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Alexander PflaumView profile

Professor

• Supply Chain Management
• Digital Transformation
• Internet of Things (IoT)
• +5 more

Prof. Dr. Alexander Pflaum is a Chairholder at the Chair of Supply Chain Management, Otto-Friedrich University Bamberg, and Director of the Center for Supply Chain Services at the Fraunhofer Institute for Integrated Circuits (IIS) in Nuremberg. He specializes in the economic evaluation of innovative ICT technologies, technology-oriented service engineering, and distributed application systems using smart object technologies in logistics and supply chain management. Education: Studied Electrical Engineering at Friedrich-Alexander University Erlangen-Nuremberg (FAU), earned doctorate in Business Administration (2001) on RFID and Supply Chain Management. Research Interests: Focus on digital transformation of supply chains, IoT platforms, smart logistics, and business model innovation. Publications: Over 200 publications, including books, book chapters, and studies addressing IoT, Industry 4.0, and circular economy in supply chains. Leadership: Founded the Competence Center for Business Models in the Digital World in Bamberg and led multiple Fraunhofer research initiatives. His work bridges academia and industry, with active participation in standardization processes and international conferences.

Clarissa LachmannView profile

Researcher

• Computer Science Education
• Digital Competence
• STEM Education
• +3 more

Clarissa Lachmann is a Researcher at Humboldt University of Berlin's Institute of Computer Science , specializing in Computer Science Education and digital competence frameworks. She earned her Master of Education (M.Ed.) in Chemistry and Computer Science with teaching qualifications. Education: M.Ed. in Chemistry and Computer Science from Humboldt University of Berlin Her research focuses on teacher digital skills and STEM education innovation , particularly through the Deutsche Telekom Foundation-funded project on the future of STEM learning. She has published on competency models for digital competence and pedagogical approaches in teacher training. Recent publications analyze practical relevance of competency frameworks (2023) and exemplary STEM curriculum design (2023), covering topics like digital teaching tools, interdisciplinary strategies, and technology-enhanced learning environments. Scientific Awards: Deutsche Telekom Foundation grant (2020) for STEM learning research Current affiliations include the Faculty of Mathematics and Natural Sciences . Contact: clarissa.lachmann.1@hu-berlin.de | Office: Rudower Chaussee 25, Room 3.405 | Phone: +41112

Olivier MentzView profile

Professor

• French literature didactics
• Bilingual education
• European identity and teacher education
• +4 more

Prof. Dr. Olivier Mentz is a renowned Professor of French Literature and its Didactics at Pädagogische Hochschule Freiburg , serving as Dean of the Faculty of Cultural and Social Sciences. His career spans significant leadership roles including Director of the Institute of Romance Studies and President/Vice-President of the Deutsch-Französischen Hochschule. He focuses on European cultural relations , bilingual education , and border/transcultural studies in teacher training. His research connects adolescent literature with citizenship education , exemplified by projects like Littérature adolescente and BE-SMaRT . He advocates for multilingual didactic approaches and critical intercultural engagement , often collaborating with institutions across Europe. Recent publications explore European identity construction through literature, border pedagogy , and innovative language teaching . Notable awards include the Officier im Ordre des Palmes Académiques (2020) and the Best Dissertation Prize from Pädagogische Hochschule Freiburg (2001). Scientific Awards: Officier im Ordre des Palmes Académiques (2020) Preis der Vereinigung der Freunde der Pädagogischen Hochschule Freiburg für die beste Dissertation des Jahres 2001

• Veterinary Sciences
• Osteoarthritis Research
• Musculoskeletal Imaging
• +3 more

