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Tim Van de CruysView profile

Senior Lecturer

• Computational Linguistics
• Natural Language Processing
• Computational Semantics
• +5 more

Tim Van de Cruys is a Senior Lecturer at the Faculty of Arts, KU Leuven, serving as Head of the Centre for Computational Linguistics (CCL). He maintains significant affiliations with LECTIO (KU Leuven Institute for the Study of the Transmission of Texts, Ideas and Images), Leuven.AI (KU Leuven Institute for Artificial Intelligence), and LILI (KU Leuven Interdisciplinary Language Institute). His work bridges computational linguistics, artificial intelligence, and humanities research with practical applications across multiple disciplines. Dr. Van de Cruys specializes in computational semantics and creative language generation, with particular expertise in applying NLP techniques to historical and classical texts. His research spans multiple domains including: Natural Language Processing for ancient languages (Latin, Ancient Greek) Computational approaches to lexical and compositional semantics Large language models and their applications in humanities research Creative language generation and human-AI collaboration Named entity recognition and disambiguation in historical contexts Non-autoregressive modeling for sequential generation tasks His recent publications demonstrate a strong focus on applying cutting-edge NLP techniques to humanities challenges, particularly in processing ancient languages. He frequently employs transformer models to address named entity recognition, word sense discrimination, and semantic analysis in low-resource language contexts. His work consistently bridges formal linguistic theory with practical computational applications, creating valuable tools for digital humanities scholars. As promotor and co-promotor on numerous research projects extending through 2029, Dr. Van de Cruys supervises PhD students working at the AI-humanities intersection. His current major projects include "Living Corpora" (exploring human-AI collaboration in digital humanities), "Stochastic processes and non-autoregressive models for sequential generation," and "NIKAW" (exploring knowledge networks from classical antiquity). These projects demonstrate his commitment to advancing both theoretical understanding and practical applications of computational linguistics. He teaches various courses including Computational Linguistics, Scripting Languages, Programming for Humanities, Computational Creativity, and AI for Humanities, training students to work at this critical interdisciplinary crossroads. His leadership of the Centre for Computational Linguistics positions him at the forefront of computational linguistics research in Belgium, where he continues to expand the boundaries of what's possible at the intersection of language, computation, and humanistic inquiry.

• Public displays
• Human-Computer Interaction
• Interactive Digital Storytelling
• +3 more

Sandy Claes is an Assistant Professor in the Department of Communication Science at KU Leuven, affiliated with the Faculty of Social Sciences. She serves as a researcher in the Media Culture & Policy Lab and is a member of the DigiSoc – KU Leuven Digital Society Institute. Her roles include Co-Promotor and Promotor in various research projects, and she is an invited member of the Council of the Faculty of Social Sciences. Claes’ work focuses on public displays, Human-Computer Interaction, interactive storytelling, participatory design, and media design. Her research projects span topics like environmental data visualization, participatory design for science engagement, and the role of mixed reality in fostering community. Notable projects include 'Designing Interactive Data Stories to Uncover Uncertainty' and 'Aerial and Airing: Mapping Environmental Data'. Claes’ publications highlight themes such as uncertainty communication in science, immersive dome experiences, and co-creating public spectacles. She actively contributes to conferences like the EGU General Assembly and Design Research Society events. Her advising and grants involve leading multiple projects with roles as Promotor or Co-Promotor, emphasizing interdisciplinary collaboration. She is part of the Media Culture & Policy Lab and the Digital Society Institute, exploring intersections between technology, culture, and policy.

Geert VandermeerscheView profile

Assistant Professor

• Arts Education
• Digitalization in Youth Culture
• Co-creative Research
• +4 more

Geert Vandermeersche is an Assistant Professor at the Department of Educational Sciences , Faculty of Psychology and Educational Sciences , Vrije Universiteit Brussel (Belgium). He holds a PhD in Educational Sciences (UGent, 2013) and a Master’s in Languages and Literature (UGent, 2006). Education: Master in Languages and Literature (UGent, 2006); PhD in Educational Sciences (UGent, 2013) His research focuses on: (1) Culture and Arts Education , including the impact of arts on educational practices in film, music, and performing arts; and (2) Digitalization in Youth Culture , exploring how technology reshapes cultural engagement. He also investigates co-creative research methodologies and their societal implications. Recent publications address digital museum education , urban learning spaces , and musicking in prisons . These works highlight intersections between arts, technology, and social justice, often through empirical and theoretical lenses. As a member of the Brussels Research Centre on Innovation in Learning and Diversity , he leads projects like: FWOTM1216: Critiquing participation paradigms in arts education EUPOM153 (SEEDLING): Climate justice and arts-based youth work OZR3758: Digital transformations in cultural education Vandermeersche has served on PhD committees, presented at international conferences (e.g., on sound-art, crip theory in museums), and contributed to datasets on classroom learning environments and museum education. His work emphasizes experiential knowledge and collaborative practices.

