Irina Engeness

• Mørch, Anders & Engeness, Irina (2026). EssayCritic: enhancing student essays with locally trained AI feedback. In Tømte, Cathrine Edelhard; Barman, Linda & Wasson, Barbara (Ed.), Handbook of Learning Analytics and Adaptive Learning in Schools. Edward Elgar Publishing. ISSN 9781035330669. p. 191–209. doi: 10.4337/9781035330676.00022. Full text in Research Archive Show summary

  This timely Handbook explores the use of emerging digital technologies in education, demonstrating how learning analytics, adaptive technologies and artificial intelligence can be implemented to achieve pedagogical goals. As digital technologies become integral to education, chapters discuss how the focus is shifting from whether to use these tools, to how they can best support teaching and learning. Contributors address concerns surrounding data privacy, transparency and practical use, emphasising the importance of professional development and collaboration among educators, leaders and stakeholders. Drawing on empirical insights, chapters highlight the potential of learning analytics and adaptive learning to personalise education and improve outcomes for all students. This insightful Handbook promotes thoughtful policy, robust infrastructure and a thorough understanding of the professional and ethical contexts in which these tools are deployed. The Handbook of Learning Analytics and Adaptive Learning in Schools is an essential resource for scholars and students interested in educational technology, particularly those exploring the impact of data mining and learning analytics. It is also highly beneficial for educators and policymakers looking to ensure these emerging tools are used purposefully and in alignment with curriculum goals.

• Singh, Ammar Bahadur & Engeness, Irina (2025). Co-Agency and Co-Development in Higher Education. Human Arenas. ISSN 2522-5790. doi: 10.1007/s42087-025-00526-6. Full text in Research Archive Show summary

  Abstract Co-agency, as an emerging phenomenon at the intersection of individual agencies, plays a critical role in advancing meaning-making processes while simultaneously developing and expanding individual agency in online collaborative learning. Despite its significance, the development and expansion of co-agency remain under-researched, as much of the existing scholarship emphasises individual agency—often defined as the capacity to navigate resources and assume responsibility for one’s learning in online environments. This study examines how co-agency evolves and how the intersection between individual and co-agency influences online collaborative learning processes. Grounded in cultural-historical theory and employing qualitative interaction analysis, the findings demonstrate that co-agency emerges through the intersections of individual agencies in collaborative meaning-making processes. A symbiotic relationship between the two forms of agency is evident: the more actively students enact individual agency by contributing experiences and anecdotes, the deeper the interactions become, thereby nurturing co-agency. The study concludes by outlining key pedagogical and theoretical implications of these findings.

• Engeness, Irina (2025). Exploring AI-generated feedback in peer-discussion contexts: A mixed-methods study of essay writing in secondary classrooms. Computers & Education: Artificial Intelligence (CAEAI). 9. doi: 10.1016/j.caeai.2025.100504. Full text in Research Archive Show summary

  This mixed-methods study investigates how an AI-powered writing tool providing automated feedback compares with peer-generated feedback in supporting secondary students' essay writing. Two research questions guided the study: (1) Did using an AI-powered tool with AI-generated feedback yield greater gains in writing quality from the first to the final draft compared with a standard editor with peer feedback? (2) How did students’ engagement in the writing process differ in the target (used AI-generated feedback) and comparison (used peer feedback) groups, as evidenced by teacher–student and peer–peer interactions and how were these patterns associated with their conceptual understanding of essay content? Eighty-one ninth-grade students from six Norwegian classrooms participated, with three classes using the AI-powered Essay Assessment Technology (EAT) and three relying on peer feedback. Quantitative analyses of first and final drafts showed that both groups improved, but students using EAT achieved statistically significant gains in writing quality. However, moderate inter-rater reliability limits the strength of these findings. Qualitative analysis of classroom video data revealed distinct engagement patterns. Students in the EAT group drew on AI-generated “covered” subthemes (ideas already present in their writing) and “suggested” subthemes (relevant ideas not yet included) to refine their essays, fostering more systematic discussions of essay content. In contrast, students in the peer-feedback group focused more on surface-level issues, such as spelling and word count, with less consistent attention to essay content. These findings suggest that AI-generated feedback, when embedded in peer discussion and teacher-facilitated classrooms, can strengthen the development of students’ conceptual understanding of essay content. Analyses indicate that structured AI feedback supported greater gains compared with peer feedback alone. The study highlights the pedagogical potential of AI-powered tools as part of formative assessment practices, while underscoring the critical role of teacher facilitation and structured feedback in fostering deeper engagement with essay content.