Dr. Fanny Hontoir is an Assistant Professor in Animal Anatomy at the University of Namur's Faculty of Sciences, specializing in musculoskeletal system research and functional imaging of articular cartilage. With a Doctorate in Veterinary Sciences (2018) and extensive experience in ovine osteoarthritis models, she contributes to biomedical research through innovative imaging techniques and proteomic biomarker discovery. Veterinary Medicine - University of Liège (2007) X-Ray Radiation Safety Accreditation (2007) FELASA Accreditation (Category C) - Laboratory Animal Sciences (2011) PhD in Veterinary Sciences - University of Namur (2018) Her research focuses on developing ovine models for osteoarthritis detection, combining MRI and CT imaging with cartilage biology studies. Recent projects explore small nucleolar RNA in aging, surgical induction of osteoarthritis, and proteomic biomarker discovery in synovial fluid. She actively contributes to veterinary education through digital tools like annotated radiographs and palpation videos, and participates in conferences (OARSI 2024, EULAR Congress 2025). Key research trends involve cross-disciplinary applications of imaging technologies, sustainable animal husbandry practices (solar grazing), and translational medicine bridging veterinary and human osteoarthritis research. Her work aligns with UN SDGs for sustainability and educational innovation. Dr. Hontoir collaborates with institutions across Europe, supervises research projects, and serves on the board of the Belgian Center for Pharmacotherapeutic Information. She has contributed to 68 research outputs, 3 datasets, and 90 academic activities including peer-review and invited lectures.

Sandra SprengerView profile

Professor

• Geography Education
• Sustainable Development Education
• Climate Change Education
• +7 more

Prof. Dr. Sandra Sprenger is a Professor of Educational Science with special consideration of Geography Didactics at the University of Hamburg's Faculty of Education. She serves as Head of the Geography Didactics Department and as an Advisory Member of the Dean's Office for Sustainability. Her work spans geography education, sustainable development, data literacy, and teacher training across multiple international projects. Her research interests focus on geography didactics with particular emphasis on sustainable development education, climate change education, data literacy, and the integration of digital tools in geography teaching. She examines how teachers handle uncertainty in geography education, particularly regarding climate change, and develops innovative teaching methods including virtual fieldwork and integrated STEM approaches. Her work bridges theoretical educational research with practical classroom applications. Analysis of her recent publications reveals a strong focus on data literacy in geography education, integrated STEM teaching approaches, and sustainable development education. Her research consistently addresses the intersection of digital technologies, spatial thinking, and sustainability education, with increasing emphasis on virtual fieldwork, climate change education, and gender representation in geography materials. Recent work shows a growing international dimension through Erasmus+ projects. Prof. Sprenger actively participates in numerous research projects including Science Media Literacy, Mint4all, BOLD (Erasmus+), V-global (Erasmus+), and DDLitLab (Digital and Data Literacy in Teaching Lab). She leads the ongoing project on teachers' professional handling of uncertainties in the context of climate change and has completed significant work on virtual fieldwork, climate science education, and sustainable consumption. She heads the DDLitLab (UHH Hub for Crossdisciplinary Learning) and leads research groups focused on data literacy, student research groups with emphasis on data literacy, and generative AI in studies and teaching. Her work with the BNE Zentrum für Lehrerbildung Hamburg focuses on education for sustainable development in teacher training contexts.

• Economics Didactics
• Comparative Education Systems
• European Economic Integration
• +3 more

Dr. Björn Paape is an Adjunct Professor at RWTH Aachen University 's School of Business and Economics, specializing in Economics Didactics. He also holds guest professorships at the University of Maribor (Slovenia) and DHBW Lörrach. His work bridges economic theory and pedagogy, with a focus on vocational education systems and European integration. Education : Business Administration (University of Paderborn, University of Cologne), Europastudien (RWTH Aachen), Ph.D. in Pedagogy and Philosophy (RWTH Aachen). His research interests include Economics Didactics, comparative education systems, and European economic integration. Recent publications examine sustainability education in vocational curricula, learner activation techniques, and ECVET credit systems. His work spans empirical studies on Bloom's taxonomy, social inequality in tertiary education, and EU policy analysis. Notable scientific awards include an honorary doctorate from the University of Maribor (2014). Collaborations with Dr. Christoph Maus and Dr. Iwona Kiereta dominate his publications, reflecting sustained partnerships in educational research. The Didactics of Economics team at RWTH Aachen disseminates his contributions through teaching materials and conferences.

