Ph.d. ved Det utdanningsvitenskapelige fakultet

UiO · Forskerutdanning

Opptaksreglene endres fra 2027: tilleggspoeng for høyere utdanning, fremmedspråk, kjønn og folkehøgskole fjernes. Historiske poenggrenser er derfor ikke direkte sammenlignbare med framtidige opptak.

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Forskerutdanning

Hvordan går det med studentene?

Offisielle, åpne tall for Ph.d. ved Det utdanningsvitenskapelige fakultet ved UiO: studentenes egne vurderinger fra Studiebarometeret (NOKUT) og gjennomføring og frafall fra DBH/HK-dir.

Vi har ikke nok datagrunnlag for dette studieprogrammet ennå. Studiebarometeret publiserer bare snitt når nok studenter har svart, og gjennomføringstall finnes først når et startkull har passert normert studietid.

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Studentvurdering

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Om Ph.d. ved Det utdanningsvitenskapelige fakultet

Lærestedets egen beskrivelse av studiet, slik den er publisert i Felles studentsystem.

(Kort) introduksjon til søkere

UV-fakultetet er et av de største utdanningsvitenskapelige forskningsmiljøene i Europa. Her kan du jobbe sammen med internasjonalt ledende forskere innenfor utdanningsvitenskapelige fag og delta i spennende forskningsprosjekter. Som ph.d.-kandidat har du mulighet til opphold på universiteter over hele verden.

Kilde: Felles studentsystem (FS) via Universitetet i Oslo, slik den var publisert for høsten 2026. Universitetet i Oslo er ikke ansvarlig for innholdet på denne siden.

Studieløpet

Slik Ph.d. ved Det utdanningsvitenskapelige fakultet er bygd opp for kullet som startet høsten 2026, registrert av lærestedet i FS. Semesteret er det lærestedet har satt på hvert emne; der det mangler, brukes året fra gruppenavnet og emnets eksamenstermin, og der ingen av delene finnes, står det.

