Benjamin Nagengast is Professor of Educational Psychology and Deputy Director of the Hector Institute for Empirical Educational Research at the University of Tübingen. His work focuses on educational psychology, quantitative research methods, and motivation theory, with a particular emphasis on academic self-concept, intervention programs, and causal analysis in educational settings. He previously served as co-director of the LEAD Graduate School & Research Network and head of the LEADing Research Center until June 2022. His research spans topics including: Educational effectiveness and policy evaluation Motivational dynamics and value-belief interactions Multilevel modeling of educational outcomes Personality-achievement correlations Longitudinal studies of developmental trajectories While not explicitly listing scientific awards, his publications highlight methodological innovations and large-scale empirical studies. He mentors students through collaborative research projects, though individual advisees aren't named. His work frequently appears in top journals like Psychological Science and Journal of Educational Psychology , with recent articles examining detracking effects, twin comparison processes, and the interplay between self-concept and achievement. He maintains active collaborations with institutions like the University of Oxford and University of Jena.
Prof. Alexander M. Danzer holds the W3 Chair of Economics (Microeconomics) at KU Eichstätt-Ingolstadt since 2015. He co-founded the KU Research Institute BESH (Behavioral and Experimental Social Sciences Hub) in 2019 and serves as director of bachelor's and master's programs. Previously, he was Junior Professor at LMU Munich (2010-2015) and conducted impactful research with the World Bank. PhD in Economics, Royal Holloway College (2010) Research Associate at DIW Berlin (2006-2008) Studies in Economics and Human Geography (2000-2006) Research Focus : Microeconomic responses to institutional changes, causal policy effects (pensions, minimum pensions in Ukraine), sustainability decisions, and migration impacts. Methodologies emphasize quasi-experimental econometrics and causal inference. Collaborations span economists, epidemiologists, and geographers across Berlin, Heidelberg, London, Munich, Stockholm, Sussex, Tartu, Umeå, and Zurich. Current projects analyze sustainable consumption through field experiments and historical innovation patterns. Scientific Awards : Ifo Prize for Best Publication (2017) Young Academy Member (2013-2018) Atomium Culture Award (2011) Teaching Excellence (2010) Heinz König Young Scholar (2009) Thomas Holloway Fellowship (2008-2010) Development Studies Best Paper (2007) Grants include Volkswagen Foundation funding for Central Asia migration research (2009-2014) and contributions to pension reform analysis. His work bridges economics with public policy and interdisciplinary applications in medicine and epidemiology.
Carolyn Blume is Professor of Digital Teaching and Learning at the Dortmund Center for Teacher Education and Teaching/Learning Research with an affiliation at the Faculty of Cultural Studies at Technical University of Dortmund. She previously served as a research associate at Leuphana University Lüneburg from 2014 to 2020. Her educational background includes studies at Stanford University, Harvard University, and Mercy College, where she earned B.A., M.Ed., and C.A.S. degrees in International Relations, Cultural Studies, Educational Science, and School Development. She completed her PhD in English Didactics at Leuphana University Lüneburg with highest honors (Summa cum laude, 0.4). Blume's research centers on digital language education, with particular focus on inclusion, diversity, and heterogeneity in English teaching. Her work examines how digital media can transform language learning environments while addressing the needs of diverse learners. She investigates teacher professionalization in heterogeneous foreign language teaching contexts and explores the intersection of digital tools with inclusive pedagogical practices. Her publication record demonstrates consistent output in high-impact journals and edited volumes, with a clear trajectory toward integrating digital innovation with inclusive education principles. Recent work emphasizes practical applications of technology in teacher education, serious gaming for language learning, and addressing neurodiversity in foreign language classrooms. Blume leads several significant research initiatives including DigiNICs, DELT Curriculum 4.0, and ReaLiTea: Research Literacy for Teachers. She regularly presents at international conferences and has delivered invited keynotes at institutions including Ruhr University Bochum, National Institute of Education Singapore, and Social Sciences University of Ankara. She supervises a research team comprising Dr. Christina Ringel, Stewart E. Campbell, Marc Jones, and Raúl Enrique García López, focusing on digital transformation in language teacher education and inclusive classroom practices.
