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Ann HeirmanView profile

Professor

• Buddhist studies
• Chinese Buddhism
• Monasticism
• +7 more

Professor Ann Heirman is a distinguished scholar of Buddhist studies at Ghent University (Belgium), where she serves as Professor of Classical and Buddhist Chinese within the Department of Languages and Cultures at the Faculty of Arts and Philosophy. She currently holds multiple leadership positions including Head of the Department of Languages and Cultures (since 2018), Head of the Examination Commissions of the Faculty of Arts and Philosophy (since 2012), and Head of the Ghent Centre for Buddhist Studies, an international research center focusing on India and China. Previously, she served as program director of Oriental Languages and Cultures from 2006 to 2016. Her research expertise centers on Chinese Buddhist monasticism, particularly the development and transmission of disciplinary rules (vinaya) from India to East Asia. She has published extensively on Buddhist nuns, monastic regulations, and the material culture of Buddhist monasteries, with special attention to bodily practices and purity regulations. Her major publications include Rules for Nuns according to the Dharmaguptakavinaya (2002), The Spread of Buddhism (2007), A Pure Mind in a Clean Body (2012, co-authored with Mathieu Torck), and Buddhist Encounters and Identities Across East Asia (2018). Her most recent work examines Buddhist perspectives on animals, as seen in her 2024 article about oxen in Daoxuan's vinaya commentaries. Her current research portfolio includes numerous projects extending through 2028, focusing on Buddhist initiation rituals, vinaya texts from Dunhuang, Buddhist material culture, and the evolution of Buddhist practices in medieval China. Her scholarly approach combines textual analysis with attention to material culture and historical context, revealing how Buddhist monastic practices were adapted as they traveled across Asia. Professor Heirman has supervised numerous PhD students including Xiaoxiao Xu, Anna Sokolova, Jianhong Zeng, Laura Lettere, Ang Zou, Tzu-Lung Chiu, Claire Maes, and Julia Schneider. Her collaborative work extends across international boundaries, reflecting the transnational nature of Buddhist studies. As head of the Ghent Centre for Buddhist Studies, she leads a vibrant research community dedicated to advancing our understanding of Buddhist traditions across Asia, with particular emphasis on the historical and cultural connections between India and China. Her administrative leadership has strengthened Ghent University's position as a significant center for Buddhist studies in Europe.

• Digital Media
• Media and Communication
• Sociology of Youth
• +5 more

Tom DE LEYN is a Tenure Track Assistant Professor at Hasselt University's School of Social Sciences, where he contributes to the Capacity group Social Sciences and the Research group Research for Digitalisation, Diversity and Democracy. His work bridges media studies, sociology, and digital anthropology with a focus on youth experiences in technology-mediated environments. Based at Campus Hasselt in the Faculty of Law building, he actively engages in interdisciplinary research examining the societal implications of digital transformation. His research centers on Digital Media, Media and Communication, and the Sociology of Youth, with particular emphasis on Privacy and Surveillance dynamics across diverse cultural contexts. He investigates how children, adolescents, and ethno-religious minorities navigate digital spaces, parental mediation, and mobile technologies through qualitative and ethnographic approaches. Key themes include digital disconnection practices, intimate surveillance, and the socio-cultural construction of technology use, often comparing Global North and South contexts like Belgium and Liberia. Recent publications (2024-2025) reveal a cohesive trajectory examining digital harms assessment scales, children's perspectives on surveillance, and the paradoxes of digital disconnection policies. His work consistently employs innovative methodologies like the 360° interview technique while addressing critical gaps in understanding racial, gendered, and age-based digital inequalities. This scholarship demonstrates strong thematic continuity across media sociology, youth studies, and critical technology assessment. No scientific awards were mentioned in available sources. Tom DE LEYN actively contributes to academic training as a coordinating lecturer for courses including Media and Communication Studies I, Digital Media and Civil Society, and Qualitative Research Methods. He currently leads the 'Environmental analysis digital skills' research project (2025) focused on community service learning contexts, demonstrating practical engagement with digital inclusion initiatives. Within Hasselt University's research ecosystem, he operates through the Research group Research for Digitalisation, Diversity and Democracy, which examines technology's societal impacts through lenses of diversity, democratic processes, and digital transformation. This affiliation positions his work at the intersection of theoretical innovation and real-world policy relevance, particularly regarding youth digital rights and inclusive technology design.