Nadine EngelsView profile

Professor

• Professional learning and teacher development
• Inquiry-based collaborative learning
• Diversity and equal opportunities in education
• +3 more

Nadine Engels is a Professor and Head of the Teacher Education Department at Vrije Universiteit Brussel (VUB). She holds additional roles including Chair of the Evaluation Board for the Professional Development Program of beginning university teachers, and Chair of the Teacher Education Commission of the Flemish Interuniversity Council. Her career began at VUB in 1985, and she earned her PhD in 1994 with research on teacher burnout in secondary education. Her research focuses on professional learning of educators, inquiry-based collaborative learning, and diversity in education. She leads projects like the EU-supported 'JEZZ' initiative and 'COLIBRU' on school leadership. Engels has supervised over 77 PhD projects and contributed to 221 research outputs. She actively participates in academic activities, including 280 conference presentations and media engagements. Engels also serves as a scientific advisor to The Dutch Research Council and sits on the jury for FWO (Research Foundation - Flanders). Her work emphasizes inclusive education, gender equity, and democratic school cultures. She promotes collaborative research networks like the 'Collaborative Research Schools' in Brussels.

• disability studies
• inclusive education
• children's rights
• +5 more

Dr. Silke Daelman is a faculty researcher at University of Ghent (UGent) specializing in inclusive education and disability studies . Her work focuses on pedagogical encounters with vulnerable children, particularly those with disabilities and immigrant backgrounds. PhD in disability-inclusive education Collaborates with Prof. Elisabeth De Schauwer and Prof. Geert Van Hove Uses creative/research-creation methods Research interests center on: Disrupting ability/disability binaries Emergent listening practices Counter-narratives in education Border pedagogy Children's rights and belonging Ethical family-educator collaboration Her publications reveal a consistent focus on qualitative research (2019-2025) examining how educational systems engage with marginalized students through three key lenses: pedagogical support (2019-2023), creative methodologies (2020-2024), and disability narratives (2021-2025). She employs collaborative approaches like collective biography and research-creation practices to explore classroom dynamics and systemic barriers.

• Innovation Management
• Innovation Policy Evaluation
• Regional Innovation Systems
• +3 more

Peter Teirlinck is a part-time Professor in Innovation Management at the Department of Management, Strategy and Innovation within the Faculty of Economics and Business (FEB) at KU Leuven. He serves as Vice-Dean for Internationalization and Accreditation, member of the Faculty Board, and head of Subdivision 38 at the Brussels Campus. Concurrently, he holds a part-time position as Senior Policy Advisor at the Belgian Science Policy Office and represents Belgium in the OECD Space Forum and European Space Agency networks. His research centers on innovation policy evaluation, regional innovation systems, and industry-science relationships, with specific expertise in spatial R&D organization and SME innovation management. His work bridges academic inquiry with policy implementation, examining how regional ecosystems foster technological advancement and how firms navigate complex regulatory environments for sustainable innovation. Recent publications (2024-2025) reveal strong interdisciplinary trends spanning business strategy, regional science, and environmental policy. Key thematic clusters include climate policy impacts on corporate innovation, geographic determinants of EU funding allocation, and supply chain dynamics affecting firm-level innovation. His work consistently integrates empirical regional analysis with strategic management perspectives, particularly through European case studies and comparative frameworks. Teirlinck supervises PhD candidates including You, Z. and Zhang, L., focusing on regional innovation dynamics and supply chain innovation. His active research portfolio includes major projects such as 'Top Management Team Faultlines, Cross Border Search and Open Innovation' (2024-2028) and 'Domain-Specific Database Infrastructure for Empirical Research' (2024-2030), addressing critical questions in innovation policy evaluation, R&D cooperation mechanisms, and foreign direct investment impacts on management systems.

• Teacher Education
• Educational Technology
• Team Teaching
• +7 more

Prof. Ruben Vanderlinde is a faculty member at Ghent University , Belgium, with a focus on Education and Teacher Training . His research spans Team Teaching , Educational Technology (ICT) , Professional Development , and Inclusion , often utilizing video-based observation and self-determination theory . He has co-authored over 257 publications in Social Sciences, emphasizing diversity , educational policy , and teacher educators' researcherly disposition . Recent work includes large-scale studies on teachers’ self-efficacy in team teaching (2025) and ICT integration in primary education (2025). His 2025 articles analyze collaborative pedagogy , cluster analysis of teaching behavior , and curriculum coherence in teacher education. Vanderlinde also co-edited the ESTAFETT project (2025), providing policy recommendations for team teaching. He supervises PhDs in areas like diversity-responsive teaching and technology in early childhood education . Notable students include Yuqiao Luo (2024) and Benjamin Ponet (2021) . His collaborations with Hanne Tack (67 papers) and Johan van Braak (37 papers) highlight his interdisciplinary approach.

