Irina Pettersson, Marco Adelfio and Francisco Gomes de Oliveira Neto have been awarded Chalmers Teaching Award 2025. All three have, in different ways, applied an inclusive approach to teaching.
Marco Adelfio, Associate Professor in Urban Design at the Department of Architecture and Civil Engineering, receives the award partly for ‘transdisciplinary and inclusive learning that promotes justice, reflection and future-oriented thinking’.
Marco Adelfio explains that his view of transdisciplinary, or cross-boundary, learning involves concrete collaborations with actors outside academia.
‘We collaborate with both public actors and architectural firms. In this way, the projects become more realistic, and the students are better prepared for their professional careers,’ says Marco Adelfio.
To create a safe atmosphere in his lectures, Marco Adelfio believes it is important that everyone feels secure and welcome as they are.
‘For me, it is important that everyone feels listened to. I am not much of a sage on the stage, but I am trying to create a social learning platform where teachers, students and other stakeholders learn together.’
It is also important to him to pay attention to individuals.
‘If, for example, I have a student with children, I try to adapt to those needs – sometimes that person needs to prioritise their child over me. I think it is important to practise what you preach and to show the human aspects of life,’ says Marco Adelfio.
Daring to be uncomfortable
For him, learning often begins with ‘unlearning’. In dedicated unlearning workshops, students challenge their own preconceptions – a first step towards genuine understanding.
‘We do not only learn new things; we also learn to see what we already know in a new light. It is about daring to be a little uncomfortable – both as a student and as a teacher,’ he says.
Through his participation in several international programmes and exchanges, Marco Adelfio has also gained significant inspiration for his teaching style.
‘It is very valuable to be exposed to different educational contexts – you see how the same problems can be handled in completely different ways by different people, and you have to learn to put yourself in their perspective. That has really helped me.’
The same curiosity and openness also shape his view of the future – to give students hope and the courage to think differently.
By encouraging students to look beyond crises and think in new scenarios, Marco Adelfio seeks to instil hope for the future. In his course Emergency Architecture and Resilient Design, learning is about moving from emergency to emergence – from reacting to problems to creating new possibilities.
‘We want to counteract the dystopian feeling that often characterises our time. When students feel hope and positive energy, the results are much stronger – they dare to imagine and create the future they want to live in.’
When asked what advice he would give to a new teacher at Chalmers, he says:
‘Be yourself in the classroom – don’t try to play a role. Learn not to be perfect so that you can develop from there. While always keeping professional rigour is essential, it is also important to show humbleness and allow yourself to have small human flaws and reflect on them. It also makes you better at adapting and developing together with the students.’
Irina Pettersson, Associate Professor in Applied Mathematics and Statistics, receives the prize for, among other things, creating a safe and inspiring learning environment, explaining complex mathematical concepts in an accessible way, and for strengthening students’ interest and confidence.
How do you make mathematics easier to understand?
‘I believe there are several components. First and foremost, I genuinely love questions, because they help me identify what students don’t understand and give me the opportunity to explain it differently.’
She therefore encourages students to dare to ask questions.
‘I strive to create an environment where they feel safe to do so, so that it becomes a dialogue rather than one-way communication. It can be a bit difficult for them at first, but it usually improves as the course progresses.’
Useful to make mistakes
To create this safe environment, Irina Pettersson is happy to share her own experiences.
‘It’s important to show that it’s valuable to test ideas that don’t always lead to the right answer. Making mistakes is useful – you learn a lot from it. That’s why I sometimes tell stories about mistakes I’ve made myself and how I thought at the time, to show that errors are a natural part of learning.’
Irina Pettersson also tries to vary her teaching methods to meet students’ individual needs
as far as possible, despite large class sizes.
‘Sometimes it’s more visual, sometimes more intuitive, and sometimes more formal. Everyone learns in different ways.’
Mathematics is often perceived as difficult and theoretical. How do you spark interest and curiosity?
‘It’s important to explain why we do what we do. It’s not just about applying a certain method but understanding why it’s appropriate and in which context it works best. I often tell students how the same ideas I teach are used in my own research. Then they can see that what they learn lives on beyond the course.’
In the motivation, Irina Pettersson is highlighted as a female role model.
‘I feel honoured to be seen as a role model, but I would prefer it to be about passion for the subject. Mathematics is a field where curiosity and perseverance are crucial – and those are qualities that have no gender. I hope that more people, regardless of background, dare to follow their curiosity.’
Irina Pettersson says she feels proud and happy about the prize, which she sees as confirmation that her methods are working. But she also emphasises the importance of belonging to a community as a teacher.