1 studieår

1. semester
Høst · 1. studieår
3 obligatoriske · 247 å velge blant12 sp obligatorisk
- UV90017 spVitenskapsteori
- UV90103 spResearch Ethics
- UV90402 spResearch seminar
- Obligatoriske emner i vitenskapsteori og etikkvelg blant 4 emner
  - UV9040A2 spResearch seminar
  - UV9040B2 spResearch seminar
  - UV9040C2 spResearch seminar
  - UV9040D2 spResearch seminar
- Kvalitativ metodevelg blant 4 emner
  - UV9116R1 spDiscourse analysis and rhetorical analysis
  - UV91213 spResponse Processes Data in Assessment
  - UV9121U1 spResponse Processes Data in Assessment, without documentation
  - UV91223 spEthnography and interaction analysis in the educational sciences
- Kvantitativ metodevelg blant 1 emne
  - UV9218U1 spLinear Models, without documentation
- Valgbar del av opplæringsdelen ved PHD-UVvelg blant 238 emner
  - UV90801 spDeltakelse på konferanse
  - UV90811 spDeltakelse på konferanse
  - UV90821 spDeltakelse på konferanse
  - UV91015 spKvalitativ metodologi
  - UV9101U1 spKvalitativ metodologi, uten dokumentasjon
  - UV9102A3 spGeneral course in Qualitative Research Methodology
  - UV9102AU1 spGeneral course in Qualitative Research Methodology, without documentation
  - UV9102B2 spGeneral course in Qualitative Research Methodology - part two
  - UV91113 spKvalitativ analyse ved hjelp av dataprogrammet NVivo
  - UV9111U1 spKvalitativ analyse ved hjelp av dataprogrammet NVivo, uten dokumentasjon
  - UV91123 spInteraction Analysis: Methodological Perspectives on Learning and Communication
  - UV9112U1 spInteraction Analysis: Methodological Perspectives on Learning and Communication
  - UV91144 spQualitative Comparative Analysis
  - UV9114U1 spQualitative Comparative Analysis
  - UV91163 spDiskursanalyse og retorisk analyse
  - UV9116R1 spDiscourse analysis and rhetorical analysis
  - UV9116U1 spDiskursanalyse og retorisk analyse, uten dokumentasjon
  - UV91172 spIntroduction to Social Network Analysis for Educational Researchers
  - UV91183 spObservasjonsmetodologi
  - UV9118U1 spObservasjonsmetodologi, uten dokumentasjon
  - UV91193 spQualitative document analyses: traditions and techniques
  - UV9119U1 spQualitative document analyses: traditions and techniques, without documentation
  - UV91203 spDesign-based Research and Case Studies
  - UV9120U1 spDesign-based Research and Case Studies, without documentation
  - UV91213 spResponse Processes Data in Assessment
  - UV9121U1 spResponse Processes Data in Assessment, without documentation
  - UV92001 spInnføringskurs i Data Management
  - UV92015 spGrunnleggende kurs i kvantitativ forskningsmetodologi
  - UV9201U1 spGrunnleggende kurs i kvantitativ forskningsmetodologi, uten dokumentasjon
  - UV92033 spSurvey Methodology
  - UV92043 spStudy Design for Causal Inference
  - UV92114 spIntroduksjon til latent variabelanalyse
  - UV9211U1 spIntroduksjon til latent variabelanalyse, uten dokumentasjon
  - UV92123 spMeta-analyse
  - UV9212U1 spMeta-analyse, uten dokumentasjon
  - UV92133 spAnalysing Intervention Studies: How Analysis of covariance works and how to use and interpret it
  - UV9213U1 spAnalysing Intervention Studies: How Analysis of covariance works and how to use and interpret it, without documentation
  - UV92143 spRegresjonsanalyse
  - UV9214U1 spRegresjonsanalyse, uten dokumentasjon
  - UV92153 spLatent variabelanalyse: strukturelle modeller, longitudinelle modeller og flergruppeanalyser
  - UV9215U1 spLatent variabelanalyse: strukturelle modeller, longitudinelle modeller og flergruppeanalyser, uten dokumentasjon
  - UV92164 spGeneral course in meta-analysis and systematic review
  - UV9216U1 spGeneral course in meta-analysis, without documentation
  - UV92174 spRegression Analysis
  - UV9217U1 spRegression analysis, without documentation
  - UV92183 spLinear Models
  - UV9218U1 spLinear Models, without documentation
  - UV92203 spIntroduction to Rasch-analysis with Rumm 2030
  - UV9220U1 spIntroduction to Rasch-analysis with Rumm 2030, without documentation
  - UV92223 spAdvanced meta-analysis
  - UV9222U1 spAdvanced meta-analysis, without documentation
  - UV92254 spIntroduction to Educational Measurement
  - UV9225U1 spIntroduction to Educational Measurement, without documentation
  - UV92264 spIntroduction to Program Evaluation
  - UV9226U1 spIntroduction to Program Evaluation, without documentation
  - UV92303 spListening to children's voices. Methodological challenges and possibilities
  - UV9230U1 spListening to children's voices. Methodological challenges and possibilities, without documentation
  - UV92503 spEquating test scores with IRT techniques
  - UV9250U1 spEquating test scores with IRT techniques, without documentation
  - UV92513 spStrukturell ekvasjonsmodellering av tonivådata
  - UV9251U1 spStrukturell ekvasjonsmodellering av tonivådata, uten dokumentasjon
  - UV92523 spIRT: latent regression and profile analysis
  - UV9252U1 spIRT: latent regression and profile analysis, without documentation
  - UV92533 spMultilevel Models
  - UV9253U1 spMultilevel regresjonanalyse, uten dokumentasjon
  - UV92543 spVideregående kurs om multilevel modellering
  - UV9254U1 spVideregående kurs om multilevel modellering, uten dokumentasjon
  - UV92553 spKausal modellering i ikke-eksperimentelle data
  - UV9255U1 spKausal modellering i ikke-eksperimentelle data, uten dokumentasjon
  - UV92563 spComputerized Adaptive Testing
  - UV9256U1 spComputerized Adaptive Testing, without documentation
  - UV9257U1 spMultilevel and Longitudinal Modeling
  - UV92583 spMachine Learning in Education
  - UV92905 spData Science
  - UV92915 spPrinciples of Measurement
  - UV92923 spMeasurement models
  - UV9292U1 spMeasurement models, without documentation
  - UV92935 spItem Response Theory
  - UV9293B2 spItem Response Theory
  - UV9293U1 spItem response theory, without documentation
  - UV92963 spMethods for Causal inference in Educational Research
  - UV9296U1 spMethods for Causal inference in Educational Research, without documentation
  - UV92975 spMeasurement models
  - UV9297B2 spMeasurement models
  - UV92983 spAnalysis of Large-Scale Assessment Data
  - UV92993 spProgram Evaluation
  - UV93203 spMentalisering
  - UV9320U1 spMentalisering, uten dokumentasjon
  - UV93213 spLanguage development and reading disabilities
  - UV9321U1 spLanguage development and reading disabilities, uten dokumentasjon
  - UV93223 spVideo-based observation of caregiver-child dyads
  - UV9322U0 spVideo-based observation of caregiver-child dyads, uten dokumentasjon
  - UV93233 spLearning and memory systems
  - UV9323U1 spLearning and memory systems, without documentation
  - UV93253 spAssessment: instrument development, psychometrics and evidence-based practice
  - UV9325U1 spAssessment: instrument development, psychometrics and evidence-based practice, without documentation
  - UV93403 spNew approaches to research on the teaching and learning of subjects
  - UV9340U1 spNew approaches to research on the teaching and learning of subjects, without documentation
  - UV93413 spBeginning teachers and mentoring schemes
  - UV9341U1 spBeginning teachers and mentoring schemes, uten dokumentasjon
  - UV93423 spAssessment in Education: Traditions and Trends
  - UV9342U1 spAssessment in Education: Traditions and Trends, uten dokumentasjon
  - UV93433 spGovernment Policy, School Administrative Practice, and Teaching: Infrastructure and Practice
  - UV9343U1 spGovernment Policy, School Administrative Practice, and Teaching: Infrastructure and Practice, without documentation
  - UV93443 spInstitutional perspectives on educational policy and leadership
  - UV9344U1 spInstitutional perspectives on educational policy and leadership, without documentation
  - UV93453 spInquiry dialogues, comprehension, and argumentation
  - UV9345U1 spInquiry dialogues, comprehension, and argumentation, without documentation
  - UV93463 spLinguistic perspectives on teaching writing
  - UV9346U1 spLinguistic perspectives on teaching writing, without documentation
  - UV93473 spWhat does professional learning mean for teachers and teacher educators?
  - UV9347U1 spWhat does professional learning mean for teachers and teacher educators? Without documentation
  - UV93483 spTeachers' Professional Competence, Career Development and the Need for Beginning Teacher Induction
  - UV9348U1 spTeachers' Professional Competence, Career Development and the Need for Beginning Teacher Induction, without documentatio
  - UV93493 spData - a key to the governing of education? Europeanization, evaluation and policy learning
  - UV9349U1 spData - a key to the governing of education? Europeanization, evaluation and policy learning, without documentation
  - UV93503 spThe role of morphology in Language and Literacy development
  - UV9350U1 spThe role of morphology in Language and Literacy development, without documentation
  - UV93513 spSocial Processes and the Development of Language and Literacy: Substantive and Methodological Issues
  - UV9351U1 spSocial Processes and the Development of Language and Literacy: Substantive and Methodological Issues, without documentat
  - UV93523 spEducational policy and research: transnational demands and the implications of knowledge transition
  - UV9352U1 spEducational policy and research: transnational demands and the implications of knowledge transition, without documentati
  - UV93533 spModelling and measuring mathematical competence
  - UV9353U1 spModelling and measuring mathematical competence, without documentation
  - UV93543 spTeacher evaluation/teacher appraisal
  - UV9354U1 spTeacher evaluation/teacher appraisal, without documentation
  - UV93553 spNew Policy Actors and Education Policymaking
  - UV9355U1 spNew Policy Actors and Education Policymaking, without documentation
  - UV93563 spEquity-Oriented Reform Amid Standards-Based Accountability: A Qualitative Comparative Analysis
  - UV9356U1 spEquity-Oriented Reform Amid Standards-Based Accountability: A Qualitative Comparative Analysis, without documentation
  - UV93573 spDeveloping education for scientific literacy in a changing world
  - UV9357U1 spDeveloping functional scientific literacy by school science teaching, without documentation
  - UV93582 spDeveloping research in teacher education
  - UV93593 spCurriculum, Governance and Change: Between Pasts and Futures
  - UV9359U1 spCurriculum, Governance and Change: Between Pasts and Futures, without documentation
  - UV93603 spTeachers' professional learning, development, and identity
