Find Academic Supervisors

• Sociology of Education
• Early Childhood Education
• Sociology of Knowledge
• +5 more

Annett Maiwald is a researcher at the Institute of Sociology within the Faculty of Philosophy at Martin Luther University Halle-Wittenberg , specializing in Early Childhood Education . As project leader of the BMBF-funded BiPWissTransKita initiative, she investigates knowledge transfer mechanisms between academic systems and daycare centers. Doctorate in Educational Sociology (MLU Halle-Wittenberg, 2008-2011) Master's in Sociology (Leibniz University Hanover, 1992-1998) Research Focus examines: Academicization processes in non-academic professions Structural specificity of pedagogical interaction systems Societal functional system relationships (education-science-policy) Knowledge transfer through educational plans Recent Publications analyze: Cognitive transformations in childcare Professional inequality in early education Curriculum development as transfer instrument Structural dependencies in pedagogical quality Awards & Activities : Heinrich Böll Foundation doctoral scholarship Keynote speaker on knowledge transfer mechanisms Editorial contributions to academicization discourse Her teaching portfolio includes courses on: Education as societal functional system Academic impacts on non-scientific fields Qualitative research methods in sociology Professional development in education Active in collaborative research teams with MA Nathalie Schönburg and MA Jakob Schreiber, Maiwald's work bridges theoretical sociology with practical childcare implementation challenges.

Franz Xaver ErhardView profile

Researcher

• Tibetan Studies
• Tibetology
• Himalayan Studies
• +6 more

Dr. Franz Xaver Erhard is a Researcher specializing in Tibetology at the University of Leipzig's Faculty of History, Arts and Oriental Studies, where he serves as project leader for the DFG/AHRC project "Divergent Discourses" since April 2023. Previously, he acted as temporary professor for Tibetology since October 2022 and served as research associate from 2017-2021. He has also held academic positions at Oxford University including departmental lecturer and Junior Research Fellow. His academic background includes: Doctoral studies in the DFG Research Training Group "Religious Nonconformism and Cultural Dynamics" at University of Leipzig (2010-2015) Post-doc member of the class "Religious Nonconformism and Cultural Dynamics" at Research Academy Leipzig (2015-2016) Dr. Erhard's research focuses on Tibetan literature, media history, and life writing. His work examines narrative construction in Tibetan historical contexts, particularly through the lens of newspapers and autobiographical texts from the 1950s-1960s. He employs digital philology methods to analyze competing discourses between Chinese government and exile Tibetan communities. His scholarship bridges traditional Tibetan studies with computational approaches to textual analysis. His recent publications demonstrate a consistent focus on Tibetan life writing, media history, and cultural transformation. The "Divergent Discourses" project represents a significant shift toward digital humanities methodologies applied to Tibetan newspaper archives. His work shows progression from literary analysis toward computational text analysis while maintaining core interests in Tibetan identity formation and historical representation. Dr. Erhard has secured substantial research funding through the German Research Foundation (DFG), including: "Divergent Discourses: Processes of Narrative Construction in Tibet, 1955-62" (2023-2026) "Secular Biography in Early Modern Tibet: A Study of Kalon Tenzin Paljor's Autobiography 'Music of Candid Speech'" (2016-2021) He has organized international conferences including the 4th International Seminar of Young Tibetologists (2015) and co-edited scholarly volumes such as "The Selfless Ego: Configurations of Identity in Tibetan Life Writing" (2021). His research group focuses on digital approaches to Tibetan textual heritage, particularly newspaper archives from the mid-20th century. The "Divergent Discourses" project involves an international team analyzing competing narratives in Tibetan historical accounts from both Chinese government and exile community perspectives.