Thomas De BaetsView profile

Professor

• Music Education
• Music Teacher Professional Development
• Practice-Based Research
• +3 more

Thomas De Baets is a Professor of Music Education at LUCA School of Arts, KU Leuven, where he leads the Music Education expertise team. He serves as co-editor-in-chief of Music Education Research journal and participates in the Erasmus+ Teacher Education Academy for Music (TEAM) steering committee. His academic credentials include: Master's degree in Music Pedagogy (Lemmens Institute, 2005) Teaching diploma Diploma in Advanced Studies in Music Pedagogy (Lemmens Institute, 2008) PhD in Arts specializing in music education (KU Leuven, 2012) De Baets' research examines music teacher professionalization through practical research frameworks, emphasizing community music participation and improvisational practices. His philosophical approach challenges traditional pedagogical boundaries while exploring flow states in collective improvisation and the artistic researcher identity of virtuoso teachers. This work bridges theoretical discourse with classroom applications across European educational contexts. His publication portfolio reveals consistent focus on practitioner research methodologies, with recurring themes of teacher-student interaction dynamics, European curriculum innovation, and amateur music participation frameworks. The research demonstrates interdisciplinary connections between educational psychology, community arts, and philosophical inquiry in music learning environments. Key recognition includes: Honorary Membership in the European Association for Music in Schools (EAS) As former chair of EAS (2019-2021) and ex-head of LUCA's music program (2018-2024), De Baets has significantly shaped music education policy and teacher training frameworks across Europe. His leadership in TEAM and editorial roles demonstrates sustained commitment to academic mentorship and international collaboration in music education. He directs the Music Education expertise team at LUCA School of Arts, which drives innovation in music pedagogy through European partnerships like the Teacher Academy for Music (TEAM), focusing on future-oriented mobility and networking strategies for music educators.

Zahra AzadfarView profile

Research Fellow

• Clinical Psychology
• Psychometrics
• Cross-cultural Psychology
• +3 more

Zahra Azadfar is a postdoctoral researcher at the Brussels University Consultation Center, Vrije Universiteit Brussel (VUB), affiliated with the Department of Psychology. Her research focuses on clinical psychology with emphasis on adolescent mental health, emotion regulation, and self-injurious behavior, incorporating cross-cultural comparisons between Iran and Belgium. Her research interests span Clinical Psychology, Psychometrics, Cross-cultural Psychology, Emotion Regulation, Self-Injurious Behavior, and Mental Health in Adolescents. She investigates parenting practices, cultural orientation, and therapeutic interventions like Acceptance and Commitment Therapy (ACT) and Mindful Self-Compassion (MSC) using longitudinal designs and network analysis to dissect complex psychological phenomena. Her work frequently examines the interplay between psychological constructs and cultural contexts in mental health outcomes. Analysis of her 2023-2025 publications reveals a strong trend toward benchmarking therapeutic approaches for mental well-being, particularly during the COVID-19 pandemic, and addressing cultural factors in psychological assessment. She has made significant contributions to understanding non-suicidal self-injury (NSSI), sleep problems, and emotional regulation in diverse adolescent populations including those in juvenile justice systems, often employing cross-national comparisons between Iran and Belgium. Azadfar actively collaborates with researchers including Imke Baetens and Lisa Van Hove at VUB, presenting her work at international conferences on topics like suicidal behaviors and emotion regulation in adjudicated youth. She has contributed to multiple datasets in the VUB Institutional Data Repository, demonstrating commitment to open science and collaborative research in clinical psychology.