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.

• Educational Psychology
• Teacher Training
• Collaborative Pedagogy
• +4 more

Aron Decuyper is an active researcher at Ghent University's Faculty of Psychology and Educational Sciences, Department of Educational Studies, specializing in collaborative teaching dynamics and teacher professional development. His work primarily focuses on team teaching implementation, teacher self-efficacy, and instructional effectiveness within the Flemish educational context. His research interests center on educational psychology and teacher training , with specific expertise in collaborative pedagogy, classroom dynamics, and teacher self-efficacy. Decuyper investigates how team teaching structures impact instructional quality, teacher collaboration patterns, and professional development needs, employing both quantitative large-scale surveys and qualitative video-based observation methodologies. Analysis of his 15 most recent publications reveals a consistent focus on team teaching dynamics across multiple dimensions: implementation challenges in Flemish schools, teacher self-efficacy measurements, behavioral observation studies, and the development of practical frameworks for educational practitioners. His work demonstrates increasing methodological sophistication from descriptive studies to complex multilevel analyses and mixed-methods approaches. Decuyper is actively involved in the ESTAFETT research project and the LOPO (LerarenOpleiding en Professionalisering) research group, contributing to teacher training innovations and educational policy recommendations in Flanders. His collaborative network includes key figures like Ruben Vanderlinde (28 co-publications) and Hanne Tack (20 co-publications), indicating strong institutional research partnerships. His current research trajectory shows expansion into related areas including teacher burnout recovery, global citizenship education, and digital feedback tools for teacher training, suggesting growing influence across multiple educational subdomains while maintaining core focus on collaborative teaching practices.

• Team Teaching
• Educational Collaboration
• Professional Learning Communities
• +6 more

Bénédicte Vanblaere is a Professor at Ghent University's Faculty of Psychology and Educational Sciences, Department of Educational Studies. Her academic career focuses on advancing educational practices through rigorous research in collaborative teaching methods and professional development frameworks. Professor Vanblaere's research interests center on team teaching models, professional learning communities, and teacher development. Her work examines how collaborative structures impact teaching effectiveness, shared responsibility among educators, and student learning outcomes. She investigates the implementation challenges and benefits of innovative teaching approaches within primary education contexts, with particular attention to the Flemish educational system. Her research employs both quantitative and qualitative methodologies to understand the complex dynamics of educational collaboration and its impact on teaching quality. Her recent publications demonstrate a clear trajectory toward practical applications of educational research, with numerous studies translating theoretical frameworks into actionable tools for teachers. The ESTAFETT project represents a significant focus of her current work, developing instruments for reflection and implementation of team teaching practices. Her research spans from foundational studies on professional learning communities to contemporary investigations of team teaching models and their impact on classroom effectiveness. Professor Vanblaere has established strong collaborative networks with colleagues including Aron Decuyper, Hanne Tack, Ruben Vanderlinde, and Geert Devos. Her work frequently addresses educational policy implications, particularly regarding teacher training standards and the implementation of collaborative teaching practices within institutional frameworks. She has contributed significantly to understanding how departmental leadership influences professional learning communities and teacher development.

• Science Communication
• Knowledge Translation
• Paradigmatic Inquiry
• +8 more

Priscilla Van Even is a postdoctoral researcher at KU Leuven’s Meaningful Interactions Lab (Mintlab), affiliated with the Higher Institute for Philosophy (HIW) and the Institute for Media Studies. Her work focuses on science communication, knowledge translation, and the intersection of art and science. She holds a Ph.D. in Sociology from KU Leuven and advanced degrees in Cultural Anthropology, Philosophy, and Education. Van Even’s research explores paradigmatic challenges in science communication, mediatization, and decolonization of knowledge systems. She has led projects like Palettes (Methusalem-funded) and ParCos (Horizon 2020), investigating science storytelling, visual literacy, and participatory design in museums. Education: Ph.D. in Sociology (KU Leuven, 2023) Advanced Master’s in Cultural Anthropology and Development Studies Master’s in Philosophy and Education Professional Bachelor’s in Elementary Education Research Interests: Van Even’s work bridges philosophy, cultural studies, and museum practices. She examines how science communication intersects with visual literacy, indigenous knowledges, and Eastern philosophy. Her projects emphasize co-creation, participatory methodologies, and ethical frameworks for knowledge translation. Grants & Projects: Palettes: (Re)-Presentation in Image and Art (Methusalem Funding, 2024–) ParCos: Public Science Communication (Horizon 2020, 2020–2023) RETINA: Digital technologies in museum education Teaching & Outreach: She teaches research methodology at KU Leuven and serves as a museum educator at the Musical Instrument Museum and Royal Museum of Art and History in Brussels. Her workshops focus on science storytelling, visual literacy, and ethical communication practices. Labs & Teams: Mintlab (Meaningful Interactions Lab) and collaborations with institutions like HIW and art museums. Her work emphasizes interdisciplinary teams and community engagement.