• European Constitutional Law
• European Union Law
• Administrative Law
• +3 more

Prof. Dr. Martin Nettesheim is Full Professor of Public Law at the University of Tübingen, where he also served as Dean of the Faculty of Law (2003–2005). He currently directs the Research Centre for International Economic Law and is a member of the Board of the European Centre for Federalism Research at the same university. Education & Academic Career: Doctorate (Freie Universität Berlin, 1992) with a dissertation on anti-dumping law. Habilitation and successive professorial appointments leading to the Chair of Public Law, University of Tübingen. Research Focus: His work centres on European constitutional and administrative law, the interplay between EU law and national constitutional law, fundamental rights protection, and data-protection regulation. Recent projects investigate the constitutional implications of EU fiscal governance, climate constitutionalism, and the legitimacy of EU economic governance. Current Projects & Grants: Project on “Risk Sharing in the Euro Area” (forthcoming). DFG-funded Graduate School “Bioethics” (co-sponsor, 2006–2015). Graduate School “Global Challenges – Transnational and Transcultural Challenges” (DFG 2002–2010). Scientific Awards & Distinctions: While no single named prizes are listed, Prof. Nettesheim’s repeated appointments to high-level commissions and editorial boards (e.g., co-editor of the leading Grabitz/Hilf/Nettesheim EU-law commentary, member of the Scientific Advisory Board of the Alfred Toepfer Foundation) attest to his scholarly reputation. Research Team & Supervision: He leads a sizeable team of research assistants and doctoral candidates housed in Rooms 150.3 and 151.x of the New Auditorium, including Laura Dias de Almeida (secretariat), Lennart Brohm, Oliver Schmidt, Cecilia Rademacher, Maya Schleicher, Jacob Fabian, Lilli Sattlegger, Lorenz Moser, Carolina Wildemann, Lara Olgun, and Lars-Henrik Kahle.

Frank NackView profile

Researcher

• Digital Narrative
• Hypermedia Systems
• Interactive Digital Storytelling
• +6 more

Frank Nack is a researcher at the University of Amsterdam's Informatics Institute, where he leads the INDE Lab. His work bridges digital narrative systems with human communication and creativity. Research Focus: Interactive digital narratives, computational applications of media theory, AI in film, semiotics-driven hypermedia systems, and context-aware storytelling environments. His projects explore how technology can represent complex social issues through narrative frameworks. Project Highlights: Current work on Interactive Digital Storytelling (IDN) and Interactive Discourse Environments (IDE) authoring systems Projects like UBUZZ connecting cultural heritage with public spaces Earlier research on ambient intelligence (ACCOMPANY robotic companion) and location-based storytelling (SmartInside, MOCATOUR) Technical Contributions: Developed emotion editors for VRML (TINKY), narrative architecture for virtual reality (VirtuOsi), and semiotic tagging systems for media metadata.

• Social Media
• Open Science
• Scholarly Communication
• +5 more

Professor Isabella Peters serves as Professor of Web Science at ZBW - Leibniz Information Centre for Economics, affiliated with Kiel University since 2013. Her research bridges information science, scholarly communication, and digital scholarship within the European research landscape. Her educational background includes a PhD in Information Science from Heinrich-Heine-University Düsseldorf (2009), preceded by studies in German Linguistics, German Literature, and Information Science. She received the Verein zur Förderung der Informationswissenschaft e.V. award for her doctoral work on folksonomies. Peters' research focuses on Social Media and Open Science , particularly examining user-generated content, altmetrics, scholarly communication practices, and the transformation of academic publishing. Her work analyzes how digital platforms reshape research dissemination, evaluation, and public engagement with science. Through extensive bibliometric studies, she investigates preprint adoption, open access models, and the interplay between traditional and alternative research metrics. Her publication record demonstrates significant contributions to understanding the impact of digital transformation on scholarly communication , with particular emphasis on pandemic-era research practices, global publishing disparities, and the evolving role of social media in academic discourse. Recent work explores human-centered AI applications and interdisciplinary knowledge integration. Award of the Verein zur Förderung der Informationswissenschaft e.V. for PhD thesis (2010) Member of Scientific Advisory Board DZHW (since 2021) Active in Association for Information Science and Technology (ASIS&T) European Chapter Former Head of Metrics Working Group in LIBER (until 2019) Former Member of European Commission High Level Expert Group on Altmetrics (until 2018) Peters actively reviews for major journals including PLoS One , Journal of the Association for Information Science and Technology , and Scientometrics . She co-edited the 2023 volume The Science-Media Interface and contributes to foundational texts in information science. Her work with the Web Science research group at ZBW positions her at the forefront of examining how digital technologies transform knowledge production and dissemination.