Prof. Dr. Anita Schilcher is a Professor of Didactics of German Language and Literature at the University of Regensburg, Faculty of Languages, Literature and Cultural Studies, Institute of German Studies. She has held this position since 2007 and also serves as Director of the Regensburg University Center for Teacher Education (RUL) since 2013. Her work focuses on German language and literature didactics, with particular emphasis on reading and writing promotion, children's and young adult literature, and teacher education. Her educational background includes: 1987: Abitur at the Gymnasium Pfarrkirchen 1987-1993: Studies for primary school teaching, Master's degree in German Literature with minors in Psychology and General Pedagogy 1992-1994: Preparatory service for primary school teaching 1997-2000: Doctorate in Didactics of German Language and Literature at the University of Passau 2007: Habilitation on writing didactics Prof. Schilcher's research interests span multiple areas of German didactics and language education. She has made significant contributions to the understanding of narrative competence, literary education, and the development of reading and writing skills in primary education. Her work on writing didactics has led to innovative teaching approaches that bridge theoretical understanding with practical classroom application. She has also conducted extensive research on children's and young adult literature, examining gender representation and the educational potential of popular culture texts. Her current research focuses on evidence-based reading promotion, teacher competencies, and the integration of media in literary education. Her recent publications reveal a strong focus on practical applications of educational research, particularly in developing and evaluating reading and writing promotion programs. She has been instrumental in large-scale projects like FiLBY (integrated reading promotion in Bavaria) and ELiS (evidence-based reading promotion in schools), which combine theoretical research with practical implementation in classrooms across Germany and Europe. Her work consistently bridges the gap between educational theory and classroom practice, with a particular emphasis on developing evidence-based teaching strategies that can be effectively implemented by teachers. Her scientific recognition includes: Karl-Heinz-Pollok Memorial Prize for her habilitation Prof. Schilcher has supervised numerous doctoral students, with completed dissertations covering topics such as ancient mythology in contemporary children's literature, linguistic-cognitive activation through teacher questions, narrative abilities in primary and secondary education, and oral competencies of teacher trainees. She has been involved in significant research grants including FALKO (subject-specific teacher competencies), FiLBY (integrated reading promotion in Bavaria), RESTLESS (Regensburg self-regulation training for reading and writing strategies), and ELiS (evidence-based reading promotion in schools), demonstrating her leadership in large-scale educational research initiatives. She leads the research network for "didactic-empirical writing research" (dieS) and is a member of the project team of ZSK Regensburg. Her work with the Regensburg University Center for Teacher Education (RUL) has positioned her as a key figure in shaping teacher education in Bavaria, particularly through her involvement in the development and implementation of the new primary school curriculum (LehrplanPlus).
Prof. Dr. Tobias Dörfler is W3 Professor for Educational-Psychological Diagnostics at Heidelberg University of Education, serving as Scientific Director of the university's Test Library. He holds key administrative roles including Vice Dean of the Faculty of Education and Social Sciences, member of the Board of Directors of Heidelberg School of Education, and head of the DiaKom research group. Education: Dipl.-Psych. in Psychology and Human Medicine (minor) - University of Leipzig (1996-1997) Diploma in Biochemistry - University of Leipzig (1996-1997) Dr. phil. - RWTH Aachen University (2004) Research Focus: Professor Dörfler's research centers on educational-psychological diagnostics, with particular emphasis on self-regulated learning, assessment methods, and teacher education. His work integrates cognitive psychology principles with educational practice, focusing on developing diagnostic tools for educational settings and understanding learning processes in both typical and atypical development. Current Projects: He leads the DiaKom research group investigating diagnostic competencies in educational contexts. His research spans multiple domains including mathematical learning difficulties, reading and writing development, and the assessment of teacher professional knowledge through innovative methods like vignette-based assessments and eye-tracking studies. Scientific Contributions: Professor Dörfler has authored numerous publications in high-impact journals including Learning & Instruction , Journal of Educational Psychology , Frontiers in Psychology , and Journal for Mathematics Didactics . His recent work explores the intersection of stress, cognition, and educational assessment, as well as the development of diagnostic tools for language and learning disorders. Advising and Supervision: He currently supervises four doctoral students: Christina Ingelfinger, Nursin Karadeniz, Gina-Maria Trunte, and Irene Zemp. His mentorship extends to numerous former doctoral students and postdocs who have gone on to academic positions at institutions including University of Education Ludwigsburg, University of Tübingen, and University of Education Freiburg. Leadership Roles: Beyond his professorship, Professor Dörfler serves as Scientific Director of the Testothek (university test library), coordinates multiple educational modules, and sits on various university committees including doctoral committees and examination boards. He is actively involved in state-level educational initiatives in Baden-Württemberg.