  - UV9360U1 spTeachers' professional learning, development, and identity, without documentation
  - UV93613 spFostering teachers' professional growth
  - UV9361U1 spFostering teachers' professional growth, without documentation
  - UV93624 spMeasuring teachers' and students' mathematical competences
  - UV9362U1 spMeasuring teachers' and students' mathematical competences, without documentation
  - UV93633 spDeveloping research in teacher education
  - UV9363U1 spDeveloping research in teacher education, without documentation
  - UV94013 spMethodologies of studying transforming literacies
  - UV9401U1 spMethodologies of studying transforming literacies - without documentation
  - UV94023 spKnowing and Living in Academia: conceptualising and examining new epistemic living spaces
  - UV9402U1 spKnowing and Living in Academia: conceptualising and examining new epistemic living spaces, without documentation
  - UV94033 spLearning Mathematics and Science through Representations
  - UV9403U1 spLearning Mathematics and Science through Representations, without documentation
  - UV94043 spAn introduction to systematic reviews
  - UV9404U1 spAn introduction to systematic reviews, without documentation
  - UV94063 spJohn Dewey - grunnleggende trekk i hans pedagogiske tanke
  - UV9406U1 spJohn Dewey - grunnleggende trekk i hans pedagogiske tanke, uten dokumentasjon
  - UV94073 spAims of Education
  - UV9407U1 spAims of Education, without documentation
  - UV94093 spHannah Arendt: "Worldliness", mangfold, og oppdragelse
  - UV9409U1 spHannah Arendt: "Worldliness", mangfold, og oppdragelse, uten dokumentasjon
  - UV94103 spInstitutional and Cultural Approaches to Analysing Higher Education Processes and Practices
  - UV9410U1 spInstitutional and Cultural Approaches to Analysing Higher Education Processes and Practices, without documentation
  - UV94113 spResearch traditions in the field of higher education: Key contributions and recent developments
  - UV9411U1 spResearch traditions in the field of higher education: Key contributions and recent developments, without documentation
  - UV94123 spPolitical Philosophy of Education
  - UV9412U1 spPolitical Philosophy of Education, without documentation
  - UV94145 spEmerging knowledge and literacy practices in the digital age
  - UV9414U1 spEmerging knowledge and literacy practices in the digital age, without documentation
  - UV94153 spYoung people - new contexts: Social change, education, media use and technology
  - UV9415U1 spYoung people - new contexts: Social change, education, media use and technology, without documentation
  - UV94163 spLearning science research in the AI age
  - UV94173 spDigital literacies and cultural transformations in the digital age
  - UV94603 spEvidence-Based Assessment of Reading Comprehension
  - UV9460U1 spEvidence-Based Assessment of Reading Comprehension, without documentation
  - UV94613 spBilingual students in early education and beyond
  - UV9461U1 spBilingual students in early education and beyond, without documentation
  - UV95013 spMixed methods
  - UV9501U1 spMixed methods, uten dokumentasjon
  - UV99022 spSpesialpensum
  - UV9914H13 spResearching Professional Learning and Development
  - UV9914H1U1 spResearching Professional Learning and Development, without documentation
  - UV9914H23 spOpen Online Education: Research approaches to investigating organizational and learning aspects of the MOOC phenomenon
  - UV9914H2U1 spOpen Online Education: Research approaches to investigating organizational and learning aspects of the MOOC phenomenon
  - UV9914H33 spWell-being, Wisdom and Education
  - UV9914H3U1 spWell-being, Wisdom and Education, without documentation
  - UV9915H3 spCore academic language skills: Operationalizing and assessing a pedagogically relevant construct
  - UV9915HU1 spCore academic language skills: Operationalizing and assessing a pedagogically relevant construct
  - UV9915V13 spReading and learning with Internet technologies
  - UV9915V1U1 spReading and learning with Internet technologies, without documentation
  - UV9916V13 spBayesian Statistics for Education Research
  - UV9916V1U1 spBayesian Statistics for Education Research, without documentation
  - UV9917H13 spMetodiske og teoretiske innganger til literacy - et nordisk perspektiv
  - UV9917H1U1 spMetodiske og teoretiske innganger til literacy - et nordisk perspektiv, uten dokumentasjon
  - UV9917H23 spOptimizing learning opportunities for students in preschool and beyond
  - UV9917H2U1 spOptimizing learning opportunities for students in preschool and beyond, without documentation
  - UV9917V11 spIntroduction to International Assessment Databases
  - UV9917V23 spMonte Carlo simulations: Principles and applications in the social sciences
  - UV9917V2U1 spMonte Carlo simulations: Principles and applications in the social sciences, without documentation
  - UV9917V33 spReviewing the Literature: Situating your Study in the Field
  - UV9917V3U1 spReviewing the Literature: Situating your Study in the Field, without documentation
  - UV9917V43 spMicro-Analytic Methods in Large-Scale Educational Assessment
  - UV9917V4U1 spMicro-Analytic Methods in Large-Scale Educational Assessment, without documentation
  - UV9918V14 spCollaborative use of interactive digital representations for learning
  - UV9918V1U1 spCollaborative use of interactive digital representations for learning, without documentation
  - UV9918V23 spBoundaries, breaches and bridges
  - UV9918V2U1 spBoundaries, breaches and bridges, without documentation
  - UV9918V33 spReviewing the Literature: Situating your Study in the Field
  - UV9918V3U1 spReviewing the Literature: Situating your Study in the Field, without documentation
  - UV9918V42 spResearching multilingualism in Education
  - UV9918V54 spDifferent modes of mathematics classroom instruction across the world
  - UV9918V5U1 spDifferent modes of mathematics classroom instruction across the world, without documentation
  - UV9918V63 spIntroduksjon til R: et gratis programvaremiljø for statistisk databehandling og grafikk
  - UV9918V6U1 spIntroduksjon til R: et gratis programvaremiljø for statistisk databehandling og grafikk, uten dokumentasjon
  - UV9918V73 spIntroduksjon til Item Respons Teori
  - UV9918V7U1 spIntroduksjon til Item Respons Teori, uten dokumentasjon
  - UV9918V85 spIntroduksjon til statistisk begrunnelse
  - UV9918V8U1 spIntroduksjon til statistisk begrunnelse, uten dokumentasjon
  - UV9919H14 spEducationalization - or: Why and how we think that education is the key solution to all kinds of problems
  - UV9919H1U1 spEducationalization - or: Why and how we think that education is the key solution to all kinds of problems
  - UV9919H23 spIndividual differences in learning, motivation, and well-being
  - UV9919H33 spSemiotics
  - UV9919H3U1 spSemiotics, without documentation
  - UV9919V14 spResearching Multilingualism in Education: Methods, Analysis, & Dissemination
  - UV9919V1U1 spResearching Multilingualism in Education: Methods, Analysis, & Dissemination, without documentation
  - UV9919V23 spReviewing the Literature: Situating your Study in the Field
  - UV9919V2U1 spReviewing the Literature: Situating your Study in the Field, without documentation
  - UV9919V33 spThe reform of education and leadership: issues for research design and practice
  - UV9919V3U1 spThe reform of education and leadership: issues for research design and practice, without documentation
  - UV9919V43 spEarly childhood education as a tool to offset the detrimental long-term effects of early exposure to poverty
  - UV9919V4U1 spEarly childhood education as a tool to offset the detrimental long-term effects of early exposure to poverty
  - UV9920H13 spDigital technologies and the changing of professional work practices, expertise and governance
  - UV9920H1U1 spDigital technologies and the changing of professional work practices, expertise and governance, without documentation
  - UV9920V13 spReviewing the Literature: Situating your Study in the Field
  - UV9920V1U1 spReviewing the Literature: Situating your Study in the Field, without documentation
  - UV9920V24 spResearching Multilingualism and Multilingual Literacies in Education
  - UV9920V2U1 spResearching Multilingualism and Multilingual Literacies in Education, without documentation
  - UV9920V34 spEye tracking technology: A training workshop on methods for psychological and educational research
  - UV9920V3U1 spEye tracking technology: A training workshop on methods for psychological and educational research, without doc.
  - UV9920V40 spDissertation Research and Writing for Doctoral Students in the Educational Sciences
  - UV9921H13 spDoes place matter? Curricula between national policy traditions and global discourses
  - UV9922V13 spKnowledge Utilization and Transfer in Education Policy
2. semester
Vår · 1. studieår
0 obligatoriske · 19 å velge blant
- Kvalitativ metodevelg blant 14 emner
  - UV91015 spKvalitativ metodologi
  - UV9101A2 spBasic Course in Qualitative Research Methodology. General part.
  - UV9101AU1 spBasic Course in Qualitative Research Methodology. General part. Without documentation.
  - UV9101B3 spBasic Course in Qualitative Research Methodology. Specific part.
  - UV9101BU1 spBasic Course in Qualitative Research Methodology. Specific part. Without documentation.
  - UV9102A3 spGeneral course in Qualitative Research Methodology
  - UV9102AU1 spGeneral course in Qualitative Research Methodology, without documentation
  - UV9102B2 spGeneral course in Qualitative Research Methodology - part two
  - UV91153 spOrganizational Ethnography
  - UV9115U1 spOrganizational Ethnography, without documentation
  - UV91163 spDiskursanalyse og retorisk analyse
  - UV9116U1 spDiskursanalyse og retorisk analyse, uten dokumentasjon
  - UV9917V43 spMicro-Analytic Methods in Large-Scale Educational Assessment
  - UV9917V4U1 spMicro-Analytic Methods in Large-Scale Educational Assessment, without documentation
- Kvantitativ metodevelg blant 1 emne
  - UV92015 spGrunnleggende kurs i kvantitativ forskningsmetodologi
- Valgbar del av opplæringsdelen ved PHD-UVvelg blant 4 emner
  - UV9101A2 spBasic Course in Qualitative Research Methodology. General part.
  - UV9101AU1 spBasic Course in Qualitative Research Methodology. General part. Without documentation.
  - UV9101B3 spBasic Course in Qualitative Research Methodology. Specific part.
  - UV9101BU1 spBasic Course in Qualitative Research Methodology. Specific part. Without documentation.