• Engeness, Irina; Nohr, Magnus & Fossland, Trine (2025). AI Chatbots for Educators: Transforming Online Learning in Higher Education. In Hamonic, Ella & Sharrock, Remi (Ed.), Digital Education: Shaping Sustainable Lifelong Learning for All in the Era of AI: 9th European MOOCs Stakeholders Summit, EMOOCs 2025, Paris, France, June 30 – July 2, 2025, Proceedings | Springer Nature Link. Springer. ISSN 9783032000569. p. 200–210. doi: 10.1007/978-3-032-00056-9_18. Full text in Research Archive Show summary

  This study explores the experiences of pre- and in-service teachers using AI chatbots in Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC), an online course designed to develop professional digital competence. Data was collected through an online questionnaire completed by 46 participants and follow-up interviews with eight students. The findings reveal that 52.2% of participants used chatbots to support their learning, while 47.8% did not. Participants primarily used chatbots to clarify course content, generate learning materials, and explore curriculum-related topics. Many students found chatbots to be valuable for developing conceptual understanding, providing instant feedback, and serving as brainstorming partners. Motivation for chatbot use included curiosity, ease of communication, and trust in the tool’s feedback. Despite the reported benefits, some participants expressed concerns regarding the accuracy and reliability of chatbot-generated content. The study contributes to the growing body of research on AI in education by highlighting how chatbots can facilitate personalized learning experiences and self-regulated learning in online teacher education. Further research is needed to address challenges related to chatbot accuracy, over-reliance, and ethical considerations.

• Engeness, Irina & Gamlem, Siv Therese Måseidvåg (2025). Exploring AI-Driven Feedback as a Cultural Tool: A Cultural-Historical Perspective on Design of AI Environments to Support Students’ Writing Process. Integrative Psychological and Behavioural Science. ISSN 1932-4502. 59. doi: 10.1007/s12124-025-09894-8. Full text in Research Archive
• Engeness, Irina; Nohr, Magnus & Fossland, Trine (2025). Investigating AI Chatbots’ Role in Online Learning and Digital Agency Development. Education Sciences. 15(6). doi: 10.3390/educsci15060674. Full text in Research Archive Show summary

  The integration of artificial intelligence (AI) chatbots in online learning environments has transformed the way students engage with educational content, offering personalised learning experiences, instant feedback, and scalable support. This study investigates the role of AI-driven chatbots in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC), a professional development course aimed at enhancing teachers’ Professional Digital Competence (PDC). The study pursues two connected aims: (1) to examine how chatbots support content comprehension, self-regulated learning, and engagement among pre- and in-service teachers, and (2) to explore, through a cultural-historical perspective, how chatbot use contributes to the development of students’ digital agency. Based on data from 46 students, collected through structured questionnaires and follow-up interviews, the findings show that chatbots functioned as interactive learning partners, helping students clarify complex concepts, generate learning resources, and engage in reflection—thereby supporting their PDC. At the same time, chatbot interactions mediated learners’ development of digital agency, enabling them to critically interact with digital tools and navigate online learning environments effectively. However, challenges such as over-reliance on AI-generated responses, inclusivity issues, and concerns regarding content accuracy were also identified. The results underscore the need for improved chatbot design, pedagogical scaffolding, and ethical considerations in AI-assisted learning. Future research should explore the long-term impact of chatbots on students’ learning and the implications of AI-driven tools for digital agency development in online education.

• Segaran, Meerita Kunna; Engeness, Irina & Gamlem, Siv Therese Måseidvåg (2025). Lower secondary school teachers facilitation of students’ writing process: a study of automated feedback and peer feedback approaches. Computer Assisted Language Learning. ISSN 0958-8221. p. 1–26. doi: 10.1080/09588221.2025.2539154. Full text in Research Archive
• Engeness, Irina & Gamlem, Siv Therese Måseidvåg (2025). Agency in Digital Education: Empowering Students and Teachers in Technology-Rich Learning Environments. Education Sciences. 15(8). doi: 10.3390/educsci15081051. Full text in Research Archive
• Engeness, Irina (2025). Cultural-Historical Perspective to Design Pedagogical AI for Enhancing Student Writing. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-025-09876-0. Full text in Research Archive Show summary

  This article explores the design and implementation of AI-driven feedback systems to enhance student writing through a cultural-historical perspective. Drawing on Vygotsky’s and Galperin’s theories, the study emphasises the role of feedback as a cultural tool that mediates learning and fosters cognitive development. The article introduces the Essay Assessment Technology (EAT), an AI-powered tool developed to support formative assessment in writing. EAT provides structured feedback on language, content, and organisation, guiding students through iterative drafting processes. The study presents findings from three writing processes conducted in Norwegian secondary schools, comparing outcomes between classes using EAT and those relying on peer feedback. Results indicate significant improvements in student writing quality, particularly in classes utilising EAT, with large effect sizes observed in later writing processes. The article outlines seven pedagogical design principles for AI-driven feedback systems, emphasising the importance of aligning feedback with learning objectives, fostering student autonomy, and integrating social interactions. These principles aim to transform feedback from a static assessment tool into a dynamic resource that supports self-regulation and deeper engagement with the writing process. The study highlights the potential of AI to enhance formative assessment but underscores the need for balanced integration with human interaction to address higher-order writing skills and ethical concerns. By grounding AI feedback in cultural-historical theory, a framework is offered to develop technologies that not only improve writing proficiency but also prepare students for lifelong learning in an AI-driven world.