Valentina CristanteView profile

Lecturer

• Language Acquisition
• Multilingualism
• Psycholinguistics
• +7 more

Dr. Valentina Cristante serves as a Lecturer at the University of Koblenz and Landau's Institute for Primary School Education, currently on parental leave. Her faculty position as Academic Councillor places her within the university's formal teaching and research structure, focusing on primary-level German language education. Her research centers on language acquisition and multilingualism in children, employing psycholinguistic methodologies—particularly eye-tracking—to investigate explicit and implicit linguistic knowledge. Key areas include syntax processing (passive/OVS structures), grammar didactics in linguistically heterogeneous classrooms, and the interplay between linguistic and cognitive development. She examines coherence relations in expository texts and pandemic impacts on second language teaching, consistently bridging theoretical findings with practical classroom applications. Analysis of her 15 most recent publications (2016-2024) reveals a cohesive trajectory: early work established foundations in non-canonical sentence processing using eye-tracking, while recent output increasingly addresses real-world teaching challenges. Her upcoming book 'Grammar in Primary School' exemplifies this applied focus, targeting concrete solutions for grammar instruction in diverse classrooms through child-friendly methods and ready-to-use materials. Dr. Cristante collaborates with researchers including Angela Grimm, Verena Wecker, and Anja Binanzer across institutions like Goethe University Frankfurt and University of Münster. Her work maintains strong methodological rigor—combining offline comprehension tasks with online eye-tracking—to address persistent challenges in primary language education, particularly for multilingual learners.

• International Law
• International Politics
• Peace and Conflict Studies
• +7 more

Cindy Wittke-Hohlfeld serves as Head of the Political Department at the Institute for East and Southeast European Studies (IOS) since April 2025 and holds the position of Professor of Normativity in International Politics at the University of Regensburg's Faculty of Law. Her academic leadership extends to roles including deputy spokesperson for the Bavarian Science Alliance for Peace, Conflict, and Security Research (FoKS) and principal investigator in the BMBF-funded competence network KonKoop. Her research centers on the intersection of international law and politics, with particular emphasis on unresolved territorial conflicts in Eastern Europe, post-Cold War peace processes, and the concept of 'laboratories of international law' in transformation contexts. These multi-scalar spaces examine how state failure, transformation processes, and evolving roles of international law shape societies. Her current research agenda focuses on three interconnected strands: international legal discourses in Eastern European territorial conflicts, comparative analysis of post-Cold War peace agreements, and empirical-comparative research on international law laboratories in Eastern Europe. Wittke-Hohlfeld's scholarly contributions demonstrate consistent engagement with contemporary geopolitical challenges, particularly regarding Russia-Ukraine relations, frozen conflicts, and the evolving nature of sovereignty in post-Soviet spaces. Her publications span monographs, edited volumes, and numerous articles in high-impact journals, addressing themes of legal fragmentation, contested sovereignty, and peace negotiation dynamics. Dissertationspreis des Fachbereichs Rechtswissenschaft der Freien Universität Berlin (2014) Jerome Hall Postdoctoral Fellowship, Indiana University Maurer School of Law (2013-2014) Promotionsstipendium der Studienstiftung des deutschen Volkes (2008-2011) Fellow at Lauterpacht Centre for International Law, University of Cambridge (2009-2010) Her academic trajectory includes significant teaching responsibilities at multiple institutions, with course development focused on international politics, law, and conflict studies. Wittke-Hohlfeld actively participates in research networks including the Leibniz-WissenschaftsCampus "Europe and America in the Modern World" and the scientific advisory board of Ukraine-Analysen. Her fieldwork spans Eastern Europe, Central Asia, and collaborative projects with institutions in Brazil, demonstrating a truly transnational research approach.