• Reading Motivation
• Text-Learning Strategies
• Educational Psychology
• +5 more

Dr. Amelie Rogiers is a researcher at Ghent University's Faculty of Psychology and Educational Sciences, specializing in reading motivation, text-learning strategies, and educational psychology within secondary education contexts. Her work focuses on understanding how students develop reading comprehension skills, with particular attention to motivational factors and learner profiles. Her research interests center on reading motivation and text-learning strategies in secondary education. Rogiers investigates how intrinsic motivation affects reading comprehension, how learner profiles can be identified and supported, and how explicit strategy instruction impacts student performance. Her work often applies Self-Determination Theory to understand students' motivational patterns and how these relate to academic achievement in reading. Analysis of Rogiers' recent publications reveals a strong focus on test-taking motivation, reading comprehension in vocational education, and the relationship between student characteristics and reading proficiency. Her methodological approaches include experimental designs, cluster analysis, and mixed-methods investigations that combine self-report measures with behavioral data. Best Poster Award – Research Day Faculty Psychology and Educational Sciences (2016) Scriptieprijs Leesbevordering 2016: Stichting Lezen Nederland en Iedereen Leest Vlaanderen Rogiers' work demonstrates strong collaboration patterns, particularly with Hilde Van Keer and other colleagues at Ghent University. Her research has practical implications for educational policy and classroom practice, especially in developing sustainable reading policies and interventions for secondary education. She appears to be actively involved in research on assessment practices and their psychological impact on students, with several forthcoming publications examining test introductions and their effects.

Sandrine BiemarView profile

Professor

• Construction of professional identity
• Professional integration and development
• Training and support systems design
• +3 more

Sandrine Biemar is a Professor in the Faculty of Education and Training Sciences at the University of Namur (UNamur), where she combines teaching responsibilities in secondary and higher education teacher training, continuing education for teaching professionals, and research. She coordinates the continuing education pool for UNamur teaching staff through the Salle des Pros initiative, bringing together educators for professional development. Education Doctorate in Psychological and Educational Sciences, University of Namur (2009) CAPAES in Higher Education DES in Educational and Training Technology Higher secondary education aggregation Bachelor's degree in Psychological Sciences (specialization in Orthopedagogy) Research Focus Professor Biemar's research centers on the relational dimension of teaching, examining teacher-student relationships, collegial dynamics, and partnerships with school stakeholders. Her work explores professional identity construction during career transitions, particularly in contexts of educational change. She investigates how teachers navigate professional integration and development through reflective practice and collaborative approaches, with growing emphasis on educational differentiation strategies that address diverse student needs in classroom settings. Publication Trends Recent publications (2023-2025) reveal a clear trajectory toward practical applications of educational theory in teacher training. Her work increasingly examines simulation-based approaches for developing relational skills, reflective portfolio assessment methods, and differentiated instruction strategies. There is a consistent focus on how professional identity evolves through collaborative professional development, particularly in contexts of educational reform and institutional change across the Wallonia-Brussels Federation. Research Leadership Professor Biemar currently leads multiple significant research initiatives: Scientific Support - Pact for Excellence in Teaching (2025) Research Training project on differentiation in secondary education (2023-2025) Research IFEC: Formation of Catholic education network actors (2024-2025) Continuing Education Consortiums - Pact for Excellence (2024-2025) Professional Engagement With 131 documented professional activities since 2021, Professor Biemar actively contributes to educational discourse through conferences, workshops, and committee work. Her external engagement includes guest lecturing at UCLouvain's FOPA program and previous leadership roles at the Mosane Free High School (2011-2019). She has coordinated numerous continuing education initiatives across educational networks in Belgium, focusing on practical implementation of research findings in real classroom settings. Research Environment Working within UNamur's Research Unit in Education and Training Sciences, Professor Biemar contributes to the Methodological platform for humanities and social sciences. Her collaborative approach connects university researchers with school practitioners, creating bridges between theoretical frameworks and classroom realities. The Salle des Pros initiative she coordinates serves as a hub for reflective practice among UNamur teaching staff, fostering communities of practice that extend beyond institutional boundaries.