2 studieår

3. semester
Høst · 2. studieår
0 obligatoriske · 47 å velge blant
- Kvalitativ metodevelg blant 5 emner
  - UV9101U1 spKvalitativ metodologi, uten dokumentasjon
  - UV91113 spKvalitativ analyse ved hjelp av dataprogrammet NVivo
  - UV9111U1 spKvalitativ analyse ved hjelp av dataprogrammet NVivo, uten dokumentasjon
  - UV91123 spInteraction Analysis: Methodological Perspectives on Learning and Communication
  - UV9112U1 spInteraction Analysis: Methodological Perspectives on Learning and Communication
- Kvantitativ metodevelg blant 38 emner
  - UV9201U1 spGrunnleggende kurs i kvantitativ forskningsmetodologi, uten dokumentasjon
  - UV9202A3 spBasic Course in Quantitative Research Methodology. Part A.
  - UV9202AU1 spBasic Course in Quantitative Research Methodology. Part A, without documentation.
  - UV9202B2 spBasic Course in Quantitative Research Methodology. Part B.
  - UV92033 spSurvey Methodology
  - UV92043 spStudy Design for Causal Inference
  - UV92105 spPath analysis and structural equation modeling
  - UV9210U1 spPath analysis and structural equation modeling, without documentation
  - UV92114 spIntroduksjon til latent variabelanalyse
  - UV9211U1 spIntroduksjon til latent variabelanalyse, uten dokumentasjon
  - UV92123 spMeta-analyse
  - UV9212U1 spMeta-analyse, uten dokumentasjon
  - UV92133 spAnalysing Intervention Studies: How Analysis of covariance works and how to use and interpret it
  - UV9213U1 spAnalysing Intervention Studies: How Analysis of covariance works and how to use and interpret it, without documentation
  - UV92143 spRegresjonsanalyse
  - UV9214U1 spRegresjonsanalyse, uten dokumentasjon
  - UV92153 spLatent variabelanalyse: strukturelle modeller, longitudinelle modeller og flergruppeanalyser
  - UV9215U1 spLatent variabelanalyse: strukturelle modeller, longitudinelle modeller og flergruppeanalyser, uten dokumentasjon
  - UV92164 spGeneral course in meta-analysis and systematic review
  - UV9216U1 spGeneral course in meta-analysis, without documentation
  - UV92183 spLinear Models
  - UV92203 spIntroduction to Rasch-analysis with Rumm 2030
  - UV9220U1 spIntroduction to Rasch-analysis with Rumm 2030, without documentation
  - UV92303 spListening to children's voices. Methodological challenges and possibilities
  - UV9230U1 spListening to children's voices. Methodological challenges and possibilities, without documentation
  - UV92503 spEquating test scores with IRT techniques
  - UV9250U1 spEquating test scores with IRT techniques, without documentation
  - UV92513 spStrukturell ekvasjonsmodellering av tonivådata
  - UV9251U1 spStrukturell ekvasjonsmodellering av tonivådata, uten dokumentasjon
  - UV92543 spVideregående kurs om multilevel modellering
  - UV9254U1 spVideregående kurs om multilevel modellering, uten dokumentasjon
  - UV92944 spAnalysis of Large-Scale Assessment Data
  - UV9294U1 spAnalysis of data from large scale assessments
  - UV92963 spMethods for Causal inference in Educational Research
  - UV9296U1 spMethods for Causal inference in Educational Research, without documentation
  - UV92975 spMeasurement models
  - UV9297B2 spMeasurement models
  - UV92983 spAnalysis of Large-Scale Assessment Data
- Midtveisevaluering, velg riktig enhetvelg blant 4 emner
  - CEMO90500 spMidtveisevaluering ved Centre for Educational Measurement
  - ILS90500 spMidtveisevaluering ved Institutt for lærerutdanning og skoleforskning
  - PED90500 spMidtveisevaluering ved Pedagogisk forskningsinstitutt
  - SPED90500 spMidtveisevaluering ved Institutt for spesialpedagogikk

3 studieår

5. semester
Høst · 3. studieår
1 obligatoriskt5 sp obligatorisk
- UV90025 spKurs i vitenskapsteori
6. semester
Vår · 3. studieår
1 obligatoriskt · 4 å velge blant0 sp obligatorisk
- UV90200 spFormidling
- Sluttlesing - velg riktig enhetvelg blant 4 emner
  - CEMO90600 spSluttlesing ved Centre for Educational Measurement
  - ILS90600 spSluttlesing ved Institutt for lærerutdanning og skoleforskning
  - PED90600 spSluttlesing ved Institutt for pedagogikk
  - SPED90600 spSluttlesing ved Institutt for spesialpedagogikk

Kilde: Felles studentsystem (FS) via Universitetet i Oslo, slik den var publisert for høsten 2026. Universitetet i Oslo er ikke ansvarlig for innholdet på denne siden.

Ofte stilte spørsmål

Hvilke emner inngår i Ph.d. ved Det utdanningsvitenskapelige fakultet?: Den offisielle emnelisten og studieplanen — hva som er obligatorisk og hva som er valgemner — finner du hos UiO. I DBH er det registrert 6 emner knyttet til programmet.
Hvor mange studieplasser har Ph.d. ved Det utdanningsvitenskapelige fakultet?: Antall studieplasser er ikke registrert i DBH for dette programmet.