• Photography
• Art History
• Contemporary Art
• +4 more

Walter Guadagnini is Professor of History of Photography at ABABO, where he teaches both History of Photography I and II courses (code ABPC66, 6 CFA each). Simultaneously, he serves as Director of CAMERA – Italian Center for Photography in Turin since 2016 and co-directs the international Festival Fotografia Europea in Reggio Emilia since 2015 alongside Diane Dufour and Elio Grazioli. Guadagnini's research focuses on the historical trajectory of photography from its origins to contemporary practices, with particular attention to its intersections with other artistic forms and its increasingly hybrid nature due to technological evolution. His work examines the plural nature of photographic history through diverse applications including travel photography, amateur practices, artistic avant-garde movements, documentary work, press photography, and propaganda imagery. His publication record reveals a comprehensive approach to photography history, culminating in the four-volume editorial project 'la Fotografia' (2011-2014) covering photography's development from 1839 to 2013. His recent articles and exhibitions demonstrate particular interest in Pop Art movements, contemporary photographic practices, and the theoretical frameworks surrounding photographic truth and narrative. As an active curator, Guadagnini has organized major international exhibitions including Pop Art! (2007), Andy Warhol – Una storia americana (2013), and Pop Art Italia (2016), establishing him as a significant figure in both academic and institutional photography circles. Since 2006, he has served as the photography section editor for Il Giornale dell'Arte and previously contributed art criticism to La Repubblica from 1995 to 2003, demonstrating his longstanding engagement with both academic and public discourse on visual culture.

Maura PozzatiView profile

Professor

• Contemporary Art
• Art Criticism
• Art History
• +5 more

Maura Pozzati is a Professor of History and Methodology of Art Criticism at the Academy of Fine Arts of Bologna (ABABO), where she holds the chair in this discipline since 2015. Previously, she taught at the Academy of Fine Arts of Brera (1999-2005, 2013 onwards) and the Academy of Fine Arts of Carrara (2006). Her academic career spans over two decades in Italian art institutions, establishing her as a significant figure in contemporary art education. Specializing in contemporary art and art didactics, Pozzati's research interests focus on the intersection of art writing and visual practice. Her work emphasizes how artists' own writings—diaries, letters, manifestos—provide authentic insights into their creative processes. She explores the relationship between literature and visual arts, particularly examining how written expression enhances understanding of painting and sculpture. Her teaching methodology incorporates direct engagement with artworks through mandatory exhibition visits, requiring students to develop their own critical writing. Pozzati's publications reveal a consistent focus on Italian contemporary art, with particular attention to sculpture, painting, and feminist perspectives. Her recent work examines drawing across the 20th century in Italy and explores body configurations through artists like Claude Cahun. She has curated numerous exhibitions that demonstrate her commitment to bridging historical art practices with contemporary discourse. As a cultural figure, Pozzati has served as Cultural Councillor of the Province of Bologna (2009-2010) and contributes regularly to the Corriere di Bologna. Her career reflects a multifaceted engagement with art institutions, combining academic teaching, curatorial practice, and cultural journalism to shape contemporary art discourse in Italy.