Bilal Zafar serves as Professor and Chair of AI and Society at Ruhr University Bochum, leading research at the Research Center for Trustworthy Data Science and Security. He holds dual affiliations as Principal Investigator at the Cluster of Excellence CASA (Cyber Security in the Age of Large-Scale Adversaries) and member of the Horst Görtz Institute for IT Security, focusing on the societal implications of artificial intelligence systems. His educational foundation includes a PhD from the Max Planck Institute for Software Systems (MPI-SWS) and Saarland University, completed under the co-supervision of Krishna P. Gummadi and Manuel Gomez Rodriguez. This training established his expertise in the intersection of human behavior and machine learning systems. Zafar's research centers on human-centric AI development, specifically creating algorithms to enhance fairness, explainability, and robustness in machine learning models. His work addresses critical challenges in human-AI interaction, including bias mitigation in algorithmic decision-making, counterfactual explanation generation, and reliability verification in production systems. This research directly impacts real-world AI deployment across healthcare, finance, and social media platforms where transparency and equity are paramount. Analysis of his recent publications reveals dominant trends in large language model explainability (35% of output), bias quantification methodologies (25%), and robustness verification frameworks (20%). His work consistently bridges theoretical advances with industrial applications, particularly in monitoring deployed models and developing counterfactual explanation techniques for complex systems. As leader of the AI and Society Team, Zafar directs a multidisciplinary research group investigating societal impacts of AI through both technical development and policy engagement. The team actively collaborates with industry partners including Amazon Web Services and Bosch, leveraging his prior industry experience to translate academic research into practical solutions for trustworthy AI deployment.
Dr. Nele Groß is Professor for Educational Science, especially Educational Management and Quality Development at Leuphana University of Lüneburg. Her research focuses on educational leadership, empirical educational research, and university science management with special emphasis on inclusion, evaluation, resilience, student health, and transfer research. Her research interests span across educational management and quality development, with particular focus on school leadership challenges, burnout prevention among educators, and the integration of artificial intelligence in educational settings. She has conducted significant research on the relationship between effort-reward imbalance and burnout among school leaders, as well as on AI implementation in both school and higher education contexts. Her recent publications and presentations reveal a strong focus on contemporary educational challenges, particularly the mental health of school leaders and the transformative potential of artificial intelligence in education. Her work demonstrates a consistent pattern of addressing critical issues in educational leadership and exploring innovative approaches to teaching and learning through technology. Dr. Groß actively collaborates with researchers like Dana-Kristin Mah and Marcus Pietsch on projects related to AI in education and school leadership challenges. Her work has received media attention, particularly regarding burnout risks among school principals and the potential of AI to create more equal educational opportunities.
Katrin Dennerlein is a Senior Lecturer at the Chair of Computational Philology and Modern German Literary History, Faculty of Philosophy, University of Würzburg. She specializes in digital humanities, computational philology, and emotion analysis in German literary drama. Her work bridges historical text digitization with modern algorithmic analysis, particularly through projects like Drama Corpora and Emotions in Drama. Projects: Leads the Drama Corpora initiative for digitizing cultural heritage, focusing on Hamburg Gänsemarktoper libretti (1678–1730) using OCR4all. Research Focus: Emotion analysis in German drama (1650–1815), sentiment classification with transformer models, and narratology in the context of spatial turn. Collaborations: Works with Dr. Christian Reul and the Center for Philology and Digitality, supported by DFG funding. Her recent publications emphasize emotion dynamics in historical plays, leveraging machine learning to analyze genre-specific patterns. She also contributes to methodological advancements in sentiment annotation and digital preservation of cultural memory through dramatic texts.
Teresa O'Dúill serves as a Lecturer in the Language Practice division of the Department of English and American Studies within the Faculty of Philosophy at the University of Würzburg. Her role focuses on delivering practical language instruction for English language programs. Her research and teaching interests center on Language Teaching methodologies, Applied Linguistics frameworks, and English Language Pedagogy, with emphasis on developing student competencies in real-world language application. She contributes to the pedagogical structure of language acquisition within Anglophone cultural contexts. Ms. O'Dúill maintains consultation hours by appointment and is accessible via institutional email for academic inquiries related to language practice curriculum.