Marie-Christin KrebsView profile

Researcher

• Multimedia Learning
• Instructional Videos
• Eye Movement Modeling
• +3 more

Dr. Marie-Christin Krebs is an Academic Councilor and Postdoctoral researcher at the University of Giessen's Department of Educational Psychology / Teaching and Learning with Digital Media. She holds a PhD from Eberhard-Karls-Universität Tübingen (2019) and a Diploma in Psychology from the same institution (2013). Her research focuses on multimedia learning, instructional videos, and social factors influencing learning processes. She coordinates the European Association for Research on Learning and Instruction (EARLI) Special Interest Group on Text and Graphics Comprehension. Her academic journey includes roles at the Leibniz-Institut für Wissensmedien Tübingen (2015–2020), Hector-Institut für Empirische Bildungsforschung (2018), and earlier research at the Leibniz-Institut's Social Processes Lab (2013–2014). Her work explores eye movement modeling examples, collaborative learning dynamics, and the integration of theory and practice in teacher training. Key research interests include optimizing explainer videos, understanding cognitive biases in collaborative settings, and leveraging social mechanisms to enhance multimedia learning effectiveness. She has contributed to adaptive learning systems design, particularly using gaze-contingent instructional guidance. Dr. Krebs' recent work addresses the interplay between self-selection and collaborative knowledge construction, demonstrating that group composition significantly impacts outcomes. Her studies on seductive details highlight how irrelevant information hampers learning, even without overt disruption. She is an active member of EARLI and the German Psychological Society (DGPs), presenting at conferences such as EARLI SIG 2 and JURE. Her current projects include investigating simulation games for teacher education and improving learning with explainer videos through prompt-question strategies. Her research spans educational technology, cognitive psychology, and social learning theory, with a focus on bridging theoretical frameworks with practical teaching methodologies.

Marcus MittenzweiView profile

Professor

• Intercultural Competence in Healthcare Education
• Adult Education
• Didactics and Curriculum Development
• +3 more

Prof. Marcus Mittenzwei is a Professor at the Hamburg Distance Learning University, leading the Vocational Education for Health Professions (BA) program. He holds a PhD from Leibniz University Hannover (2020) and an MA in Adult Education (2015) and BA in Nursing Education (2011). His academic career spans roles as Acting Professor (2021–2022), Research Associate (2020–2021), and Lecturer at multiple institutions. His research focuses on intercultural competence in healthcare education, curriculum development, and diversity in professional training. Key education milestones include his doctorate on intercultural competence in nursing education and prior studies in adult education and nursing. He has extensive professional experience as a nursing educator, quality manager, and school director, emphasizing practical application of pedagogical theories. Mittenzwei’s research interests are reflected in over 20 peer-reviewed publications (2020–2024), including works on intercultural teaching strategies, digital tools in nursing education, and migration impacts on education. He actively contributes to academic conferences, serving on editorial boards and committees for health professions education. His memberships include the German Society for University Didactics and the International Society for Diversity Management. He advises PhD theses focusing on healthcare education and cultural competence, and engages in curricular reforms and professional development initiatives for health educators.

Elke SumflethView profile

Professor

• Chemistry Education
• Science Education
• Competence Measurement
• +4 more

Elke Sumfleth is a retired professor of Chemistry Education at Duisburg-Essen University (2004–2018) and previously held academic roles such as Associate Professor at Essen University (1990–2004). She earned a PhD in Organic Chemistry (1979, Hamburg University) and Habilitation in Chemistry Education (1987, Essen University). Her research focuses on empirical studies in chemistry education, competence measurement, and improving experimental learning environments. Roles: Full Professor (2004–2018), Senior Professor (2018–retirement), and prior academic positions. Education: PhD (Organic Chemistry), Habilitation (Chemistry Education). Research: Includes context-based teaching, concept mapping, and evaluation of national educational standards. She led DFG-funded projects (e.g., Research Training Group 902 and Research Group 2242). Grants & Collaborations: Collaborated with institutions in Finland, Sweden, and across Germany on projects like the Finnish-German Research Training Group and the ESNaS project. Labs/Teams: Member of the nwu-essen research group, focusing on science education and teaching methodologies.

