUKS – Technology supported student active learning in teacher education. Research day, 13 december 2023 Faculty of Psychology, UiB

Børte, K. (2023) Active Learning – Challenges and possibilities. Invited keynote and seminar on active learning. University of Wales Trinity Saint David, 30^th, March 2023

Børte, K. (2022) Barriers to student active learning in higher education. Invited keynote, on College of Education, Psychological Science Department, Qatar University, seminar on Active learning 02 October 2022

Børte, K. (2022) Den digitale transformasjonen ved Universitetet i Bergen. Digital transformasjon i UH-sektoren: Hvordan skjer den, hva innebærer den, og hvem bestemmer?, 30 mai 2022, Universitetet i Oslo, Forskningsparken.

Academic article

• Kjersti Nedland Røneid; Kristin Børte (2026). Learning to plan lessons: how feedback supports pre-service teachers' lesson planning. (external link)
• Kristin Børte; Sandris Zeivots (2026). Active Learning in Higher Education: Inheriting Pasts and Emerging Futures. (external link)
• Sølvi Lillejord; Kristin Børte (2016). Partnership in teacher education - a research mapping. (external link)
• Kristin Børte; Monika Nerland (2010). Software effort estimation as collective accomplishment: An analysis of estimation practice in a multi-specialist team. (external link)
• Sølvi Lillejord; Kristin Børte (2019). Trapped Between accountability and professional learning? School leaders and teacher evaluation. (external link)
• Kristin Børte; Sten Runar Ludvigsen; Anders Irving Mørch (2012). The role of social interaction in software effort estimation: Unpacking the "magic step" between reasoning and decision-making. (external link)
• Sølvi Lillejord; Kristin Børte (2019). Middle leaders and the teaching profession: building intelligent accountability from within. (external link)
• Kristin Børte; Katrine Nesje; Sølvi Lillejord (2020). Barriers to student active learning in higher education. (external link)
• Kristin Børte; Sølvi Lillejord; Jessica Chan et al. (2023). Prerequisites for teachers’ technology use in formative assessment practices: A systematic review. (external link)
• Kristin Børte; Sølvi Lillejord (2024). Learning to teach: Aligning pedagogy and technology in a learning design tool. (external link)

Conference poster

• Raquel Coelho; Kristin Børte; Cassandra Kelley (2026). A Review of Precollege Quantum Information Science Education through a Learning Sciences Lense. (external link)
• Kristin Børte; Jessica Chan; Sølvi Lillejord et al. (2022). Teachers' Use of Technology in Formative Assessment Practices: A Systematic Review. (external link)

Conference lecture

• Kristin Børte; Jessa Henderson (2026). From Planning to Practice: Insights from Teacher Technology Leaders’ Experiences Designing Generative AI Professional Learning. (external link)
• Sølvi Lillejord; Kristin Børte (2025). Revisiting teacher education partnerships – a review of the research 2010-2024. (external link)
• Kristin Børte; Sølvi Lillejord (2025). School Leaders’ Data Literacy: A Prerequisite for System Improvement and Just Education. (external link)
• Kristin Børte (2025). Navigating Barrriers and Opportunities in Active Learning. (external link)
• Kristin Børte; Cathrine Edelhard Tømte (2025). Digital Learning Design Tool and Professional Development among Teachers. (external link)
• Kjersti Nedland Røneid; Kristin Børte (2025). Feedback to support pre-service teachers' learning. (external link)
• Kristin Børte; Helene Marie Kjærgård Eide (2022). The use of communicative tools in interdisciplinary professional learning networks promoting student active learning.. (external link)
• Kristin Børte (2022). Barriers to student active learning in higher education. (external link)
• Kristin Børte (2022). Professional Learning Networks as Infrastructure for Teaching. (external link)
• Kristin Børte (2022). Den digitale transformasjonen ved Universitetet i Bergen. (external link)
• Kristin Børte; Helene Marie Kjærgård Eide (2022). Research informed technology development for student active learning in teacher education. (external link)
• Sølvi Lillejord; Kristin Børte (2015). Partnership in teacher education – a research mapping.. (external link)
• Kristin Børte (2010). Challenges faced by software professionals in analogy-based top-down estimation.. (external link)
• Kristin Børte; Helene Marie Kjærgård Eide (2021). Mind the gap - Using barriers to student active learning to inform technology-enhanced active learning in teacher education. (external link)
• Kristin Børte (2021). Teachers’ technology use in formative assessment practices – a systematic review.. (external link)
• Kristin Børte (2021). Studentaktiv læring i lærerutdanningen - Invited Key Note. (external link)
• Kristin Børte; Sølvi Lillejord (2023). What next? After Accountability, Education Needs an Infrastructure for Learning.. (external link)
• Kristin Børte; Cathrine Edelhard Tømte (2023). The ILUKS-planner – a digital collaboration tool for teachers’ professional learning.. (external link)
• Kjersti Nedland Røneid; Kristin Børte (2023). Technology supported learning designs – how do student teachers plan student activity in lessons?. (external link)
• Kristin Børte; Sølvi Lillejord (2023). Engaging Teacher Students in Productive Collaboration during Practicum.. (external link)
• Kristin Børte (2022). Barriers to student active learning - Invited Key Note. (external link)