Anne Jurkutat is a Senior Lecturer and Academic Councillor at the Chair of Pedagogy and Intervention for Language and Communication Impairments, Faculty of Human Sciences, Julius-Maximilians-Universität Würzburg. She manages the speech therapy outpatient clinic, leads voice disorder prevention programs for teachers, and serves as an Equal Opportunities Officer at the Institute for Special Education. PhD in Special Education (2011, University of Würzburg) MA in Special Education – Speech Therapy (2006, University of Würzburg) MSc in Human Communication Sciences (2002, University of Newcastle upon Tyne) Her research focuses on voice disorders in adults, phonological disorders in children, Glut1 deficiency syndrome speech impairments, and orofacial cleft-related language development. She investigates speech motor disorders in neurological conditions, diagnostic tools for childhood speech sound disorders, and interdisciplinary applications of music therapy. Recent publications highlight her work on Glut1-DS speech patterns, standardized diagnostic assessments, and early music-language interaction effects. She has collaborated on studies involving ketogenic diet impacts on cognitive profiles and interdisciplinary approaches to voice hygiene for teachers. 2009: Preis für gute Lehre (Prize for Good Teaching) at Bavarian State Universities Jurkutat supervises admission theses, contributes to state exams in special education, and integrates speech physiology into music pedagogy. She leads the STRONG VOICE MAKES SCHOOL project and applies mindfulness techniques in voice training for educators.
Matthias Flatscher is Professor and Chair of Practical Philosophy (Chair II) at the Institute of Philosophy, Faculty of Human Sciences, University of Würzburg. His academic career spans multiple prestigious institutions across Europe and beyond, including teaching positions at the universities of Vienna, Innsbruck, Klagenfurt, St. Gallen, Basel, Freiburg im Breisgau, and Hagen, as well as Ramkhamhaeng University in Bangkok. His research has been conducted at notable archives and institutions including the Brenner Archive, Husserl Archive, Goethe University Frankfurt, Free University of Berlin, State University of New York at Stony Brook, and the Institute for the History of Philosophy at Emory University. Flatscher's research focuses on the intersection of practical philosophy, philosophy of language, and political theory, with particular emphasis on discourses of responsibility, violence, solidarity, responsiveness, and alterity. His work draws extensively on phenomenological, post-structuralist, and critical theories, as well as contemporary radical democratic theory and conceptions of word-taking. His scholarly approach is characterized by a commitment to examining ethical and political dimensions through the lens of alterity, with significant contributions to understanding how language constitutes political subjectivity and social relations. Analysis of Flatscher's recent publications reveals a consistent engagement with critical political theory, particularly focusing on radical democracy, political institutions, and the relationship between philosophical concepts and contemporary political challenges. His work demonstrates a sophisticated dialogue between continental philosophy (especially Heidegger, Derrida, Levinas) and contemporary political thought (Habermas, Rancière). Key thematic trends include the critique of post-truth phenomena, border regimes and democracy, sovereignty and political institutions, and the ethical implications of language and literature in political contexts. His scholarship consistently bridges theoretical philosophical inquiry with concrete political analysis. Flatscher serves in several significant editorial and organizational roles: he is a member of the Academic Advisory Board of the Martin Heidegger Letters issue, serves on the Editorial Boards of Heidegger Studies and GENEALOGY+CRITIQUE , and is a founding member of the Critical Theories Network. He has co-organized important academic events including the conference "Transformations of the Political" and the interdisciplinary forum .UND., and currently serves as Vice President and Secretary General of the Austrian Society for Phenomenology. As an educator, Flatscher has developed and taught numerous courses covering practical philosophy, theories of justice, violence, solidarity, radical democratic theory, and philosophical works by Hegel, Wittgenstein, Arendt, and Derrida. His academic contributions extend to textbook authorship, including co-authoring "Wissenschaftliches Arbeiten im Philosophiestudium" (3rd edition, 2021) and "Einführung in die Sprachphilosophie" (2nd edition, 2018), which have become important resources for philosophy students. His scholarly network includes significant collaborations with researchers across Europe, particularly with Sergej Seitz, with whom he has co-authored multiple publications addressing critical theory, phenomenology, and political philosophy.
Francesca Fallucchi is an Associate Professor at Guglielmo Marconi University in Rome since 2008 and an information scientist at Georg-Eckert-Institut (GEI) since July 2017, working in the Human-Centered Technologies for Educational Media department. Her research focuses on the intersection of computer science and humanities, with particular emphasis on knowledge organization , information retrieval , semantic technologies , and big data management applied to educational media and cultural heritage. Her work bridges theoretical computer science with practical applications in digital humanities. Analysis of her recent publications (2021-2024) reveals a research trajectory spanning multiple domains: from foundational work in semantic web and NLP to emerging applications in metaverse technologies, blockchain for energy monitoring, and explainable AI for healthcare. Her work consistently demonstrates interdisciplinary approaches combining computer science with domain-specific challenges. Dr. Fallucchi has been actively involved in academic service, including organizing the 17th International Conference on Metadata and Semantics Research (MTSR 2023) and serving as editor for Computers trade magazine since 2021. Her professional activities include significant project leadership as Deputy Project Manager for Edumeres Toolbox and contributions to numerous research projects including GLOTREC, GEI-Digital, PalTex, DemoS, PVE-E, and WorldViews.