← Alle studier ved UiO Sammenlign Ph.d. ved Det utdanningsvitenskapelige fakultet med andre studier →

Finner retningen …

Ph.d. ved Det utdanningsvitenskapelige fakultet

UiO · Forskerutdanning

Hvordan går det med studentene?

Offisielle, åpne tall for Ph.d. ved Det utdanningsvitenskapelige fakultet ved UiO: studentenes egne vurderinger fra Studiebarometeret (NOKUT) og gjennomføring og frafall fra DBH/HK-dir.

Om Ph.d. ved Det utdanningsvitenskapelige fakultet

Lærestedets egen beskrivelse av studiet, slik den er publisert i Felles studentsystem.

(Kort) introduksjon til søkere

Kilde: Felles studentsystem (FS) via Universitetet i Oslo, slik den var publisert for høsten 2026. Universitetet i Oslo er ikke ansvarlig for innholdet på denne siden.

Studieløpet

1 studieår

1. semester
Høst · 1. studieår
3 obligatoriske · 247 å velge blant12 sp obligatorisk
- UV90017 spVitenskapsteori
- UV90103 spResearch Ethics
- UV90402 spResearch seminar
- Obligatoriske emner i vitenskapsteori og etikkvelg blant 4 emner
  - UV9040A2 spResearch seminar
  - UV9040B2 spResearch seminar
  - UV9040C2 spResearch seminar
  - UV9040D2 spResearch seminar
- Kvalitativ metodevelg blant 4 emner
  - UV9116R1 spDiscourse analysis and rhetorical analysis
  - UV91213 spResponse Processes Data in Assessment
  - UV9121U1 spResponse Processes Data in Assessment, without documentation
  - UV91223 spEthnography and interaction analysis in the educational sciences
- Kvantitativ metodevelg blant 1 emne
  - UV9218U1 spLinear Models, without documentation
- Valgbar del av opplæringsdelen ved PHD-UVvelg blant 238 emner
  - UV90801 spDeltakelse på konferanse
  - UV90811 spDeltakelse på konferanse
  - UV90821 spDeltakelse på konferanse
  - UV91015 spKvalitativ metodologi
  - UV9101U1 spKvalitativ metodologi, uten dokumentasjon
  - UV9102A3 spGeneral course in Qualitative Research Methodology
  - UV9102AU1 spGeneral course in Qualitative Research Methodology, without documentation
  - UV9102B2 spGeneral course in Qualitative Research Methodology - part two
  - UV91113 spKvalitativ analyse ved hjelp av dataprogrammet NVivo
  - UV9111U1 spKvalitativ analyse ved hjelp av dataprogrammet NVivo, uten dokumentasjon
  - UV91123 spInteraction Analysis: Methodological Perspectives on Learning and Communication
  - UV9112U1 spInteraction Analysis: Methodological Perspectives on Learning and Communication
  - UV91144 spQualitative Comparative Analysis
  - UV9114U1 spQualitative Comparative Analysis
  - UV91163 spDiskursanalyse og retorisk analyse
  - UV9116R1 spDiscourse analysis and rhetorical analysis
  - UV9116U1 spDiskursanalyse og retorisk analyse, uten dokumentasjon
  - UV91172 spIntroduction to Social Network Analysis for Educational Researchers
  - UV91183 spObservasjonsmetodologi
  - UV9118U1 spObservasjonsmetodologi, uten dokumentasjon
  - UV91193 spQualitative document analyses: traditions and techniques
  - UV9119U1 spQualitative document analyses: traditions and techniques, without documentation
  - UV91203 spDesign-based Research and Case Studies
  - UV9120U1 spDesign-based Research and Case Studies, without documentation
  - UV91213 spResponse Processes Data in Assessment
  - UV9121U1 spResponse Processes Data in Assessment, without documentation
  - UV92001 spInnføringskurs i Data Management
  - UV92015 spGrunnleggende kurs i kvantitativ forskningsmetodologi
  - UV9201U1 spGrunnleggende kurs i kvantitativ forskningsmetodologi, uten dokumentasjon
  - UV92033 spSurvey Methodology
  - UV92043 spStudy Design for Causal Inference
  - UV92114 spIntroduksjon til latent variabelanalyse
  - UV9211U1 spIntroduksjon til latent variabelanalyse, uten dokumentasjon
  - UV92123 spMeta-analyse
  - UV9212U1 spMeta-analyse, uten dokumentasjon
  - UV92133 spAnalysing Intervention Studies: How Analysis of covariance works and how to use and interpret it
  - UV9213U1 spAnalysing Intervention Studies: How Analysis of covariance works and how to use and interpret it, without documentation
  - UV92143 spRegresjonsanalyse
  - UV9214U1 spRegresjonsanalyse, uten dokumentasjon
  - UV92153 spLatent variabelanalyse: strukturelle modeller, longitudinelle modeller og flergruppeanalyser
  - UV9215U1 spLatent variabelanalyse: strukturelle modeller, longitudinelle modeller og flergruppeanalyser, uten dokumentasjon
  - UV92164 spGeneral course in meta-analysis and systematic review
  - UV9216U1 spGeneral course in meta-analysis, without documentation
  - UV92174 spRegression Analysis
  - UV9217U1 spRegression analysis, without documentation
  - UV92183 spLinear Models
  - UV9218U1 spLinear Models, without documentation
  - UV92203 spIntroduction to Rasch-analysis with Rumm 2030
  - UV9220U1 spIntroduction to Rasch-analysis with Rumm 2030, without documentation
  - UV92223 spAdvanced meta-analysis
  - UV9222U1 spAdvanced meta-analysis, without documentation
  - UV92254 spIntroduction to Educational Measurement
  - UV9225U1 spIntroduction to Educational Measurement, without documentation
  - UV92264 spIntroduction to Program Evaluation
  - UV9226U1 spIntroduction to Program Evaluation, without documentation
  - UV92303 spListening to children's voices. Methodological challenges and possibilities
  - UV9230U1 spListening to children's voices. Methodological challenges and possibilities, without documentation
  - UV92503 spEquating test scores with IRT techniques
  - UV9250U1 spEquating test scores with IRT techniques, without documentation
  - UV92513 spStrukturell ekvasjonsmodellering av tonivådata
  - UV9251U1 spStrukturell ekvasjonsmodellering av tonivådata, uten dokumentasjon
  - UV92523 spIRT: latent regression and profile analysis
  - UV9252U1 spIRT: latent regression and profile analysis, without documentation
  - UV92533 spMultilevel Models
  - UV9253U1 spMultilevel regresjonanalyse, uten dokumentasjon
  - UV92543 spVideregående kurs om multilevel modellering
  - UV9254U1 spVideregående kurs om multilevel modellering, uten dokumentasjon
  - UV92553 spKausal modellering i ikke-eksperimentelle data
  - UV9255U1 spKausal modellering i ikke-eksperimentelle data, uten dokumentasjon
  - UV92563 spComputerized Adaptive Testing
  - UV9256U1 spComputerized Adaptive Testing, without documentation
  - UV9257U1 spMultilevel and Longitudinal Modeling
  - UV92583 spMachine Learning in Education
  - UV92905 spData Science
  - UV92915 spPrinciples of Measurement
  - UV92923 spMeasurement models
  - UV9292U1 spMeasurement models, without documentation
  - UV92935 spItem Response Theory
  - UV9293B2 spItem Response Theory
  - UV9293U1 spItem response theory, without documentation
  - UV92963 spMethods for Causal inference in Educational Research
  - UV9296U1 spMethods for Causal inference in Educational Research, without documentation
  - UV92975 spMeasurement models
  - UV9297B2 spMeasurement models
  - UV92983 spAnalysis of Large-Scale Assessment Data
  - UV92993 spProgram Evaluation
  - UV93203 spMentalisering
  - UV9320U1 spMentalisering, uten dokumentasjon
  - UV93213 spLanguage development and reading disabilities
  - UV9321U1 spLanguage development and reading disabilities, uten dokumentasjon
  - UV93223 spVideo-based observation of caregiver-child dyads
  - UV9322U0 spVideo-based observation of caregiver-child dyads, uten dokumentasjon