Tanja GojnyView profile

Professor

• Religious Education in Pluralistic Settings
• Religious Education and Digitalization
• Bible Reception in Non-Theological Contexts
• +3 more

Prof. Dr. Tanja Gojny serves as Professor of Religious Education and Didactics of Protestant Religious Studies at the University of Wuppertal's Faculty of Humanities and Cultural Studies, Department of Protestant Theology, holding the chair position since winter semester 2022. Her academic journey includes studies in German and Protestant Theology at Friedrich-Alexander University Erlangen-Nuremberg (FAU), where she completed her award-winning dissertation and habilitation. Her educational background features: Studies in German and Protestant Theology at FAU Erlangen-Nuremberg Dissertation: "Biblical Traces in the Poetry of Erich Fried" (awarded Staedtler Prize) Habilitation: "School services in plurality" (awarded FAU Habilitation Prize) Legal traineeship in Erlangen and Neustadt near Coburg High school teaching experience in Ottobrunn and Spardorf Prof. Gojny's research centers on religious education in pluralistic contexts, with special emphasis on mediatization and digitalization's impact on religious pedagogy. Her work explores teaching materials as sources for religious education, content development for religious instruction, and Bible reception in non-theological contexts like literature. She investigates how phenomena such as digital self-representation (selfies), climate movements (Fridays for Future), and silent spaces shape contemporary religious learning experiences. Analysis of her 2023-2025 publications reveals strong trends toward integrating digital culture with religious education, examining emotional dimensions of religious learning (particularly fear), and addressing content selection challenges in an era of declining Christian plausibility. Her work consistently bridges theological foundations with practical classroom applications across diverse educational settings. Her scientific recognition includes: Staedtler Prize for outstanding dissertation FAU Habilitation Prize for exceptional habilitation thesis Prof. Gojny actively contributes to academic discourse through editorial leadership, including co-editing the open-access series "Religion und Bildung diskursiv" and serving as section editor for the "Wissenschaftlich-religionspädagogische Lexikon". Her practical impact extends to developing the "Ortswechsel" series of evangelical religious education textbooks for German gymnasiums and creating teaching materials like the film-based resource "Kerzen und Gebete". She currently leads the "Schulsachen" project (appearing 2025), which examines religious hermeneutic and pedagogical perspectives on everyday school objects, demonstrating her commitment to connecting theoretical research with tangible classroom applications.

Viola DombrowskiView profile

Researcher

• Gender Sociology
• Political Sociology
• Qualitative Research
• +3 more

Viola Dombrowski serves as a Scientific Associate at the Department of Education, Institute for Education, University of Koblenz, with office K219. Her work centers on Adult Education and Gender Studies, focusing on critical sociological analyses of contemporary political movements and societal crises. Education: PhD candidate at University of Koblenz (expected 2024) with dissertation: People or Enemy? On Right-Wing Self-Assurance Processes and the Construction of Otherness Research Focus: Dombrowski specializes in Gender Sociology and Political Sociology through qualitative-reconstructive methodologies, particularly discourse analysis. Her work dissects right-wing populist strategies in gender politics, femonationalism, and anti-gender movements while examining societal responses to crises like the Corona pandemic. She critically analyzes how discourses around family structures, abortion, and public health reflect deeper power dynamics and ideological conflicts. Publication Trends: Her scholarly output (2018-2021) reveals consistent engagement with the intersection of gender, populism, and crisis communication. She methodically documents how right-wing movements instrumentalize gender issues while simultaneously analyzing pandemic-related discourse through mixed-methodological frameworks. Her reviews of cultural phenomena—from hip-hop to pagan metal—demonstrate interdisciplinary reach in examining religion’s role in subcultural expressions. Professional Engagement: Active member of German Sociological Society (DGS) and European Sociological Association (ESA) Coordinator of Gender Studies Certificate Program (2024-2025) Former Senate Committee member on Equal Opportunities (2020-2022) Organizer of high-impact events including the 100th anniversary of women's suffrage panel featuring state ministers Collaborative Research: Leads interdisciplinary teams studying German public discourse during the pandemic, merging computational social science with qualitative analysis to track evolving narratives across online newspapers and Twitter from 2019-2020.