Beno SchraepenView profile

Lecturer

• Inclusion
• Education
• Youth
• +4 more

Beno Schraepen is a Lecturer at Artesis Plantijn University of Applied Sciences in Antwerp, Belgium, teaching in the Bachelor's program for Special Education (also referenced as Social Educational Care Work) since 1999. He co-founded IncEna (Study Centre for Inclusion and Enablement) in collaboration with the University of Antwerp and serves as coordinator of the research and expertise center for People and Society. His academic credentials include a Master's degree in Psychological and Educational Sciences (specializing in Special Education and Development, 1994) and a postgraduate degree in Development Cooperation from Ghent University. Dr. Schraepen's research centers on inclusion across educational, social, and care contexts, with emphasis on quality of life , youth development , and leisure accessibility . His work bridges theory and practice through IncEna, which delivers customized training, coaching, and consultancy to advance inclusive processes in education, housing, care, and employment sectors. He has directed significant research projects including: IKKO (2025-2027) : Ensuring continuity of inclusive care during transition from childcare to preschool education PINC (2020-2023) : Teacher training for inclusive playgrounds and recreational activities ASuMIE (2020-2023) : Developing support strategies for inclusive education barriers O2 (2018-2022) : Scientific foundation for support frameworks under Belgium's M-Decree COBIADO (2013-2017) : Identifying factors for elderly well-being in residential care His international collaborations and practice-oriented research consistently translate into actionable knowledge for professionals and policymakers.

Sam VerbovenView profile

Assistant Professor

• Causal Machine Learning
• Multi-task Learning
• Data Science
• +4 more

Sam Verboven serves as Assistant Professor within the Department of Business Technology and Operations (BUTO) at the Vrije Universiteit Brussel (VUB), based at the Brussels Humanities, Sciences & Engineering Campus (PL5.4.30, Pleinlaan 2). His teaching portfolio includes core courses such as Fundamentals of Data Science, Information Systems Strategy and Management, IT Modeling, and Introduction to Informatics and SCM, reflecting his integration of technical and business perspectives. Verboven's research program centers on context-aware analytical methodologies that harmonize machine learning innovations with operational realities across finance, healthcare, HR, and marketing domains. His primary expertise lies in causal machine learning and multi-task learning frameworks, specifically designed to incorporate domain expertise and business requirements into algorithmic development. This approach enables the creation of decision-support systems that maintain technical rigor while addressing organizational constraints. Analysis of his recent publications (2023-2025) reveals consistent emphasis on causal inference methodologies, fairness-aware decision optimization, and legally aligned machine learning architectures. His work spans high-impact applications including mortgage loan pricing, organ transplantation logistics, financial compliance systems, and sustainable energy forecasting, demonstrating how machine learning can be adapted to meet regulatory and operational demands across diverse sectors. Scientific awards: No awards or fellowships documented in available materials. Advising and grants: Source information does not specify doctoral students, master's advisees, or externally funded research projects. Laboratory affiliations: No dedicated research labs or specialized teams mentioned in provided content.

Silvia Lucia Lopez AlvaradoView profile

Lecturer

• Sexual Assertiveness
• Gender
• Attitudes towards sexuality
• +5 more

Silvia Lucia Lopez Alvarado is a Lecturer at the Faculty of Psychology, University of Cuenca, and a Researcher for the Human Sexuality Project under the VLIR Program at the same institution. Concurrently, she is pursuing her PhD at the Institute for Family and Sexuality Studies, Department of Neurosciences, KU Leuven. Education Master in Adolescent Health, University of Cuenca (2010) Postgraduate Studies in Adolescent Sexuality Orientation, Comahue National University, Río Negro, Argentina (2009) Bachelor in Clinical and Educational Psychology, University of Azuay (2007) Research Focus Her work examines partner interactions in sexual contexts, emphasizing sexual assertiveness in young Ecuadorian populations. Current projects include qualitative analysis of perceptions/beliefs about sexual negotiation, refusal dynamics, and communication of preferences, with planned quantitative follow-ups on sexual double standards. Core research themes span gender attitudes, social scripts, adolescent sexuality, and reproductive rights. Publication Trends Her scholarly output (2013–2016) centers on sexual assertiveness, adolescent sexuality education, and reproductive rights in Latin America, employing mixed-methods approaches with emphasis on Ecuadorian cultural contexts. Affiliations She collaborates with the Human Sexuality Project (University of Cuenca) and the Institute for Family and Sexuality Studies (KU Leuven).