• Moltudal, Synnøve; Gamlem, Siv Therese Måseidvåg; Segaran, Meerita & Engeness, Irina (2025). Same assignment – two different feedback contexts: lower secondary students’ experiences with feedback during a three draft writing process. Frontiers in Education. 10. doi: 10.3389/feduc.2025.1509904. Full text in Research Archive
• Engeness, Irina; Segaran, Meerita Kunna & Krange, Ingeborg Hognestad (2024). Learning to write in English: Development of conceptual understanding in the writing process with feedback from artificial intelligence and collaborating peers. In Skulstad, Aud Solbjørg (Eds.), Current issues in English teaching. Fagbokforlaget. ISSN 9788245047189. p. 161–183. Full text in Research Archive
• Engeness, Irina & Thomas, Gethin Llewellyn (2023). Human Consciousness as a Reflection of Human Practical Activity, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. doi: 10.1007/978-3-031-14929-0_5. Full text in Research Archive
• Engeness, Irina & Thomas, Gethin Llewellyn (2023). Tool Mediated Operations and the Development of Human Consciousness, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. doi: 10.1007/978-3-031-14929-0_4. Full text in Research Archive
• Engeness, Irina & Thomas, Gethin Llewellyn (2023). Manual and Tool Mediated Operations, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. doi: 10.1007/978-3-031-14929-0_3. Full text in Research Archive
• Thomas, Gethin Llewellyn & Engeness, Irina (2023). P. Y. Galperin’s Psychological Significance and Difference Between Tool Use by Humans and Animals: Implications for Research and Practice, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. p. 181–194. doi: 10.1007/978-3-031-14929-0. Full text in Research Archive
• Engeness, Irina & Thomas, Gethin Llewellyn (2023). The Empirical Research, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. doi: 10.1007/978-3-031-14929-0_2. Full text in Research Archive
• Engeness, Irina & Thomas, Gethin Llewellyn (2023). Psychological Difference Between Human and Animal Tools, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. doi: 10.1007/978-3-031-14929-0_1. Full text in Research Archive
• Engeness, Irina & Shestopalova, Liudmyla (2023). P. Y. Galperin's Psychological Significance and Difference Between Tool Use by Humans and Animals, Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISSN 9783031149283. p. xi–xlvi. Full text in Research Archive
• Krange, Ingeborg Hognestad; Segaran, Meerita Kunna; Gamlem, Siv Therese Måseidvåg; Moltudal, Synnøve & Engeness, Irina (2023). A Triple Challenge: Students’ Identification, Interpretation, and Use of Individualized Automated Feedback in Learning to Write English as a Foreign Language. ID&A Interaction design & architecture(s). ISSN 1826-9745. p. 39–63. doi: 10.55612/S-5002-059-001. Full text in Research Archive
• Engeness, Irina & Nohr, Magnus (2022). Assessment as Learning: Use of Reflection Videos in the Massive Open Online Course to Enhance Learning and Digital Identity Among Pre- and In-Service Teachers in Norway. Forum Oświatowe. ISSN 0867-0323. 35(2), p. 31–52. doi: 10.34862/fo.2022.2.2. Full text in Research Archive Show summary

  This study examines teachers’ experiences of their engagement with the reflection videos in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aimed to develop Norwegian teachers’ professional digital competence. The study also considers how teachers’ engagement with reflection videos might have enhanced their digital identity. Analyses of teachers’ experiences draw on the cultural-historical perspective and, in particular, Galperin’s conceptual contribution. Mixed methods were used to analyse the data by providing evidence about the teachers’ engagement with the reflection videos in 2016-2020. Findings reveal that the teachers’ engagement with the reflection videos contributed to the development of their conceptual understanding and their agentic capacity to learn online. In doing so, their digital agency might have been enhanced.

• Brynildsen, Stine; Nagel, Ilka & Engeness, Irina (2022). Teachers’ Perspectives on Enhancing Professional Digital Competence by Participating in TeachMeets. Italian Journal of Educational Technology (IJET). ISSN 2532-4632. 30(2), p. 45–63. doi: 10.17471/2499-4324/1252. Full text in Research Archive Show summary

  This study examines teachers’ experiences in fostering professional digital competence (PDC) by participating in TeachMeet. TeachMeet are bottom-up professional development events where teachers meet to share pedagogical ideas about teaching and learning using digital technology. The study also examines how this participation may nurture teachers’ transformative digital agency as competent digital practitioners. The study employs qualitative methods, drawing on data from open-ended questionnaire answers (n=36) and five in-depth interviews. Thematic analysis is performed by taking an inductive approach to identify themes and drawing on the Norwegian PDC Framework for Teachers as the analytical lens. The findings reveal that the teachers consider participation in TeachMeet useful for the development of their PDC and participation may nurture teachers’ transformative digital agency. These findings have implications for facilitating teachers’ continuing professional development by focussing not only on their pedagogical and technological competencies but also their agentic capacities.