Lecture

• Kristin Børte; Sølvi Lillejord (2025). AI and Systematic Reviews. (external link)
• Kristin Børte (2025). Innovating Teaching Practice: Opportunities and Challenges of Student Active Learning. (external link)

Other presentation

• Kristin Børte (2025). ILUKS Infrastructure for School Development. (external link)

Research report

• Sølvi Lillejord; Kristin Børte; Katrine Nesje et al. (2018). Learning and teaching with technology in higher education. A systematic review. (external link)
• Sølvi Lillejord; Kristin Børte; Katrine Nesje (2018). De yngste barna i skolen - lek og læring, arbeidsmåter og arbeidsmiljø. En forskningskartlegging. (external link)
• Sølvi Lillejord; Kristin Børte; Katrine Nesje et al. (2017). Campusutforming for undervisning, forskning, samarbeid og læring - en systematisk kunnskapsoversikt. (external link)
• Sølvi Lillejord; Kristin Børte (2017). Lærerutdanning som profesjonsutdanning - forutsetninger og prinsipper fra forskning. Et kunnskapsgrunnlag. (external link)
• Kristin Børte; Sølvi Lillejord; Lotta Johansson (2016). Evnerike elever og elever med stort læringspotensial: En forskningsoppsummering. (external link)
• Sølvi Lillejord; Kristin Børte (2018). Mellomledere i skolen: Arbeidsoppgaver og opplæringsbehov – en systematisk kunnskapsoversikt. (external link)
• Sølvi Lillejord; Kristin Børte; Erik Ruud et al. (2017). Stress i skolen – en systematisk kunnskapsoversikt. (external link)
• Sølvi Lillejord; Kristin Børte (2014). Partnerskap i lærerutdanningen – en forskningskartlegging. (external link)
• Sølvi Lillejord; Erik Ruud; Peder Erik Fischer-Griffiths et al. (2014). Forhold ved skolen med betydning for mobbing. Forskningsoppsummering. (external link)
• Sølvi Lillejord; Kristin Børte; Kristoffer Halvorsrud et al. (2017). Transition from kindergarten to school: A systematic review. (external link)
• Sølvi Lillejord; Lotta Johansson; Esther Tamara Canrinus et al. (2017). Kunnskapsbasert språkarbeid i barnehager med flerspråklige barn – en systematisk forskningskartlegging. (external link)
• Sølvi Lillejord; Kristin Børte; Kristoffer Halvorsrud et al. (2015). Tiltak med positiv innvirkning på barns overgang fra barnehage til skole: En systematisk kunnskapsoversikt. (external link)
• Sølvi Lillejord; Andre Vågan; Lotta Johansson et al. (2016). Hvordan fysisk aktivitet i skolen kan fremme elevers helse, læringsmiljø og læringsutbytte. (external link)
• Sølvi Lillejord; Kristin Børte; Erik Ruud et al. (2014). Former for lærervurdering som kan ha positiv innvirkning på skolens kvalitet. En systematisk kunnskapsoversikt. (external link)

Doctoral thesis (PhD)

• Kristin Børte (2011). Software effort estimation as collaborative planning activity.. (external link)

See a complete overview of publications in NVA.

Børte, K., & Zeivots, S. (2026) Active learning in higher education: Inheriting pasts and emerging futures, Active Learning in Higher Education, https://doi.org/10.1177/14697874261426575

Nedland, K.R., & Børte, K (2026) Learning to plan lessons: how feedback supports pre-service teachers’ lesson planning, Front. Educ. 11:1812418. https://doi.org/10.3389/feduc.2026.1812418

Røneid, K.N., Belokrys, G. & Børte, K. (2026) Learning analytics for pre-service teachers’ lesson planning, In Tømte, C.E., Wasson, B., & Barman, L. (Ed) Handbook of Learning Analytics and Adaptive Learning in Schools. (pp.157-175) Edward Elgar Publishing Ltd.https://doi.org/10.4337/9781035330676.00020 

Børte, K., Lillejord, S. (2024) Learning to teach: Aligning pedagogy and technology in a learning design tool. Teaching and Teacher Education. 148, 104693 10.1016/j.tate.2024.104693 

Børte, K., Lillejord, S., Chan, J., Wasson, B. & Greiff, S. (2023). Prerequisites for teachers’ technology use in formative assessment practices: A systematic review, Educational Research Review, volume 41, 2023, 100568, ISSN 1747-938X, https://doi.org/10.1016/j.edurev.2023.100568

Børte, K., Nesje, K., & Lillejord, S (2023) Barriers to student active learning. Teaching in higher education, 23(3), 597-615. https://doi.org/10.1080/13562517.2020.1839746 

Lillejord, S., & Børte, K. (2020). Middle leaders and the teaching profession: building intelligent accountability from within. Journal of Educational Change, 21, pp. 83-107. https://doi.org/10.1007/s10833-019-09362-2