• Context-oriented programming
• Software engineering
• Programming languages
• +8 more

Kim Mens is a Professor at Université catholique de Louvain (UCLouvain), affiliated with the Louvain School of Engineering (EPL), the Institute of Information and Communication Technologies, Electronics and Applied Mathematics (ICTEAM), and specifically the Pôle en ingénierie informatique (INGI). His research spans multiple areas of computer science with a particular focus on context-oriented programming, software engineering, and programming education. Professor Mens' research interests center around context-oriented programming, software evolution, and programming education. His work explores how software systems can dynamically adapt to changing contexts, with applications in self-adaptive systems, feature-based programming, and context-aware applications. In programming education, he investigates how to improve student learning through better feedback mechanisms, pattern mining in student code, and explicit instructional strategies. His recent publications (2022-2025) demonstrate a strong focus on both theoretical and practical aspects of context-oriented systems. His work spans software testing for adaptive systems, program query languages, automated feedback for programming education, and context-aware programming frameworks. His research shows a clear progression from foundational work in context-oriented programming to practical applications in software engineering and education, with increasing integration of AI techniques like BERT for educational applications. Professor Mens actively collaborates with researchers across Europe, particularly in Belgium, the Netherlands, and other European countries. His work appears in top software engineering and programming conferences and journals, demonstrating the significance and impact of his contributions to the field. His current research trajectory suggests continued innovation at the intersection of programming languages, software engineering, and computer science education.

• Financial Literacy
• Investment Management
• Behavioral Finance
• +3 more

Geert Van Campenhout serves as Associate Professor at KU Leuven's Faculty of Economics and Business (FEB), based at the Brussels Campus where he heads Subdivision 16 within the Finance Research Group. His academic work bridges finance, behavioral economics, and policy-oriented research with practical applications across EU contexts. His research centers on Financial Literacy as a transformative tool for consumer behavior, investigating how education impacts financial decision-making through experimental methodologies. He explores Investment Management dynamics including portfolio strategies and mutual fund analysis, while integrating Behavioral Finance perspectives on information processing. His corporate finance work examines Capital Structure and SME Financing challenges, complemented by Economic Psychology frameworks analyzing cognitive biases in financial contexts. Publication trends (2019-2023) reveal methodological consistency in experimental approaches (randomized trials, discrete choice experiments) applied to financial literacy interventions. Recent work shows increasing interdisciplinary convergence, particularly in the 2025-2029 project merging behavioral economics with digital learning tools for financial education. Climate finance emerges as a new frontier through his 2023 EU catastrophe insurance study. Scientific Awards: No major awards, fellowships, or medals were documented in the source materials Van Campenhout actively supervises doctoral research as co-promotor, notably guiding J.E. Maldonado's 2022 thesis on parental educational involvement and K. De Beckker's 2020 financial literacy dissertation. His grant portfolio features the current €-funded project "Innovative Approaches to (Financial Literacy) Education" (2025-2029) developing behavioral-digital learning frameworks, alongside the completed "Should Parents Get Homework?" study (2017-2022) examining home-based learning interventions. As core faculty in KU Leuven's Finance Research Group, he contributes to Brussels-based interdisciplinary collaborations addressing EU financial challenges. The group specializes in translating behavioral finance insights into practical tools for consumer protection and SME financing, frequently partnering with educational institutions and policy bodies on financial literacy initiatives across European markets.

Pierre Yves SchobbensView profile

Professor

• Software Product Lines
• Software Verification
• Formal Methods
• +5 more

Pierre Yves Schobbens is a Professor of Computer Science at the Université Catholique de Louvain, specializing in software product lines verification, formal methods, and agent-oriented programming. He holds leadership roles including President of the Precise research center and the international affairs commission of the Faculty of Computer Science. His research focuses on software reliability, energy-aware systems, and real-time systems. Education: Bachelor in Philosophy (1982) Master in Applied Mathematics and Economics (1983) Master in Computer Engineering (1984) Doctorate in Computer Science (1993) Research Interests: Software Product Line Verification Model Checking Formal Methods for Real-Time Systems Energy Efficiency in Neural Architectures Agent-Oriented Programming Key Contributions: Development of featured transition systems for variability analysis Advances in mutation testing for timed systems Tools like ProVeLines for software product line verification Awards: Most influential paper award (IEEE RE 2016) Best paper (SAFECOMP 2012) 2024 VAMOS Ten-Year Most Influential Paper Award Grants & Projects: Lead on SQUAL.AI (AI-driven software quality) ERNEST (energy-efficient IoT scheduling) CFV (Center for Software Verification) He collaborates extensively with institutions like the Ecole Normale Supérieure and the University of Birmingham, and has supervised over 90 research works.