• Thomas, Gethin Llewellyn; Bailey, Jake & Engeness, Irina (2021). Scaffolding athlete learning in preparation for competition: what matters. Sports Coaching Review. ISSN 2164-0629. doi: 10.1080/21640629.2021.1991713. Full text in Research Archive
• Singh, Ammar Bahadur & Engeness, Irina (2021). Examining Instructors’ Roles in Facilitating Students’ Learning Process in Pedagogical Information and Communication Technology Massive Open Online Course. Культурно-историческая психология. ISSN 1816-5435. 17(2), p. 76–89. doi: 10.17759/chp.2021170208. Full text in Research Archive Show summary

  This study examines how course instructors facilitate students’ learning in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aiming to develop professional digital competence in pre-service and in-service teachers in Norway. It also provides an insight into how students’ agentic engagement in learning may affect the course instructors’ guidance. Students’ online meetings with the course instructors and students were observed and recorded. The meetings aimed to develop students’ understanding of the examination assignment. The data (4.5 hours video recordings) analyzed by the method of interaction analysis revealed that the instructors performed four pedagogical functions: (1) setting up the learning process, (2) reifying students’ ideas;(3) assisting students in developing their conceptual understanding; and (4) summarizing and structuring students’ understanding about target concepts. These pedagogical functions evolved out of mutual collaboration of the instructors and students. The students’ agentic engagement in learning was visible when they took the initiative to explicitly share their ideas related to their examination assignment. Instructors’ agency in guiding came into play when addressing students’ ideas and questions emerged during the interaction process. Students’ agentic engagement in learning shaped the course instructors’ pedagogical functions and enhanced their agency. In doing so, the dialectical interplay between the students’ and course instructors’ agency comes to the fore as an essential aspect of learning and teaching in online environments.

• Engeness, Irina (2021). The Conditions for the Development of the Properties of the Action. The Phases of the Development of the Action, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 9783030640224. p. 33–46. doi: 10.1007/978-3-030-64022-4_3. Full text in Research Archive Show summary

  The focus of this lecture is on the measures needed to achieve the desired properties of the action.

• Engeness, Irina (2021). Development of Sensory Images, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 9783030640224. p. 75–83. doi: 10.1007/978-3-030-64022-4_6. Full text in Research Archive Show summary

  In this lecture, Galperin presents a case study of the development of sensory images in learners by tasking them with the analysis of medieval Armenian churches. Both target and control groups participated in the study.

• Engeness, Irina (2021). Development of Physical Actions, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 9783030640224. p. 85–95. doi: 10.1007/978-3-030-64022-4_7. Full text in Research Archive Show summary

  In this lecture, Galperin discusses the process of the development of physical actions, which are also referred to as motor skills.

• Engeness, Irina (2021). Psychological Grounds of the Development of Ideal Actions and Concepts, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 9783030640224. p. 65–74. doi: 10.1007/978-3-030-64022-4_8. Full text in Research Archive Show summary

  Galperin starts by reminding that the development of mental actions comprises two parts, orienting and executive, and both are transferred to the learner’s mental plane.

• Engeness, Irina (2021). Devoted to the Matter of Science: The Life and Professional Career of Piotr Galperin, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 9783030640224. Full text in Research Archive Show summary

  For most people, their professional careers go hand-in-hand with their private lives and the development of his or her scientific ideas, is inherently connected with the person’s life journey. In this article, I very briefly present Piotr Galperin’s biography against the backdrop of the historical context to gain insight into the trajectory of the contributions of this outstanding scholar.

• Engeness, Irina (2021). The Process of Internalisation. Theoretical and Practical Implications of the Study on the Phases of the Development of Mental Actions, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 9783030640224. p. 47–63. doi: 10.1007/978-3-030-64022-4_4. Full text in Research Archive Show summary

  In this lecture, Galperin gives exhaustive descriptions of the phases or forms of learners’ activities in the process of the development of mental actions.

• Engeness, Irina (2021). The Development of Mental Actions and the Orienting Basis of Actions, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 9783030640224. p. 1–17. doi: 10.1007/978-3-030-64022-4_1. Full text in Research Archive Show summary

  This lecture introduces the Study of the Development of Human Mental Activity. Galperin argues that to plan an action, it is necessary to create an image of an action. Any human action (both real and ideal) has a binary structure comprised of orienting and executive parts. Therefore, planning an action should include the creation of both its orienting and the executive parts.

• Engeness, Irina (2021). Psychological Grounds of the Process of Automation, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 9783030640224. p. 97–103. doi: 10.1007/978-3-030-64022-4_8. Full text in Research Archive Show summary

  Galperin starts by referring to the previous lecture, in which the process of skill development was considered.

• Engeness, Irina (2021). The Phases of the Development of Mental Actions, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 9783030640224. p. 19–31. doi: 10.1007/978-3-030-64022-4_2. Full text in Research Archive Show summary

  This lecture introduces the Study of the Development of Human Mental Activity. Galperin argues that to plan an action, it is necessary to create an image of an action. Any human action (both real and ideal) has a binary structure comprised of orienting and executive parts. Therefore, planning an action should include the creation of both its orienting and the executive parts.