• Modern History
• Contemporary History
• Regional History
• +4 more

Dr. Reinhold Weber is an Honorary Professor of Modern and Contemporary History and Regional History at the University of Tübingen's Faculty of Humanities, Department of History. He also serves as a lecturer at the Seminar for Contemporary History and is head of the "Haus auf der Alb" department at the State Center for Political Education Baden-Württemberg in Bad Urach since 2018. His academic background includes a Dr. phil. from the University of Tübingen in 2003 and a Magister Artium in 1998, with focus on Modern History, particularly Contemporary History, Medieval History, and Modern English Literature. Dr. Weber's research focuses on German history of the 20th century, regional history of Baden-Württemberg and its predecessor states, party and election history, political culture, migration history, and terrorism studies. His work demonstrates strong regional focus on Southwest Germany while addressing broader national historical themes, with particular emphasis on understanding Baden-Württemberg as an immigration region and examining political culture, resistance movements, and regional transformation throughout the 20th century. His extensive publication record includes numerous monographs and edited volumes addressing immigration history, political movements of the 1970s, regional history, and church-state relations. Recent works show a consistent pattern of connecting historical analysis with contemporary political education through his role at the State Center for Political Education. Member of the Council for Migration (RfM) since 2012 Member of the Advisory Board of the Württemberg Historical and Antiquarian Association since 2012 Ordinary member of the Commission for Historical Regional Studies in Baden-Württemberg since 2008 Chefredakteur (Chief Editor) and Referatsleiter (Department Head) at the State Center for Political Education since 2003 Dr. Weber maintains active teaching engagement with seminars on left- and right-wing terrorism in the Federal Republic, changing culture of remembrance at NS memorial sites, and environmental protection history in Germany. His work bridges academic research and public political education, making historical knowledge accessible for contemporary civic engagement while maintaining scholarly rigor.

• Adult Education
• Further Education
• Educational Science
• +4 more

Prof. Dr. Josef Schrader is a Full Professor for Educational Science with a focus on Adult Education/Further Education at the University of Tübingen's Faculty of Economics and Social Sciences since 2003. He concurrently serves as Academic Director of The German Institute for Adult Education – Leibniz Centre for Lifelong Learning (DIE) since 2012. His institutional affiliations demonstrate a strong connection between academic research and practical application in the field of adult education. Professor Schrader's research primarily centers on the institutional structure of further education, empirical research on learning and instruction, professionalization in adult/further education, and case-based learning methodologies. His work examines how educational systems evolve, how adults learn effectively across various contexts, and how educators can be better prepared through evidence-based practices. He has made significant contributions to understanding the changing landscape of adult education in Germany, with particular attention to governance structures, quality assurance mechanisms, and the practical implementation of research findings in educational settings. Analysis of Professor Schrader's recent publications (2020-2022) reveals several interconnected research trajectories. His work increasingly addresses the research-practice gap in adult education, focusing on knowledge transfer strategies and implementation science. He has conducted significant research on digital media in education, teacher knowledge development, and adult literacy issues. His publications demonstrate a strong commitment to evidence-based practice while recognizing the complex realities of educational implementation. The interdisciplinary nature of his work connects educational science with labor market studies, psychology, and policy analysis, reflecting the multifaceted character of adult education systems. Professor Schrader is an active member of the Section for Adult Education and the Empirical Educational Research Group within the German Society of Educational Science and serves as a scientific consultant with the journal 'Report.' Through his leadership at the German Institute for Adult Education and his extensive publication record, he has significantly shaped national and international discourse around adult education research and its practical applications. His work bridges theoretical insights with practical implementation, making him a key figure in advancing evidence-based approaches to lifelong learning.