  - UV93233 spLearning and memory systems
  - UV9323U1 spLearning and memory systems, without documentation
  - UV93253 spAssessment: instrument development, psychometrics and evidence-based practice
  - UV9325U1 spAssessment: instrument development, psychometrics and evidence-based practice, without documentation
  - UV93403 spNew approaches to research on the teaching and learning of subjects
  - UV9340U1 spNew approaches to research on the teaching and learning of subjects, without documentation
  - UV93413 spBeginning teachers and mentoring schemes
  - UV9341U1 spBeginning teachers and mentoring schemes, uten dokumentasjon
  - UV93423 spAssessment in Education: Traditions and Trends
  - UV9342U1 spAssessment in Education: Traditions and Trends, uten dokumentasjon
  - UV93433 spGovernment Policy, School Administrative Practice, and Teaching: Infrastructure and Practice
  - UV9343U1 spGovernment Policy, School Administrative Practice, and Teaching: Infrastructure and Practice, without documentation
  - UV93443 spInstitutional perspectives on educational policy and leadership
  - UV9344U1 spInstitutional perspectives on educational policy and leadership, without documentation
  - UV93453 spInquiry dialogues, comprehension, and argumentation
  - UV9345U1 spInquiry dialogues, comprehension, and argumentation, without documentation
  - UV93463 spLinguistic perspectives on teaching writing
  - UV9346U1 spLinguistic perspectives on teaching writing, without documentation
  - UV93473 spWhat does professional learning mean for teachers and teacher educators?
  - UV9347U1 spWhat does professional learning mean for teachers and teacher educators? Without documentation
  - UV93483 spTeachers' Professional Competence, Career Development and the Need for Beginning Teacher Induction
  - UV9348U1 spTeachers' Professional Competence, Career Development and the Need for Beginning Teacher Induction, without documentatio
  - UV93493 spData - a key to the governing of education? Europeanization, evaluation and policy learning
  - UV9349U1 spData - a key to the governing of education? Europeanization, evaluation and policy learning, without documentation
  - UV93503 spThe role of morphology in Language and Literacy development
  - UV9350U1 spThe role of morphology in Language and Literacy development, without documentation
  - UV93513 spSocial Processes and the Development of Language and Literacy: Substantive and Methodological Issues
  - UV9351U1 spSocial Processes and the Development of Language and Literacy: Substantive and Methodological Issues, without documentat
  - UV93523 spEducational policy and research: transnational demands and the implications of knowledge transition
  - UV9352U1 spEducational policy and research: transnational demands and the implications of knowledge transition, without documentati
  - UV93533 spModelling and measuring mathematical competence
  - UV9353U1 spModelling and measuring mathematical competence, without documentation
  - UV93543 spTeacher evaluation/teacher appraisal
  - UV9354U1 spTeacher evaluation/teacher appraisal, without documentation
  - UV93553 spNew Policy Actors and Education Policymaking
  - UV9355U1 spNew Policy Actors and Education Policymaking, without documentation
  - UV93563 spEquity-Oriented Reform Amid Standards-Based Accountability: A Qualitative Comparative Analysis
  - UV9356U1 spEquity-Oriented Reform Amid Standards-Based Accountability: A Qualitative Comparative Analysis, without documentation
  - UV93573 spDeveloping education for scientific literacy in a changing world
  - UV9357U1 spDeveloping functional scientific literacy by school science teaching, without documentation
  - UV93582 spDeveloping research in teacher education
  - UV93593 spCurriculum, Governance and Change: Between Pasts and Futures
  - UV9359U1 spCurriculum, Governance and Change: Between Pasts and Futures, without documentation
  - UV93603 spTeachers' professional learning, development, and identity
  - UV9360U1 spTeachers' professional learning, development, and identity, without documentation
  - UV93613 spFostering teachers' professional growth
  - UV9361U1 spFostering teachers' professional growth, without documentation
  - UV93624 spMeasuring teachers' and students' mathematical competences
  - UV9362U1 spMeasuring teachers' and students' mathematical competences, without documentation
  - UV93633 spDeveloping research in teacher education
  - UV9363U1 spDeveloping research in teacher education, without documentation
  - UV94013 spMethodologies of studying transforming literacies
  - UV9401U1 spMethodologies of studying transforming literacies - without documentation
  - UV94023 spKnowing and Living in Academia: conceptualising and examining new epistemic living spaces
  - UV9402U1 spKnowing and Living in Academia: conceptualising and examining new epistemic living spaces, without documentation
  - UV94033 spLearning Mathematics and Science through Representations
  - UV9403U1 spLearning Mathematics and Science through Representations, without documentation
  - UV94043 spAn introduction to systematic reviews
  - UV9404U1 spAn introduction to systematic reviews, without documentation
  - UV94063 spJohn Dewey - grunnleggende trekk i hans pedagogiske tanke
  - UV9406U1 spJohn Dewey - grunnleggende trekk i hans pedagogiske tanke, uten dokumentasjon
  - UV94073 spAims of Education
  - UV9407U1 spAims of Education, without documentation
  - UV94093 spHannah Arendt: "Worldliness", mangfold, og oppdragelse
  - UV9409U1 spHannah Arendt: "Worldliness", mangfold, og oppdragelse, uten dokumentasjon
  - UV94103 spInstitutional and Cultural Approaches to Analysing Higher Education Processes and Practices
  - UV9410U1 spInstitutional and Cultural Approaches to Analysing Higher Education Processes and Practices, without documentation
  - UV94113 spResearch traditions in the field of higher education: Key contributions and recent developments
  - UV9411U1 spResearch traditions in the field of higher education: Key contributions and recent developments, without documentation
  - UV94123 spPolitical Philosophy of Education
  - UV9412U1 spPolitical Philosophy of Education, without documentation
  - UV94145 spEmerging knowledge and literacy practices in the digital age
  - UV9414U1 spEmerging knowledge and literacy practices in the digital age, without documentation
  - UV94153 spYoung people - new contexts: Social change, education, media use and technology
  - UV9415U1 spYoung people - new contexts: Social change, education, media use and technology, without documentation
  - UV94163 spLearning science research in the AI age
  - UV94173 spDigital literacies and cultural transformations in the digital age
  - UV94603 spEvidence-Based Assessment of Reading Comprehension
  - UV9460U1 spEvidence-Based Assessment of Reading Comprehension, without documentation
  - UV94613 spBilingual students in early education and beyond
  - UV9461U1 spBilingual students in early education and beyond, without documentation
  - UV95013 spMixed methods
  - UV9501U1 spMixed methods, uten dokumentasjon
  - UV99022 spSpesialpensum
  - UV9914H13 spResearching Professional Learning and Development
  - UV9914H1U1 spResearching Professional Learning and Development, without documentation