• Engeness, Irina; Thomas, Gethin Ll & Podolskiy, Andrey (2021). Demands and Realities: Significance and Implications of Galperin’s Legacy for Learning and Teaching in 21st Century, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 9783030640224. p. 105–121. doi: 10.1007/978-3-030-64022-4. Full text in Research Archive
• Engeness, Irina & Zavershneva, Ekaterina (2021). Freedom as a Pursuit in Human Development: P.Y. Galperin on the Historical Psychology of L. S. Vygotsky, P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISSN 9783030640224. doi: 10.1007/978-3-030-64022-4. Full text in Research Archive Show summary

  In this article, we present and discuss Piotr Galperin’s speech, The System of Historical Psychology of L. S. Vygotsky: Analytical Considerations (1935). This document was stored in the archives for many years. In 2009, it was published for the first time in the Russian language in the Journal of Cultural-Historical Psychology (Stepanova, 2009). In a period when Vygotsky’s legacy was neglected, Galperin discussed the significance of his theory and outlined perspectives on its further development. At the risk of being superficial in the attempt to convey Galperin’s meaning, this article presents the first English translation of Galperin’s speech, followed by a discussion of the continuity of the contributions of these scholars and of Galperin’s profound understanding of Vygotsky’s theory. However, to provide a background of the discussion that follows, we present the historical context of Soviet cultural-historical psychology in the 1930s.

• Engeness, Irina (2021). Tools and Signs in Massive Open Online Courses: Implications for Learning and Design. Human Development. ISSN 0018-716X. 65(4), p. 221–233. doi: 10.1159/000518429. Full text in Research Archive
• Nagel, Ilka & Engeness, Irina (2021). Peer Feedback with Video Annotation to Promote Student Teachers’ Reflections. Acta Didactica Norden (ADNO). 15(3), p. 1–24. doi: 10.5617/ADNO.8192. Full text in Research Archive
• Engeness, Irina (2020). Part 3: The study on the development of human mental activity: Lecture 10. The development of mental actions and the orienting basis of actions. Learning, Culture and Social Interaction. ISSN 2210-6561. 27. doi: 10.1016/j.lcsi.2020.100430. Full text in Research Archive
• Engeness, Irina (2020). Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education. ISSN 0261-9768. doi: 10.1080/02619768.2020.1849129. Full text in Research Archive Show summary

  Digitalisation provides valuable opportunities for learning; however, it imposes demands on teachers. Teachers are expected not only to be profound users of educational technologies but also to engage in the design of digital environments such as online courses, learning management systems, and mobile applications. This article argues that originated in cultural-historical traditions, Galperin’s pedagogical theory might offer an approach to outline the pedagogic design principles of digital environments to empower teachers to develop their digital identity, enhance students’ learning and their development as learners. Two empirical snapshots are presented to exemplify the use of Galperin’s theory to design assignments and modules in digital learning environments. By engaging in learning and design of digital environments based on the suggested design principles, teachers and students may reposition themselves as active agents in knowledge practices to nurture teacher digital identity and enhance students’ capacity in learning to learn.

• Engeness, Irina (2020). Lecture 12. The conditions for the development of the properties of the action. The phases of the development of the action. Learning, Culture and Social Interaction. ISSN 2210-6561. 27. doi: 10.1016/j.lcsi.2020.100432. Full text in Research Archive
• Engeness, Irina (2020). Lecture 11. The phases of the formation of mental actions. Learning, Culture and Social Interaction. ISSN 2210-6561. 27. doi: 10.1016/j.lcsi.2020.100431. Full text in Research Archive
• Engeness, Irina & Lund, Andreas (2020). Reprint of: Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory. Learning, Culture and Social Interaction. ISSN 2210-6561. 27:100476, p. 1–11. doi: 10.1016/j.lcsi.2020.100476. Full text in Research Archive Show summary

  The contribution of Piotr Galperin (1902–1988) to cultural - historical theory and related approaches to pedagogy remains little known in the West and is often reduced to listing the phases of the formation of mental actions. In this paper, introducing this Special Issue centred on four of his lectures given in the period 1970s–80s to psychology and philosophy students at Moscow State University, we attempt to position his contribution in the context of those made by Vygotsky, Leontiev and Davydov. In doing so, we offer an insight into the richness of Galperin’s legacy and show the continuity in the research of these cultural-historical scholars. We argue that the contribution of Galperin has particular importance for under-standing learning and teaching as a process of the development of learners. In particular, Galperin has explicated the dialectical nature of the process and has conceptualised learning and teaching as a specific type of orienting activity. In taking this line, Galperin’s approach offers significant implications for pedagogical practices aimed at educating learners for the 21st century. We argue that Galperin’s legacy presents invaluable po-tential for educational research and practice as an analytic resource for understanding how both students and teachers engage in the processes of learning, teaching and development.

• Lund, Andreas & Engeness, Irina (2020). Galperin's legacy and some current challenges of educational research and practice: Agency, technology, and design. Learning, Culture and Social Interaction. ISSN 2210-6561. 27, p. 1–8. doi: 10.1016/j.lcsi.2020.100427. Full text in Research Archive Show summary

  At the risk of being overly selective and superficial, we argue that Galperin's legacy might offer a valuable contribution to somecurrent and future-oriented themes in educational research and practice. Our intention is not to“map”Galperin's framework onto aparticular problem space or phenomenon but rather to indicate how his approach might inspire, inform, and provide explanatorypower to examine the process of learning and how knowledge is constructed and advanced. AsDafermos (2016)has shown withregard to translations and the use of the Vygotskian legacy in international academia, there is a risk of overlooking importantcultural-historical contextual factors in Galperin's work and over extrapolating current issues of educational research and practiceonto his framework. With this in mind, we briefly discuss some aspects of Galperin's legacy presented in the translated lectures in thisspecial issue in relation to three current and future-oriented issues in education: i) agency and transformative agency, ii) digitalartefacts as material and materialised resources, and iii) teaching as design.