‘My colleagues are very important to me, and collegiality is a way to develop and raise the quality of education. I think we should highlight that more actively and see it as a natural part of teaching, because much of pedagogical development actually happens when we talk to each other, share experiences, and reflect together.’
Francisco Gomes de Oliveira Neto, Associate Professor in Software Engineering, is awarded the prize partly for his ‘inclusive teaching and the support he provides to students and staff from underrepresented groups’.
Francisco Gomes de Oliveira Neto draws much of his inspiration from his own time as a student in a conservative region of Northeastern Brazil where he grew up.
‘When I started studying computer science, there were 50 students in my class, but only seven or eight of them were women. I already knew I was gay, but I lived in the closet.
I had the gender privilege of being a man, yet I still felt that I didn’t quite belong.’
During his studies, he became aware of how much language and comments – even unintentional ones – can affect one’s sense of belonging. For example, there were rumours about a teacher being gay.
‘People said, “He’s so smart and an amazing teacher, but he’s gay.” I always thought: why does there have to be a but? Why not just, “He’s an amazing teacher who happens to be gay”,’ says Francisco Gomes de Oliveira Neto.
These experiences almost made him drop out of computer science, but he persevered.
‘I loved the subject but struggled with the environment, and I had very few role models. Almost no women teachers, and none that I knew of from underrepresented groups.’
Then one of his lecturers mentioned Alan Turing, who laid the foundations of algorithms and AI, and who had been gay.
‘I remember being deeply moved. I sat there thinking: the man who basically invented computer science – he was like me. It was an incredible and defining moment,’ says Francisco Gomes de Oliveira Neto.
Subtle signals
When he began teaching himself, he reflected on how many students like him might be sitting in his lecture halls. He now makes a conscious effort to be the representation he once lacked. He is open about being gay and often includes subtle references to gay culture in his teaching.
‘It’s not to make a point – it just sends subtle signals. I know there are silent Franciscos out there who might see one of my slides and think, “Okay, here’s someone I can relate to.”’
He also starts his lectures with an image of a person from an underrepresented group who has made significant contributions to computer science.
‘I don’t say, “Now we’re going to talk about equality.” I simply show the picture and tell the story of their work. That’s enough.’
Francisco Gomes de Oliveira Neto believes academia risks losing many talented people if they do not feel safe within the university environment.
‘A sense of belonging is crucial. We want to be where we feel happy. If you don’t feel safe or welcome, you won’t want to stay.
Teaching is as much about empathy as it is about knowledge. You can be brilliant in your subject, but if the students don’t feel seen, it doesn’t matter.’
Learning from each other
He creates a safe atmosphere through simple means – by listening carefully to his students, using inclusive language and showing genuine interest in different perspectives. He also stresses the importance for teachers to be aware of their own privileges.
‘I’m a white man, I’m a professor, and I know that comes with a certain position of power. But I’m also gay and come from a working-class background in Brazil. That allows me to see both sides.’
The relationship between teacher and student is particularly important to him, and he sees learning as a reciprocal process where both sides learn from each other – the opposite of the hierarchical education he experienced himself.
‘I often tell my students that we’re on the same journey – we just have different roles.’
Becoming one of this year’s award recipients means a great deal to him.
‘I don’t see it only as recognition for me, but as a sign that Chalmers values inclusion and humanity in teaching.’
Prize justifications
Marco Adelfio receives the Pedagogical Prize for developing a transdisciplinary and inclusive approach to learning that promotes justice, reflection, and future-oriented thinking. His pedagogy has led to increased student engagement and excellent course evaluations, where students highlight his support, clarity, and ability to create a safe learning environment. Through his work in programme development and international collaborations, he has made a significant impact both within and beyond Chalmers.
Irina Pettersson is recognized for her work in developing mathematics education by creating an inspiring and inclusive learning environment. Students highlight her ability to make complex mathematical concepts understandable, to tailor instruction to individual needs, and to foster a safe atmosphere where everyone feels confident to participate. As a female role model and mathematician, Irina holds a particularly significant position, and her efforts have not only strengthened students’ knowledge but also their confidence and interest in the subject.
Francisco Gomes de Oliveira Neto, for his inclusiveness in teaching and the support he provided to students and staff members from underrepresented groups. Beyond his dedication to student-centred teaching approaches, he used many examples of role models from those groups and developed dedicated activities targeting those groups. This inspired many students, as well as faculty members, through for instance the GU IT Faculty's official guidelines for inclusive teaching he developed.
Chalmers' Pedagogical Prize
The objective of Chalmers’ Pedagogical Prize is to encourage teachers’ efforts to improve and develop the conditions for students’ learning, in line with Chalmers’ goal of “world-class education”.