  - UV9914H23 spOpen Online Education: Research approaches to investigating organizational and learning aspects of the MOOC phenomenon
  - UV9914H2U1 spOpen Online Education: Research approaches to investigating organizational and learning aspects of the MOOC phenomenon
  - UV9914H33 spWell-being, Wisdom and Education
  - UV9914H3U1 spWell-being, Wisdom and Education, without documentation
  - UV9915H3 spCore academic language skills: Operationalizing and assessing a pedagogically relevant construct
  - UV9915HU1 spCore academic language skills: Operationalizing and assessing a pedagogically relevant construct
  - UV9915V13 spReading and learning with Internet technologies
  - UV9915V1U1 spReading and learning with Internet technologies, without documentation
  - UV9916V13 spBayesian Statistics for Education Research
  - UV9916V1U1 spBayesian Statistics for Education Research, without documentation
  - UV9917H13 spMetodiske og teoretiske innganger til literacy - et nordisk perspektiv
  - UV9917H1U1 spMetodiske og teoretiske innganger til literacy - et nordisk perspektiv, uten dokumentasjon
  - UV9917H23 spOptimizing learning opportunities for students in preschool and beyond
  - UV9917H2U1 spOptimizing learning opportunities for students in preschool and beyond, without documentation
  - UV9917V11 spIntroduction to International Assessment Databases
  - UV9917V23 spMonte Carlo simulations: Principles and applications in the social sciences
  - UV9917V2U1 spMonte Carlo simulations: Principles and applications in the social sciences, without documentation
  - UV9917V33 spReviewing the Literature: Situating your Study in the Field
  - UV9917V3U1 spReviewing the Literature: Situating your Study in the Field, without documentation
  - UV9917V43 spMicro-Analytic Methods in Large-Scale Educational Assessment
  - UV9917V4U1 spMicro-Analytic Methods in Large-Scale Educational Assessment, without documentation
  - UV9918V14 spCollaborative use of interactive digital representations for learning
  - UV9918V1U1 spCollaborative use of interactive digital representations for learning, without documentation
  - UV9918V23 spBoundaries, breaches and bridges
  - UV9918V2U1 spBoundaries, breaches and bridges, without documentation
  - UV9918V33 spReviewing the Literature: Situating your Study in the Field
  - UV9918V3U1 spReviewing the Literature: Situating your Study in the Field, without documentation
  - UV9918V42 spResearching multilingualism in Education
  - UV9918V54 spDifferent modes of mathematics classroom instruction across the world
  - UV9918V5U1 spDifferent modes of mathematics classroom instruction across the world, without documentation
  - UV9918V63 spIntroduksjon til R: et gratis programvaremiljø for statistisk databehandling og grafikk
  - UV9918V6U1 spIntroduksjon til R: et gratis programvaremiljø for statistisk databehandling og grafikk, uten dokumentasjon
  - UV9918V73 spIntroduksjon til Item Respons Teori
  - UV9918V7U1 spIntroduksjon til Item Respons Teori, uten dokumentasjon
  - UV9918V85 spIntroduksjon til statistisk begrunnelse
  - UV9918V8U1 spIntroduksjon til statistisk begrunnelse, uten dokumentasjon
  - UV9919H14 spEducationalization - or: Why and how we think that education is the key solution to all kinds of problems
  - UV9919H1U1 spEducationalization - or: Why and how we think that education is the key solution to all kinds of problems
  - UV9919H23 spIndividual differences in learning, motivation, and well-being
  - UV9919H33 spSemiotics
  - UV9919H3U1 spSemiotics, without documentation
  - UV9919V14 spResearching Multilingualism in Education: Methods, Analysis, & Dissemination
  - UV9919V1U1 spResearching Multilingualism in Education: Methods, Analysis, & Dissemination, without documentation
  - UV9919V23 spReviewing the Literature: Situating your Study in the Field
  - UV9919V2U1 spReviewing the Literature: Situating your Study in the Field, without documentation
  - UV9919V33 spThe reform of education and leadership: issues for research design and practice
  - UV9919V3U1 spThe reform of education and leadership: issues for research design and practice, without documentation
  - UV9919V43 spEarly childhood education as a tool to offset the detrimental long-term effects of early exposure to poverty
  - UV9919V4U1 spEarly childhood education as a tool to offset the detrimental long-term effects of early exposure to poverty
  - UV9920H13 spDigital technologies and the changing of professional work practices, expertise and governance
  - UV9920H1U1 spDigital technologies and the changing of professional work practices, expertise and governance, without documentation
  - UV9920V13 spReviewing the Literature: Situating your Study in the Field
  - UV9920V1U1 spReviewing the Literature: Situating your Study in the Field, without documentation
  - UV9920V24 spResearching Multilingualism and Multilingual Literacies in Education
  - UV9920V2U1 spResearching Multilingualism and Multilingual Literacies in Education, without documentation
  - UV9920V34 spEye tracking technology: A training workshop on methods for psychological and educational research
  - UV9920V3U1 spEye tracking technology: A training workshop on methods for psychological and educational research, without doc.
  - UV9920V40 spDissertation Research and Writing for Doctoral Students in the Educational Sciences
  - UV9921H13 spDoes place matter? Curricula between national policy traditions and global discourses
  - UV9922V13 spKnowledge Utilization and Transfer in Education Policy
2. semester
Vår · 1. studieår
0 obligatoriske · 19 å velge blant
- Kvalitativ metodevelg blant 14 emner
  - UV91015 spKvalitativ metodologi
  - UV9101A2 spBasic Course in Qualitative Research Methodology. General part.
  - UV9101AU1 spBasic Course in Qualitative Research Methodology. General part. Without documentation.
  - UV9101B3 spBasic Course in Qualitative Research Methodology. Specific part.
  - UV9101BU1 spBasic Course in Qualitative Research Methodology. Specific part. Without documentation.
  - UV9102A3 spGeneral course in Qualitative Research Methodology
  - UV9102AU1 spGeneral course in Qualitative Research Methodology, without documentation
  - UV9102B2 spGeneral course in Qualitative Research Methodology - part two
  - UV91153 spOrganizational Ethnography
  - UV9115U1 spOrganizational Ethnography, without documentation
  - UV91163 spDiskursanalyse og retorisk analyse
  - UV9116U1 spDiskursanalyse og retorisk analyse, uten dokumentasjon
  - UV9917V43 spMicro-Analytic Methods in Large-Scale Educational Assessment
  - UV9917V4U1 spMicro-Analytic Methods in Large-Scale Educational Assessment, without documentation
- Kvantitativ metodevelg blant 1 emne
  - UV92015 spGrunnleggende kurs i kvantitativ forskningsmetodologi
- Valgbar del av opplæringsdelen ved PHD-UVvelg blant 4 emner
  - UV9101A2 spBasic Course in Qualitative Research Methodology. General part.
  - UV9101AU1 spBasic Course in Qualitative Research Methodology. General part. Without documentation.
  - UV9101B3 spBasic Course in Qualitative Research Methodology. Specific part.
  - UV9101BU1 spBasic Course in Qualitative Research Methodology. Specific part. Without documentation.