• Engeness, Irina (2020). Lecture 13. The process of internalisation. Theoretical and practical implications of the study on the phases of the development of mental actions. Learning, Culture and Social Interaction. ISSN 2210-6561. 27. doi: 10.1016/j.lcsi.2020.100433. Full text in Research Archive
• Engeness, Irina & Nohr, Magnus (2020). Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway. Культурно-историческая психология. ISSN 1816-5435. 16(3), p. 71–82. doi: 10.17759/chp.2020160308. Full text in Research Archive Show summary

  This study examines how participants engage in learning in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aimed to enhance Norwegian pre- and in-service teachers’ professional digital competence. The study also provides an insight into how participants’ engagement in learning in the ICTPED MOOC may have enhanced their transformative digital agency. Analyses of participants’ engagement in learning draw on P.Y. Galperin’s pedagogical theory. The data comprised 310 participants’ responses to the questionnaire administered to all pre- and in-service teachers engaged in the ICTPED MOOC in 2016—2019. Mixed methods were applied for data analyses by providing quantitative and qualitative evidence about the participants’ engagement in the course. Findings reveal that the majority of participants engaged in learning by reading the textual information embedded in the course. In doing so, they followed the sequential progression informed by the course design. Other participants engaged in learning by watching the videos and listening to the audio files embedded in the course as well as by attempting the assignments and other activities. By following these approaches, the participants created their individual learning trajectories and therefore may have enhanced their digital agency and affected the epistemic practices in the course.

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• Engeness, Irina & Gamlem, Siv Therese Måseidvåg (2025). Agency in Teaching and Learning with Digital Technology. MDPI. ISBN 9783725856824. 236 p. doi: 10.3390/books978-3-7258-5682-4. Full text in Research Archive Show summary

  This is a Reprint of the Special Issue Agency in Teaching and Learning with Digital Technology: Opportunities and Challenges that was published in Education Sciences.

• Engeness, Irina & Thomas, Gethin Llewellyn (2023). Psychological Significance and Difference Between Tools Use by Humans and Animals. Springer. ISBN 9783031149283. doi: 10.1007/978-3-031-14929-0. Full text in Research Archive
• Engeness, Irina (2021). P.Y. Galperin's Development of Human Mental Activity : Lectures in Educational Psychology. Springer Nature. ISBN 9783030640224. 179 p. doi: 10.1007/978-3-030-64022-4. Full text in Research Archive Show summary

  This open access book introduces the legacy of Piotr Galperin to a wider audience of researchers, educators and psychologists. Previous translations of Galperin’s work present only some aspects of his conceptual thinking; however, his main contribution to the general, genetic and pedagogical psychology as a unique holistic and systemic approach to studying of psychological phenomena and processes, mechanisms of their formation and development, is still quite unknown in most parts of the world. The eight lectures chosen for the book have been translated from Russian for the first time, and they belong to the Study of the Formation of Human Mental Activity from Galperin’s collection of the Lectures in Psychology (Galperin, 2002). These eight lectures present the central ideas of Galperin’s pedagogical theory, and they conceptualise learning to learn approach and argue how teaching and learning process can enhance the development of higher mental functions with learners and therefore enhance the development of students as learners. These ideas may be of primary importance to educational practitioners and researchers interested in developmental learning and teaching approach given the current concerns of educational practice that schools struggle to prepare students for their adult and the need to develop the capacity in lifelong learning with students in the 21st century.

• Engeness, Irina (2021). P.Y. Galperin's Development of Human Mental Activity. Springer Nature. ISBN 9783030640224. 179 p. Full text in Research Archive

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• Makhortova, Kseniia & Engeness, Irina (2026). AI-Feedback as a Cultural Tool in the Classroom (AI-EXCAfL). Full text in Research Archive Show summary

  Presentation of the AI-EXCAfL project for summer school

• Hagelia, Marianne & Engeness, Irina (2026). Presentasjon av AI-EXCAfL på nettverket KLØA. Full text in Research Archive Show summary

  Forskningsprosjektet ble presentert i KI-læringsnettverket i Østfold og Akershus (KLØA)

• Makhortova, Kseniia & Engeness, Irina (2026). AI-Generated Feedback as a Cultural Tool in Learning and Teaching. Full text in Research Archive Show summary