Petra MissomeliusView profile

Assistant Professor

• Media Education
• Media Culture
• Cultural Hacking
• +6 more

Dr. Petra Missomelius is an Assistant Professor at the Institute for Media, Society and Communication at the University of Innsbruck. Her academic career includes roles as University Assistant in Educational Science (2012) and research assistant at the Institute for Media Studies at the University of Marburg (2003–2012). She holds a Magistra artium in media studies, cultural research, graphics, and painting from the University of Marburg. Her research focuses on media education, media culture, cultural hacking, data criticism, image media, critical posthumanism, and body theories. She leads the habilitation project "Education in Transformative Media Cultures" and coordinated the BMBF-funded project "School of Seeing" (New Media in Teaching). As spokesperson for the initiative "No education without media!" (with Sven Kommer, RWTH Aachen) and the working group "Media Culture and Education" (with Rainer Leschke, University of Siegen), she advocates for media literacy in education. She has taught at universities in Marburg, Innsbruck, Flensburg, and Erlangen-Nuremberg in media studies, educational studies, and cultural studies. Her professional roles extend to publishing, EU project coordination, media education evaluation, and hospice work. She holds key memberships in organizations like the Society for Media Studies (GfM), European Network for Cinema and Media Studies (necs), and the Austrian Federal Association for Media Education and Digital Competencies (Media Education NOW!).

• Educational Monitoring and Reporting
• Educational Inequality
• School Structure and Policy
• +3 more

Kai Maaz serves as Managing Director of the German Institute for Educational Research and Information (DIPF) and holds a professorship in Sociology of Educational Systems and Society at Goethe University Frankfurt am Main. His work focuses on education monitoring, structural management, and equity-focused research. 2008: Habilitation in Educational Science, Free University of Berlin 2006: Doctorate in Education, Free University of Berlin 2002: Diploma in Social Sciences, Humboldt University of Berlin Research areas include educational monitoring, social disparities in education, school structure reforms, systematic reviews, and educational transitions. Recent publications address digital transformation, cultural capital effects, and policy frameworks. 2025: Collaborative education models 2024: National education reporting 2024: Cultural capital in youth education 2024: AI in educational systems Scientific distinctions: Ernst-Meumann-Nachwuchspreis (2010), Nachwuchspreis Bildungssoziologie (2008), and LIfBi Research Affiliate (2019). He leads major projects like SchuMaS (School Makes You Strong) and NEPS (National Educational Panel Study). Awards include multiple expert committee memberships and editorial roles in leading journals.

• Tourism Management
• Hospitality Management
• Fisheries Management
• +3 more

Dr. Charles Atanga Adongo serves as a Senior Lecturer in the Department of Hospitality and Tourism Management at the University of Cape Coast, Ghana, actively contributing to academic research and international policy initiatives. His work bridges hospitality management with critical environmental challenges, particularly in fisheries governance and coastal resilience across Africa. His research interests span Tourism Management, Hospitality Management, Fisheries Management, Blue Economy development, and Coastal Resilience strategies. He investigates intersections between socio-economic factors and environmental sustainability, including workplace spirituality in hotels, vaccine uptake dynamics in vulnerable populations, and livelihood resilience in small-scale fisheries. His methodology often combines quantitative policy analysis with community-based field studies across Ghana and the Gulf of Guinea region. Recent publications (2022-2025) reveal three dominant thematic clusters: 1) Tourism-health interfaces (vaccine confidence, mental health in hospitality); 2) Blue Economy transitions (fisheries governance, coastal adaptation); and 3) Sustainable development trade-offs (SDG synergies, impact investing). His work consistently applies African contextual perspectives to global challenges, with strong emphasis on policy implementation in Sub-Saharan Africa. Dr. Adongo leads and participates in high-impact consultancy projects funded by major international bodies including the World Bank, USAID, African Union, and Conservation International. Key engagements involve developing Ghana's National Blue Economy Strategy, reviewing fisheries legislation for 15 AU member states, and designing marine litter management frameworks for West Africa. His grant portfolio demonstrates exceptional reach across environmental, health, and economic development sectors. He maintains active collaborations with institutions including the University of British Columbia, University of Waterloo, and Association of African Universities, frequently facilitating capacity-building workshops on research impact and policy engagement. His recent Professorial Inaugural Lecture at UCC established the conceptual foundation for transformative ocean governance in Africa.