2 studieår

3. semester
Høst · 2. studieår
0 obligatoriske · 47 å velge blant
- Kvalitativ metodevelg blant 5 emner
  - UV9101U1 spKvalitativ metodologi, uten dokumentasjon
  - UV91113 spKvalitativ analyse ved hjelp av dataprogrammet NVivo
  - UV9111U1 spKvalitativ analyse ved hjelp av dataprogrammet NVivo, uten dokumentasjon
  - UV91123 spInteraction Analysis: Methodological Perspectives on Learning and Communication
  - UV9112U1 spInteraction Analysis: Methodological Perspectives on Learning and Communication
- Kvantitativ metodevelg blant 38 emner
  - UV9201U1 spGrunnleggende kurs i kvantitativ forskningsmetodologi, uten dokumentasjon
  - UV9202A3 spBasic Course in Quantitative Research Methodology. Part A.
  - UV9202AU1 spBasic Course in Quantitative Research Methodology. Part A, without documentation.
  - UV9202B2 spBasic Course in Quantitative Research Methodology. Part B.
  - UV92033 spSurvey Methodology
  - UV92043 spStudy Design for Causal Inference
  - UV92105 spPath analysis and structural equation modeling
  - UV9210U1 spPath analysis and structural equation modeling, without documentation
  - UV92114 spIntroduksjon til latent variabelanalyse
  - UV9211U1 spIntroduksjon til latent variabelanalyse, uten dokumentasjon
  - UV92123 spMeta-analyse
  - UV9212U1 spMeta-analyse, uten dokumentasjon
  - UV92133 spAnalysing Intervention Studies: How Analysis of covariance works and how to use and interpret it
  - UV9213U1 spAnalysing Intervention Studies: How Analysis of covariance works and how to use and interpret it, without documentation
  - UV92143 spRegresjonsanalyse
  - UV9214U1 spRegresjonsanalyse, uten dokumentasjon
  - UV92153 spLatent variabelanalyse: strukturelle modeller, longitudinelle modeller og flergruppeanalyser
  - UV9215U1 spLatent variabelanalyse: strukturelle modeller, longitudinelle modeller og flergruppeanalyser, uten dokumentasjon
  - UV92164 spGeneral course in meta-analysis and systematic review
  - UV9216U1 spGeneral course in meta-analysis, without documentation
  - UV92183 spLinear Models
  - UV92203 spIntroduction to Rasch-analysis with Rumm 2030
  - UV9220U1 spIntroduction to Rasch-analysis with Rumm 2030, without documentation
  - UV92303 spListening to children's voices. Methodological challenges and possibilities
  - UV9230U1 spListening to children's voices. Methodological challenges and possibilities, without documentation
  - UV92503 spEquating test scores with IRT techniques
  - UV9250U1 spEquating test scores with IRT techniques, without documentation
  - UV92513 spStrukturell ekvasjonsmodellering av tonivådata
  - UV9251U1 spStrukturell ekvasjonsmodellering av tonivådata, uten dokumentasjon
  - UV92543 spVideregående kurs om multilevel modellering
  - UV9254U1 spVideregående kurs om multilevel modellering, uten dokumentasjon
  - UV92944 spAnalysis of Large-Scale Assessment Data
  - UV9294U1 spAnalysis of data from large scale assessments
  - UV92963 spMethods for Causal inference in Educational Research
  - UV9296U1 spMethods for Causal inference in Educational Research, without documentation
  - UV92975 spMeasurement models
  - UV9297B2 spMeasurement models
  - UV92983 spAnalysis of Large-Scale Assessment Data
- Midtveisevaluering, velg riktig enhetvelg blant 4 emner
  - CEMO90500 spMidtveisevaluering ved Centre for Educational Measurement
  - ILS90500 spMidtveisevaluering ved Institutt for lærerutdanning og skoleforskning
  - PED90500 spMidtveisevaluering ved Pedagogisk forskningsinstitutt
  - SPED90500 spMidtveisevaluering ved Institutt for spesialpedagogikk

3 studieår

5. semester
Høst · 3. studieår
1 obligatoriskt5 sp obligatorisk
- UV90025 spKurs i vitenskapsteori
6. semester
Vår · 3. studieår
1 obligatoriskt · 4 å velge blant0 sp obligatorisk
- UV90200 spFormidling
- Sluttlesing - velg riktig enhetvelg blant 4 emner
  - CEMO90600 spSluttlesing ved Centre for Educational Measurement
  - ILS90600 spSluttlesing ved Institutt for lærerutdanning og skoleforskning
  - PED90600 spSluttlesing ved Institutt for pedagogikk
  - SPED90600 spSluttlesing ved Institutt for spesialpedagogikk

Kilde: Felles studentsystem (FS) via Universitetet i Oslo, slik den var publisert for høsten 2026. Universitetet i Oslo er ikke ansvarlig for innholdet på denne siden.

Ofte stilte spørsmål

Hvilke emner inngår i Ph.d. ved Det utdanningsvitenskapelige fakultet?

Den offisielle emnelisten og studieplanen — hva som er obligatorisk og hva som er valgemner — finner du hos UiO. I DBH er det registrert 6 emner knyttet til programmet.

Hvor mange studieplasser har Ph.d. ved Det utdanningsvitenskapelige fakultet?

Antall studieplasser er ikke registrert i DBH for dette programmet.

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Hva er ditt generelle inntrykk av studiet?

Hva synes du om det faglige nivået på studiet?

Hva synes du om arbeidsmengden i studiet?

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Studentvurdering

Hvor relevant opplever du studiet?

Hva er ditt generelle inntrykk av studiet?

Hva synes du om det faglige nivået på studiet?

Hva synes du om arbeidsmengden i studiet?

Om Ph.d. ved Det utdanningsvitenskapelige fakultet

(Kort) introduksjon til søkere

Studieløpet

1 studieår

2 studieår

3 studieår

Ofte stilte spørsmål