Ragnhild Lyngved Staberg

Biographic Data

ID6675197
NAMERagnhild Lyngved Staberg
GIVEN NAMESRagnhild Lyngved
FAMILY NAMEStaberg
SIGNATURESTABERG R L
AFFILIATIONSNorwegian University of Science and Technology
ORCID0000-0001-6621-208X
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS0
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2022
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Primary school teachers’ perceptions of critical thinking in general and in their teaching

    Open AccessRagnhild Lyngved Staberg, Eli Munkebye et al.ARTICLEThinking Skills and Creativity2026

    Critical thinking (CT) is a key education goal internationally, and enables people to navigate the growing amount of information and make informed decisions on increasingly complex issues. The term CT is frequently used in educational policy documents and curricula, and teachers play a key role in delivering effective CT instruction. Studies indicate that although teachers recognize the importance of CT, many lack an understanding of what CT real…

  • Learning to Teach Sustainability

    Open AccessMaren Skjelstad Fredagsvik, Anne Rakstad Pettersen et al.ARTICLEEducation Sciences2026

    There is increasing recognition of the need to integrate sustainability education (SE) into school curricula, and assessments such as PISA 2025 emphasise the importance of pupils’ ability to apply sustainability knowledge in authentic contexts. Because sustain-ability issues require social, environmental, and economic perspectives, transdisciplinary real-world approaches are recommended. However, many teachers find SE challenging, and initial tea…

  • Context matters

    Open AccessBas Senden, Armin Jentsch et al.ARTICLEFrontiers in Education2025

    The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core …

  • Teachers’ Understanding of and Practices in Critical Thinking in the Context of Education for Sustainable Development

    Open AccessSónia Martins Félix, Marthe Lønnum et al.ARTICLEEducation Sciences2025

    Critical thinking (CT) is widely recognised as a key competency in education for sustainable development (ESD). However, international research shows that many teachers feel unprepared to teach CT, especially within the ESD context. Despite its importance, few studies have explored how CT is actually practiced in ESD, particularly in primary and secondary education. This article presents a systematic literature review of 43 qualitative studies pu…

  • Interest, identity and perceptions

    Open AccessRagnhild Lyngved Staberg, Anita Nordeng Jakobsen et al.ARTICLEBritish Food Journal2023

    Purpose Previous research shows that identity formation is a crucial bridge between higher education and future employment. The objective of this study was to improve our understanding and knowledge of food technology students' prior interests, their perceived identity formation, perceptions of food technology and the profession of food technologist. Design/methodology/approach A qualitative study was conducted and the data consisted of audio rec…

  • Trainee teachers’ perceptions of outdoor education

    Éva Borsos, Isabel Banos-González et al.ARTICLEEnvironmental Education Research2022References: 10

    Getting pupils closer to nature seems essential, even more, after the pandemic. Therefore, schools and teachers have to take active part in this process trying to hold as many outdoor classes as possible. The implementation of this methodology requires well prepared teachers, which depends on teacher training institutions. In this regard, 551 trainee teachers from Serbia, Croatia, Hungary, Spain and Norway were surveyed in order to analyse their …