Lydia Maria Schulze Heuling

Arbeids- og kompetanseområde

My field of profession comprises science and technological education, performing arts and aesthetic inquiry. Having completed a Diploma in Physics (2006) and a Master of Arts in Performance Studies (2008) I was awarded a doctorate degree in science education in 2015.
Presently I hold a position as professor for physics education at the Western Norway University of Applied Sciences (HVL) and was visiting professor at Flensburg University (Workgroup Peter Heering) in 2020. As performing artist, I received the Performing Science award from Justus-Liebig-Universität, Gießen (GER) and was artist in residence at the idans festival in Istanbul, both in 2007.
My research interests are:

  • the interplay between art and science, with an emphasis on transformative education,
  • the interplay between space and learning, appreciating the multiple layers in this relationship, where space is not considered to be the blueprint for successfully programming teaching and learning processes and outcomes,
  • the history and philosophy of science, with an emphasis on the manyfold forms of doing and knowing
  • aesthetic inquiry in science education, with an emphasis on epistemological and educationl aspects
  • participatory school development
  • vocational education, particularly with a focus on the New European Bauhaus
  • research methodologies, with special interest in multi modal evaluation in educational contexts

A project I recently initiated on the topic of STEAM education focuses on the development, evaluation and implementation of a new STEAM didactics that assigns a central place to art and aesthetics. This project involves over 12 different European institutions, including the CERN, the Musée du Louvre, Trelleborg AS, the University of Edinburgh and PH Weingarten, as well as the NGOs Women Engage for a Common Future, European Youth for Change, CREDA onlus and Schools for Health.


Recent publications:

Schulze Heuling, L. & Colucci-Gray, L. (forthcoming): Taking over Authorship – The Power of Writing Processes in co-creating science in education. In: Routledge Companion to Performance and Science, eds. Paul Johnson, Simon Parry and Adele Senior.

Schulze Heuling, D. & Schulze Heuling, L.: Naturwissenschaftliche Bildung. In: Stein, R. Müller, T. & Hascher, P., Bildung als Herausforderung. Grundlagen für die Pädagogik bei Verhaltensstörungen. Bad Heilbrunn, Klinkhardt

Schulze Heuling, Lydia (2021). Promoting student interest in science: The impact of a science theatre project. LUMAT: International Journal on Math, Science and Technology Education, 9(2), 63–81.

Schulze Heuling, Lydia & Filk, Christian. (eds) (2021). Algorithmic and Aesthetic Literacy. Emerging Transdisciplinary Explorations for the Digital Age. Barbara Budrich.

Wild, Steffen & Schulze Heuling, Lydia (2021). Re-evaluation of the D21-Digital-Index assessment instrument for measuring higher-level digital competences. Studies in Educational Evaluation, 68.

Schulze Heuling, Lydia & Wild, Steffen (2021). How Student Characteristics Affect Economy Students’ Digital Competences: A latent profile study. Nordic Journal of Vocational Education and Training, 11(1), 44-70.

Heering, Peter & Schulze Heuling, Lydia (Hrsg) (2020). "Physik auf der Bühne" [Physics on Stage], Naturwissenschaften im Unterricht Physik, 176.





Underviser i
  • Science and Technology education research
  • Bildungswissenschaften
  • Education and society
  • Imaginative education, aesthetic inquiry in formal and in-formal education
  • Theory of Science and Scientific Methods


Forskar på
  • SENSE. The New European Roadmap for STEAM Education
  • Pro-environmental behaviour in vocational education (PebVoc). Identifying leverage points for promoting students' pro-environmental behaviour in vocational education. (Joint project with Per Andersson (Linköping University) and Steffen Wild (TU Dortmund)
  • Participatory schooldevelopment. Linking the multiple layers of space found in school buildings to engage pupils in shaping their environment and making it more socially and gender just. Togehter with Yuhong Zeng and Michael Riebel (Hawkins Brown Architects), Akkelies van Nes (HVL), Ingjald Pilskog and Saeed Moghadam Saman (HVL and Christi Krybbe Skole (Bergen, NO)
  • Teachers’ Research Literacy for Science teaching (TRELIS), funded by The Research Council of Norway