• Primary Education
• Reading Comprehension
• Self-Regulated Learning
• +7 more

Prof. Dr. Hilde Van Keer is a Full Professor at the University of Ghent (UGent), specializing in Primary Education , Reading Comprehension , and Self-Regulated Learning . Her work emphasizes Peer Tutoring , Collaborative Learning , and Motivational Strategies to enhance student engagement and literacy outcomes. Key research areas: Primary Education, Reading Motivation, Educational Technology, Literacy Assessment Academic Contributions : Developed peer tutoring frameworks for multilingual learners Longitudinal studies on teacher beliefs and reading innovations Designing structured online discussion protocols Advising and Leadership : Co-promoted 8+ PhDs (2019–2023) Collaborated with leading researchers (Martin Valcke, Bram De Wever)

Ariadne WarmoesView profile

Researcher

• Educational Psychology
• Teacher Professional Development
• Data-Driven Decision Making in Education
• +3 more

Ariadne Warmoes is a Researcher at the Vrije Universiteit Brussel (VUB), affiliated with the Faculty of Psychology and Educational Sciences and the Multidisciplinair Inst. Lerarenopleiding (Brussels Institute for Teacher Education). Her work focuses on professional learning networks, reflective inquiry, and data-driven decision-making in education. She collaborates internationally, evidenced by a research stay at an external institution in 2024. Warmoes has contributed to peer-reviewed articles and presented at conferences such as the Evidence-informed Change Network and Unlocking Tomorrow's Classrooms. Her research explores the impact of professional learning networks on teachers, schools, and students, with a particular emphasis on reflective practices and collaborative methodologies. Education Background: PhD in Psychology and Educational Sciences from VUB (exact year not specified). Research Trends: Her recent publications (2023–2025) emphasize conceptual frameworks for reflective inquiry, multi-stakeholder insights in data coaching, and systematic reviews of professional learning networks. These studies address both theoretical and practical aspects of teacher professionalization and systemic educational improvements. Grants/Activities: Engaged in 19 professional activities including conference presentations and research stays. Notable collaborations include work with researchers like Chris Brown, Iris Decabooter, and Katrien Struyven. Labs/Teams: Part of the Brussels Institute for Teacher Education research group, focusing on educational effectiveness and teacher development.

• Critical Disability Studies
• Mental Health Care
• Social Work
• +7 more

Caroline Vandekinderen is a researcher affiliated with Ghent University (UGent), specializing in critical disability studies, mental health care, and poverty-related social work. Her work bridges academic and post-academic social work education, emphasizing ethical and policy-oriented approaches. Key research areas: Critical disability studies, mental health discourse, poverty analysis Collaborations: Frequent co-authorship with UGent colleagues (e.g., Griet Roets, Rudi Roose) Her scholarship focuses on deconstructing institutional narratives around disability, poverty, and cultural difference, particularly in mental health care for diasporic Muslim women. She employs qualitative methodologies and critical theory to analyze power structures in welfare systems and urban development. Recent publications examine: Discursive constructions of 'deservingness' in child poverty philanthropy Urban redevelopment challenges in Ghent's St. Peter's station district Critical pedagogy frameworks for post-academic social work education While not explicitly listing awards, her open-access publications in journals like Social Theory & Health and Disability & Society demonstrate significant academic impact. She has contributed to book chapters on capability approaches in social work and participatory biographical research methodologies.

• Teacher Education
• Inclusive Education
• Professional Development
• +4 more

Hanne Tack is a researcher at Ghent University (UGent), specializing in teacher education, collaborative teaching, and diversity-responsive pedagogy. Her work focuses on team teaching models, inquiry-based learning, and fostering researcherly dispositions among educators. Affiliation: Ghent University, Belgium. Research Interests: Tack investigates how team teaching enhances teacher collaboration and shared responsibility, the impact of school research culture on inquiry-based practices, and strategies for teacher educators to address student diversity. Her studies often employ mixed-methods and large-scale surveys. Article Trends: Recent publications (2025–2023) emphasize equity in education, team teaching dynamics, and diversity-responsive frameworks. Earlier work (2016–2014) established tools for measuring researcherly dispositions among teachers. Collaborative Networks: Frequent co-authors include Ruben Vanderlinde (67 collaborations), Aron Decuyper (20), and Benjamin Ponet (16). Projects span Flemish educational contexts and international comparative studies.