PhD Research Fellow in the field of Special Needs Education

4 days ago

Oslo, Norge EURAXESS Czech Republic Heltid 480 000 kr - 540 000 kr Kontrakt

Organisation/Company University of Oslo Research Field Educational sciences Researcher Profile First Stage Researcher (R1) Positions PhD Positions Application Deadline 8 Oct 2026
- 23:00 (Europe/Oslo) Country Norway Type of Contract Temporary Job Status Full-time Hours Per Week 37.5 Is the job funded through the EU Research Framework Programme? Not funded by a EU programme Is the Job related to staff position within a Research Infrastructure? No

Offer Description

We invite applications for doctoral projects within the broad field of counselling in special needseducation. Counselling is a central component of special needs education and contributes topromoting participation, inclusion, learning, and well-being among children, young people, andadults with special educational needs. Research in this field encompasses collaboration amongindividuals with special educational needs, families, educators, and professionals across educational,health, and welfare services, and addresses relational, communicative, ethical, organizational, andevidence-informed aspects of counselling practice.

For this position, we particularly encourage applications with a quantitative empirical orientation.
Relevant projects may make use of large-scale survey data, administrative or register-based data,repeated cross-sectional or longitudinal designs, evaluation studies, or combinations of these.
Applicants should demonstrate methodological rigour and propose statistical methods appropriateto the research questions and data. Mixed-methods, qualitative, participatory, design-based, orintervention components are also welcome where they strengthen the overall project. Relevant datasources include Ungdata, HBSC (Health Behaviour in School-aged Children), other large-scale surveydata, and administrative or register-based data. For example, Ungdata provides opportunities toinvestigate changes over time in adolescents' school well-being, school belonging, teacher and peerrelationships, psychosocial difficulties, and future educational expectations, and how these factorsrelate to support needs, counselling, early identification, and preventive work in schools and localservices.