  This doctoral study examines AI-generated feedback as a mediating cultural tool in students' writing processes and teachers' pedagogical practices in Norwegian upper secondary schools. As part of the AI-EXCAfL project, the study compares two feedback conditions: an AI-based feedback system (FAS) and peer feedback in English and Natural Sciences classrooms. The research is grounded in cultural-historical theory, integrating Vygotsky's concept of mediation, Galperin's theory of phased formation of mental actions, and Ilyenkov's dialectical concept of contradiction. Rather than measuring learning outcomes, the study traces the learning process itself, using contradiction as the central focus and unit of analysis. Data collection for the English case study is complete, comprising 1620 hours of video recordings, student draft texts across three writing cycles, and pre/post questionnaires. Preliminary interaction analysis indicates that AI feedback, based on teachers’ assessment criteria, generates categorically aligned and content-focused contradictions compared to peer feedback, where students tend to avoid critical positioning and suggest surface-level corrections. Statistical analysis is currently underway to quantify these patterns across groups and draft cycles. The study contributes an empirically grounded, theoretically enriched account of how AI feedback becomes or fails to become developmentally meaningful, with practical implications for the design of AI feedback tools and pedagogical strategies in technology-enhanced learning environments.

• Engeness, Irina (2026). Crossing Digital and Pedagogical Borders: AI-Mediated Feedback and the Development of Student Agency in Writing. Full text in Research Archive
• Engeness, Irina (2026). Cultural-Historical Perspective to Design Pedagogical AI for Enhancing Student Writing. Full text in Research Archive
• Engeness, Irina & Øverby, Erlend (2026). Hvordan kan KI støtte utvikling av skriveferdigheter. doi: https:/www.researchandeducationalnetwork.com/tirsdag-9-juni-eat-ai-webinar. Full text in Research Archive
• Engeness, Irina (2026). Hvordan kan KI støtte vurdering for læring i skriveopplæring? Full text in Research Archive
• Engeness, Irina (2026). EAT Essay Assessment Technology: Supporting meaningful learning through AI-powered feedback. doi: https:/eat-ai.no/en/. Full text in Research Archive
• Engeness, Irina (2026). Essay Assessment Technology: Støtter elevers skriveutvikling med kunstig intelligens. Gir lærere verktøy for å fremme faglig skriving og vurdere elevtekster med støtte fra KI. doi: https:/eat-ai.no/. Full text in Research Archive
• Engeness, Irina (2026). KI-verktøy for skole og lærerutdanning. Full text in Research Archive
• Engeness, Irina (2026). Slik kan KI styrke elevenes skrivekompetanse. Full text in Research Archive
• Makhortova, Kseniia & Engeness, Irina (2025). AURORA Feedback in Interdisciplinary Research (AI-EXCAfL). Full text in Research Archive Show summary

  Presentation for the research seminar in Digitalization and Society course, where AURORA feedback AI tool is introduced. It also discusses the role of the AI tool in research, classroom practices, and its future development plans.

• Makhortova, Kseniia & Engeness, Irina (2025). Open Science in AI-Driven Educational Research (AI-EXCAfL). Full text in Research Archive Show summary

  Presentations for the course on complying with the principles of open science and transparent research practices while examining the role of AI in the classroom