Lillejord, S., and Børte, K. (2020) Trapped between Accountability and Professional Learning? School Leaders and Teacher Evaluation. Professional Development in Education 46:2 pp. 274-291 https://doi.org/10.1080/19415257.2019.1585384 

Lillejord, S., Børte, K., & Nesje, K. (2018). De yngste barna i skolen: Lek og læring, arbeidsmåter og læringsmiljø. En forskningskartlegging. Oslo. Kunnskapssenter for utdanning, www.kunnskapssenter.no

Lillejord S., Børte K., Nesje K. & Ruud E. (2018). Learning and teaching with technology in higher education – a systematic review. Oslo: Knowledge Centre for Education, www.kunnskapssenter.no 

Lillejord S. & Børte K. (2018). Mellomledere i skolen: Arbeidsoppgaver og opplæringsbehov – en systematisk kunnskapsoversikt. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no

Lillejord S., Børte K., Nesje K., & Ruud E. (2017). Campusutforming for undervisning, forskning, samarbeid og læring - en systematisk kunnskapsoversikt. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no

Lillejord S., Børte K., Ruud E. & Morgan K. (2017). Stress i skolen – en systematisk kunnskapsoversikt. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no 

Lillejord, S., Børte, K., Halvorsrud, K., Ruud, E., & Freyr, T. (2017). Transition from kindergarten to school: A systematic review. Oslo: Knowledge Centre for Education, www.kunnskapssenter.no

Lillejord, S., Johansson, L., Canrinus E., Ruud, E. & Børte, K. (2017). Kunnskapsbasert språkarbeid i barnehager med flerspråklige barn – en systematisk forskningskartlegging. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no 

Lillejord, S. & Børte, K. (2017). Lærerutdanning som profesjonsutdanning - forutsetninger og prinsipper fra forskning. Et kunnskapsgrunnlag. Oslo. Kunnskapssenter for Utdanning. www.kunnskapssenter.no 

Lillejord, S & Børte, K. (2016) Partnership in teacher education – a research mapping, European Journal of Teacher Education, 39(5), 550-563, DOI: 10.1080/02619768.2016.1252911. Published Open access in Changing Perspectives and Approaches in Contemporary Teaching European Journal of Teacher Education 40-year anniversary. 

Lillejord, S., Vågan, A., Johansson, L., Børte, K. & Ruud, E. (2016). Hvordan fysisk aktivitet i skolen kan fremme elevers helse, læringsmiljø og læringsutbytte. En systematisk kunnskapsoversikt. Oslo. Kunnskapssenter for Utdanning. www.kunnskapssenter.no 

Lillejord, S. og Børte K. (2016) Forsvinner det kompetente barnet i overgangen fra barnehage til skole? Barnehagefolk 2-2016

Børte, K., Lillejord, S. & Johansson, L. (2016). Evnerike elever og elever med stort læringspotensial: En forskningsoppsummering. Oslo: Kunnskapssenter for Utdanning.

Lillejord, S., Børte, K., Halvorsrud, K., Ruud, E., & Freyr, T. (2015). Tiltak med positiv innvirkning på barns overgang fra barnehage til skole: En systematisk kunnskapsoversikt. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no

Lillejord, S., Ruud, E., Fischer-Griffiths, P., Børte, K., & Haukaas, A. (2014). Forhold ved skolen med betydning for mobbing. Forskningsoppsummering. Oslo: Kunnskapssenter for utdanning www.kunnskapssenter.no 

Lillejord, S. & Børte, K. (2014). Partnerskap i lærerutdanningen – en forskningskartlegging – KSU 3/2014. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no 

Lillejord, S., Børte, K., Ruud, E., Hauge, T. E., Hopfenbeck, T. N., Tolo, A., Fischer-Griffiths, P. & Smeby,J.-C. (2014). Former for lærervurdering som kan ha positiv innvirkning på skolens kvalitet: En systematisk kunnskapsoversikt KSU 1/2014. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no

Børte, K., Ludvigsen, S., & Mørch, A. (2012): The role of social interaction in software effort estimation: Unpacking the 'magic step' between reasoning and decision-making. Information and Software Technology 54(9), 985-996. 

Børte, K. (2011). Software effort estimation as collaborative planning activity. PhD-thesis Faculty of Education, University of Oslo

Børte, K., & Nerland, M. (2010). Software effort estimation as collective accomplishment: An analysis of estimation practice in a multi-specialist team.  Scandinavian Journal of Information Systems, 22(2), 65-98. 

AI LEARN Empowerment of Human Learning 

• Role: Cluster leader: Cluster 4 Capacity for Human Empowerment 

  Task leader: Leadership and Organizations & Review of Empirical Research

KI-LED Kunstig intelligens og ledelse av skoleutvikling (prosjektleder)

• Role: Project leader. Funding: Dekomp - VLFK

ILUKS - Innovative lærerstudenter: Undervisningsdesign for kunnskapsbasert studentaktivitet (prosjektleder)

• Role: Project leader. Funding: HK-DIR. Amount: 4,9 MNOK.

For more information project webpage: https://iluks.no/

ILUKS planner - a research based digital learning design tool