• Media Aesthetics
• Media Culture
• Game Studies
• +5 more

Dr. Rolf F. Nohr serves as Professor of Media Aesthetics/Media Culture at Braunschweig University of Art (HBK Braunschweig) and holds an External Affiliate position at the University of Arizona's College of Humanities. His research centers on media evidence methodologies, game studies, and instant images, with particular emphasis on simulation games as cultural techniques that shape rationality and decision-making processes. Nohr's scholarly work investigates the interplay between media theory, cultural techniques, and ludic systems. He examines how games function as evidentiary media through historical analysis of business simulations (1955-1975), military war games, and contemporary digital environments. His research reveals how strategic play constructs rational subject positions while interrogating the materiality of game interfaces and the epistemological status of media images. Recent publications demonstrate a cohesive trajectory analyzing games as media artifacts that produce knowledge through procedural logic. His work bridges historical media archaeology with contemporary game design, focusing on genre theory, player agency, and the pedagogical dimensions of serious games. Key themes include the transformation of work logic into play systems, feedback mechanisms in teaching machines, and the cultural techniques embedded in simulation interfaces. Scientific recognition includes: LehrLeo TU Braunschweig Award for Best Lecture in BA Studies (2013) German Study Prize, 3rd Place by Körber Foundation (1998) Nohr has secured major research funding from the German Research Foundation (DFG), Federal Ministry of Education and Research (BMBF), and NORD/LB Foundation for projects including 'Strategie Spielen' (2006-2011), 'Kulturtechnik Unternehmensplanspiel' (2012-2019), and 'PlanA – Planspiel Arbeitswelten' (2018). As Regional Director of the Learning Games Initiative Research Archive since 2015, he leads game preservation efforts while collaborating across engineering, humanities, and social science disciplines. He co-founded the Games Research Group within the German Society for Media Studies (GfM) and serves as editor for the 'Medien'Welten' and 'Braunschweiger Schriften zur Medienkultur' book series. His interdisciplinary collaborations span the TU Braunschweig's engineering departments, University of Arizona humanities scholars, and international game researchers through the Learning Games Initiative network.

Elisabeth MaywegView profile

Assistant Professor

• Digital Knowledge Management
• Higher Education
• Educational Technology
• +4 more

Elisabeth Mayweg serves as Junior Professor for Digital Knowledge Management in Higher Education at Humboldt University of Berlin's Institute of Educational Sciences, holding a position sponsored by the Commerzbank Foundation and associated with the Einstein Center Digital Future. Previously, she conducted postdoctoral research at the University of Münster's Center for Teaching in Higher Education, worked on the SUPPORT project at Freie University Berlin, substituted for Educational Psychology at Hannover University during Winter 2017/18, and held a DFG research scholarship at Columbia University's Teachers College. Her academic credentials include a 2011 PhD and 2018 habilitation in psychology completed under Prof. Regina Jucks at the University of Münster. PhD: 2011 Habilitation: 2018 (University of Münster) Mayweg's research investigates digitalization's impact on higher education teaching-learning processes, with particular focus on synchronous/asynchronous media communication (chats, forums, blogs) and their effects on student learning outcomes. Her work bridges educational psychology and digital pedagogy, examining collaborative argumentation, critical thinking development, and information evaluation skills in online environments. Current projects address pandemic-era digital learning challenges and postdigital sovereignty concepts. Analysis of her 2021-2023 publications reveals three dominant research trajectories: (1) pandemic-related digital learning adaptations in German higher education, (2) collaborative engagement mechanisms for online information processing, and (3) teacher training interventions for critical evaluation of digital resources. Her interdisciplinary approach integrates educational technology, psychology, and media studies to address contemporary challenges in digital knowledge management. Mayweg's research is supported through the Commerzbank Foundation-sponsored professorship and previously by the German Research Foundation (DFG) during her Columbia University fellowship. She actively contributes to the Einstein Center Digital Future's initiatives and previously participated in HIIG's Knowledge & Society research program. Her collaborative projects include the EU-funded DIALLS initiative examining cultural literacy through digital teacher collaborations. Her laboratory work centers on digital learning environments at the Einstein Center Digital Future, where she develops and evaluates tools for collaborative knowledge construction. Current team projects focus on OER-based cultural literacy resources and pandemic-responsive teaching frameworks, with strong partnerships between Humboldt University, HIIG, and international education researchers.