• Engeness, Irina (2025). Essay Assessment Technology - EAT English. doi: https:/youtu.be/1uy6sXMEhBo. Full text in Research Archive
• Engeness, Irina (2025). EAT Essay Assessment Technology (norsk). doi: https:/youtu.be/ZvWC37lYWYk. Full text in Research Archive
• Engeness, Irina (2025). EAT DESIGN PRINCIPLES. doi: https:/youtu.be/DjngeDxWQnc. Full text in Research Archive
• Engeness, Irina (2025). EAT Designprinsipper. doi: https:/youtu.be/3DraSzzRJW0. Full text in Research Archive
• Engeness, Irina (2025). Hvordan AI kan styrke læring. doi: https:/youtu.be/6bTebIVcbWg. Full text in Research Archive
• Engeness, Irina (2025). EAT Brukeropplæring for lærere. doi: https:/youtu.be/qZVVE57Aqj4. Full text in Research Archive
• Engeness, Irina (2025). EAT Tutorial for teachers. doi: https:/youtu.be/NA5AsG73XCQ. Full text in Research Archive
• Engeness, Irina (2025). How AI can Enhance Learning. doi: https:/youtu.be/geZDD32Bky4. Full text in Research Archive
• Bergsjø, Leonora Onarheim; Leonardsen, Ann-Chatrin Linqvist; Heggernes, Pinar; Said, Fahad Faisal; Engeness, Irina & Christoffersen, Trine Eker (2025). Kunstig eller intelligent? Høyere utdanning i identitetskrise. doi: https:/www.arendalsuka.no/programsoek/details/28499. Full text in Research Archive
• Engeness, Irina (2025). AI and the Unsettling Shift in Education: Are We Approaching a Tipping Point or a Transformational Change? Full text in Research Archive
• Engeness, Irina (2025). Leveraging Diverse Feedback for Enhanced Essay Writing: The Role of Teachers, AI, and Peer Support in Student Learning. Full text in Research Archive
• Engeness, Irina (2025). Kan KI brukes til hjelp for Vurdering for Læring (VfL)? Full text in Research Archive
• Engeness, Irina; Nohr, Magnus & Fossland, Trine (2024). Enhancing Educational Experiences: The Impact of AI Chatbots on Student Learning in Online Courses. Full text in Research Archive
• Engeness, Irina (2024). Cultural-historical Perspective on Learning and Teaching in Online Environments and with AI. Full text in Research Archive
• Engeness, Irina (2024). Introduction to P. Galperin’s Theory: Implications for Research and Practice. Full text in Research Archive
• Engeness, Irina (2024). Bedre tilbakemeldinger med KI. Full text in Research Archive
• Engeness, Irina (2024). Transformative perspectives in teacher education. Full text in Research Archive
• Engeness, Irina (2024). Using Artificial Intelligence in Classroom: How Lower Secondary School Teachers Facilitate Students’ Writing Process with Formative Feedback. Full text in Research Archive
• Engeness, Irina (2024). Artificial Intelligence to Develop Students’ Conceptual Understanding in the Writing Process in English. Full text in Research Archive
• Engeness, Irina & Gamlem, Siv Therese Måseidvåg (2024). Exploring the Pedagogical Potential of AI-Driven Feedback: A Cultural-Historical Perspective on Enhancing Learning-to-Learn Strategies. Full text in Research Archive
• Engeness, Irina; Nohr, Magnus & Fossland, Trine Medby (2024). Enhancing Educational Experiences: The Impact of AI Chatbots on Student Learning in Online Courses. Full text in Research Archive
• Grønn, Berit; Engeness, Irina; Jacobsen, Kjersti Berggraf; Hollmann, Martin & Andersson, Ola Goverud (2023). Nettbasert utdanningstilbud ved Fakultet for lærerutdanning og språk, Høgskolen i Østfold. Full text in Research Archive
• Engeness, Irina & Nohr, Magnus (2023). Assessment as Learning: Norwegian Teachers’ Engagement with Reflection Videos in MOOCs to Enhance Learning and Digital Identity Among Pre- and In-Service Teachers in Norway. Full text in Research Archive
• Singh, Ammar Bahadur & Engeness, Irina (2022). Dialectical epistemic activities in a MOOC learning environment. Full text in Research Archive
• Engeness, Irina (2021). Tools and Signs in Learning with Technology: a Cultural-Historical Approach. Full text in Research Archive
• Nagel, Ilka & Engeness, Irina (2021). Facilitation of Peer Feedback with Video Annotation in Teacher Education. Full text in Research Archive
• Haugsbakken, Halvdan; Engeness, Irina; Nohr, Magnus & Koch, Susanne Anette Kjekshus (2021). Kan nettkurs erstatte undervisning i sanntid? Hvilke vurderinger er i så fall viktige å ta?/Er MOOC død, lenge leve MOOC! Hvilken vei går nettundervisningen etter covid-19? Full text in Research Archive
• Engeness, Irina & Waite, Marion (2021). Learning through a crisis, the experiences of involuntary online learning for undergraduate nursing students. Full text in Research Archive
• Brynildsen, Stine; Nagel, Ilka & Engeness, Irina (2021). Teachers’ Professional Digital Competence, Transformative Digital Agency and TeachMeets Presenters. Full text in Research Archive
• Engeness, Irina & Nohr, Magnus (2021). Norwegian Teachers’ Learning in the ICTPEDMOOC: Insights into epistemic practices and teacher digital agency. Full text in Research Archive
• Engeness, Irina (2021). Preface. Cultural Psychology of Education. ISSN 2364-6780. 14, p. v–xiv. doi: 10.1007/978-3-030-64022-4. Full text in Research Archive
• Singh, Ammar Bahadur & Engeness, Irina (2021). Examining instructors’ role in facilitating students’ learning process in the ICTPED MOOC. Full text in Research Archive
• Engeness, Irina (2020). VIDEOS IN THE ICTMOOC AS RESOURCES FOR LEARNING AND DEVELOPMENT OF TEACHER TRANSFORMATIVE DIGITAL AGENCY. Full text in Research Archive
• Engeness, Irina (2020). Tools and Signs in the Cultural Historical perspective: Implications for education and research. Full text in Research Archive
• Engeness, Irina (2020). Tools and Signs in Online Learning. Full text in Research Archive
• Engeness, Irina & Nohr, Magnus (2020). Læring i IKTPED MOOC: Implikasjoner for epistemiske praksiser og utvikling av digitalt handlingsrom hos lærere og lærerstudenter ved Høgskolen i Østfold. Full text in Research Archive
• Brynildsen, Stine Malin; Nagel, Ilka & Engeness, Irina (2020). TeachMeets: Educators Sharing Their Best Practice and Ideas about Teaching and Learning with Digital Tools. Full text in Research Archive
• Engeness, Irina & Lund, Andreas (2020). Reprint of: The contribution of Piotr Galperin to the cultural-historical theory and implications for contemporary educational research and practice. Learning, Culture and Social Interaction. ISSN 2210-6561. 27. doi: 10.1016/j.lcsi.2020.100475. Full text in Research Archive
• Engeness, Irina & Lund, Andreas (2020). The contribution of Piotr Galperin to the cultural-historical theory and implications for contemporary educational research and practice. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2019.01.005. Full text in Research Archive

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