• Computer Science Education
• Software Engineering
• Data Science Education
• +4 more

Orit Hazzan is a Professor at Technion - Israel Institute of Technology, affiliated with the Department of Education in Science and Technology and the Faculty of Computer Science. Her work focuses on computer science education, software engineering pedagogy, and interdisciplinary approaches to data science education. Key roles: Author of influential textbooks including 'Guide to Teaching Data Science' (2023) and 'Guide to Teaching Computer Science' (2020) Research emphasizes computational thinking, soft skills development, and agile methodologies in education Co-editor of over 160 publications across journals like Communications of the ACM, IEEE Transactions on Education, and Springer publications Research interests span STEM education strategies, human aspects of software development, and bridging theory-practice gaps in computer science education. Notable contributions include frameworks for teacher preparation, curriculum design for K-12 through undergraduate levels, and applying educational theory to software engineering practices. Publications highlight trends in: (1) Interdisciplinary data science education (2) Pedagogical frameworks for computational thinking (3) Agile methodologies in software education (4) Soft skills development in technical fields (5) Gender diversity in STEM (6) Remote education strategies post-2020 Awards and recognitions not explicitly listed, but extensive contributions to SIGCSE and ICSE communities indicate significant academic impact.

Joana HeilView profile

Researcher

• Learning Analytics
• Adaptive Learning
• E-Assessment
• +3 more

Joana Heil is a Researcher at the University of Mannheim, affiliated with the Department of Economic and Business Education – Learning, Design & Technology. She holds a M.Sc. in Cognitive Science from the University of Osnabrück and a bachelor’s degree in Educational Science/Educational Management from the University of Freiburg. Her research focuses on learning analytics, adaptive learning systems, and AI-driven educational technologies, particularly examining the impact of generative AI tools on learning processes and assessment practices in higher education. Her educational background combines cognitive science with a focus on artificial intelligence and computational linguistics, complementing her current work on AI competencies among educators and learners. Key research areas include assessment analytics, online assessment design, and the ethical implications of AI in education. She collaborates on projects addressing BYOD (Bring-Your-Own-Device) assessment strategies and the development of instruments to measure teachers’ AI competencies. Her recent work explores student experiences with AI tools like ChatGPT, focusing on usage patterns, ethical considerations, and the role of feedback literacy in leveraging learning analytics. She contributes to advancing empirical studies on sociotechnical systems in AI education and predictive models for AI tool adoption in academic settings. Joana’s research emphasizes practical applications, such as designing effective online assessment frameworks and understanding how AI technologies can enhance adaptive learning environments. Her studies frequently bridge theoretical insights with empirical evidence from international student cohorts, contributing to both academic discourse and educational policy recommendations.

• Citizen Science
• Science Education
• Biology Education
• +3 more

Julia Lorke serves as Professor of Biology Education at RWTH Aachen University, leading the Teaching and Research Area of Biology Didactics. Her work centers on integrating Citizen Science into formal and informal educational settings to enhance science literacy and teacher effectiveness. Based in the Biology Building (Worringerweg 1), she maintains active engagement with school communities through the Biology Out-of-School Lab (BioL 3). Her research focuses on Citizen Science implementation frameworks, science identity development, and inclusive STEM education—particularly through projects like CitSci@Schools (Joachim Herz Foundation-funded), CitSci ID, and the Erasmus+-supported EcoStories initiative. These investigate teacher training models, immigrant student inclusion, and environmental engagement strategies across diverse educational contexts. Analysis of her 2020-2025 publications reveals consistent emphasis on youth participation dynamics, classroom implementation barriers, and evidence-based resource development for Citizen Science education. Her work bridges theoretical research with practical applications through teacher workshops and school partnerships. Lorke directs significant externally funded projects including CitSci@Schools (developing teaching materials), CitSci ID (studying science identity), and EcoStories (promoting inclusive STEM for immigrant students). She actively supports educator development through regular teacher training sessions and school visits documented in departmental news updates. Through the Biology Out-of-School Lab (BioL 3), she facilitates hands-on biological research experiences for school groups, with recent activities including structured visits from multiple Aachen-area schools. Her approach emphasizes community engagement and real-world science application beyond traditional classroom settings.