• Development Economics
• Education
• Migration
• +1 more

Esther Delesalle is an Assistant Professor of Economics at IEDES - Université Paris 1 Sorbonne and affiliated with the UMR-IRD Développement et Société. She is also affiliated with the LEDa-DIAL research center and the Institut Convergences Migration. She oversees the Master 1 EPOLPRO program. Her research focuses on Development Economics, Education, Migration, and Applied Econometrics, emphasizing empirical analysis of socioeconomic dynamics in global contexts. Though no specific academic awards or grants are listed in the provided text, her affiliations suggest active engagement in migration studies and development policy research. She leads the Master 1 EPOLPRO, indicating pedagogical responsibility in policy-oriented economics education. Her institutional ties to LEDa-DIAL and Institut Convergences Migration highlight collaborative work on migration’s socioeconomic impacts. Labs/Teams: Affiliated with LEDa-DIAL (Laboratoire d’Économie des Décisions et d’Analyse des Politiques Publiques) and the Institut Convergences Migration, focusing on interdisciplinary research in migration and development.

• Accounting and Auditing
• Family Business Management
• Small and Medium Enterprise (SME) Strategies
• +3 more

Prof. Dr. Nadine Lybaert is an Ordinary Professor at Hasselt University's Faculty of Business Economics, specializing in the Department of Accountancy, Finance and Governance. She leads the Accountancy and Finance Research Group and chairs the AFG Department Council. Her research focuses on family businesses, SME strategies, CEO influence, tax compliance, legal/digital literacy, succession planning, and audit quality. She has supervised 15 PhDs, including studies on internal audit effectiveness, family firm outcomes, SME tax compliance, and legal frameworks for SME success. Her work bridges accounting practices with entrepreneurial challenges, emphasizing governance and strategic decision-making in private enterprises. Education involvement includes contributing to academic programs for 2023-2025. Research spans 8 projects and over 15 publications since 2015, addressing topics like management control systems, board demographics, and corporate political activity. She advises on auditing practices in civil law contexts and explores how CEO traits affect firm performance and digital capabilities.

• Clinical Psychology
• Psychiatry
• Suicide Prevention
• +5 more

Olivia Kirtley is a tenure track lecturer at KU Leuven's Faculty of Medicine, Department of Neuroscience, working within the Unit of Contextual Psychiatry. She holds additional affiliations with the KU Leuven Brain Institute and the KU Leuven Institute for Child and Youth. Dr. Kirtley serves as a member (as ZAP) on both the Faculty Council of Medicine and the Departmental Council of Neurosciences, demonstrating her active institutional engagement. Her research program centers on experience sampling methodology (ESM) and its applications in mental health assessment and intervention. Key focus areas include suicide prevention, self-harm behaviors, adolescent mental health, eating disorders (particularly anorexia nervosa), and stress mechanisms. Dr. Kirtley's work emphasizes real-time assessment of psychological processes in daily life contexts, investigating how momentary experiences relate to broader mental health outcomes, especially among vulnerable populations like adolescents and those with eating disorders. Analysis of her recent publications reveals a strong methodological emphasis, with significant contributions to ESM quality assessment (ESM-Q tool development), cost-effective study design, and real-time data collection techniques. Her substantive research examines the relationship between daily stressors and mental health outcomes, protective factors against suicidal thoughts, and the impact of social contexts on psychopathology. Many projects incorporate technological innovations like wearable sensors to enhance ecological validity. Dr. Kirtley is actively leading and collaborating on multiple funded research projects extending through 2029, including 'Developing personalized, real-time, contextual models of risk and protective factors for suicidal thoughts and behavior' and 'A mixed-methods approach to developing real-time solutions for the prevention of self-harm and suicide in young people.' Her work demonstrates a commitment to translating methodological advances into practical interventions for high-impact mental health issues.