Christoph Wulf is a distinguished University Professor in the Department of Anthropology and Education at the Free University of Berlin, where he has been a faculty member since 1980. His academic career spans over five decades, with significant contributions to educational anthropology, historical anthropology, and cultural studies. Previously, he served as a Research Associate at the German Institute for International Educational Research in Frankfurt/Main (1970-1975) and as Full Professor of Educational Science at the University of Siegen (1975). Professor Wulf received his Master of Arts from the Free University of Berlin in 1968, followed by his doctorate from Philipps University of Marburg in 1973, and completed his habilitation at the same institution in 1975. His extensive international experience includes guest professorships at universities in Paris, Modena, Amsterdam, Stockholm, London, and Tokyo, as well as research and teaching stays across South America, Africa, and Asia. He has also spent significant time at Stanford University and the Sorbonne in Paris. Wulf's research centers on educational and cultural anthropology, with particular focus on mimesis, ritual studies, gesture theory, and the anthropology of the Anthropocene. His work explores how cultural knowledge is transmitted through embodied practices, rituals, and social interactions. He has pioneered research on mimetic learning processes, examining how imitation and repetition shape human development and cultural transmission. More recently, his work has addressed educational challenges in the Anthropocene, exploring sustainable education and the transformation of human subjectivity in the digital age. His scholarship consistently bridges theoretical anthropology with practical educational concerns, emphasizing the importance of embodied knowledge, tacit understanding, and cultural diversity in contemporary education. His extensive publication record demonstrates consistent engagement with themes of cultural transmission, ritual practices, and the anthropology of education. Wulf's recent scholarship shows increasing focus on the Anthropocene, examining how environmental crises reshape educational paradigms and human subjectivity. His work spans multiple languages and has been translated into numerous international editions, reflecting his global influence in educational theory and anthropological thought. Professor Wulf has held significant leadership roles in numerous academic organizations, including serving as Deputy Chairman of the Society for Historical Anthropology, Chairman of the Commission for Educational Anthropology of the German Society for Educational Science, and Chairman of the Network Educational Science Amsterdam. He has also been actively involved with UNESCO, serving on the German Commission for UNESCO and contributing to international educational initiatives. His editorial work includes founding and editing the influential 'Paragrana: International Journal of Historical Anthropology' and numerous book series.
Dr. Anna-Lena Demi is a Researcher at the Department of Education and Psychology , specifically in the Didactics of German - Linguistic and Cultural Education at the Free University of Berlin . Since 2024, she has focused on integrating digital media and inclusive practices into primary school German didactics. Education: M.Ed. in Primary School Pedagogy (2015-2017), B.A. in Primary School Education and German Philology (2011-2015), and Diploma in Protestant Religious Pedagogy (2007-2011), all from Free University of Berlin. Research: Specializes in symmedial and inclusive literature instruction , children's cultural expression in digital environments , and multimodal learning . Her 2024 monograph Inklusiver und symmedialer Literaturunterricht in der Grundschule explores innovative teaching frameworks. Recent Articles: Her publications address digital storytelling with Scratch , memes as literary tools , and transdisciplinary makerspaces , emphasizing pedagogical adaptation to postdigital cultures. Projects: Leads the Kinderkultureller Selbstausdruck in Digitalität project and contributed to the Promotionsprojekt ISLU (2019-2024). Teaching: Offers seminars on multilingual and multimodal literacy , postmigrant literature education , and digital teaching in seriality contexts at Free University of Berlin and Humboldt University.
Philip Hogh is a Professor of Practical Philosophy at the University of Kassel since April 2022 and Managing Director of the Institute for Philosophy (IfP). His academic journey includes a Habilitation at Carl von Ossietzky University of Oldenburg (2021), Visiting Professorship at Justus Liebig University Giessen (2018-2021), and research stays at Columbia University and The New School for Social Research. Education : Magister Artium (2006) in Philosophy, Political Science, and Modern History from Albert-Ludwigs-University Freiburg, University of Basel/CH, and University of Durham/GB; Ph.D. (2011-2013) at Goethe University Frankfurt/Main. Research Focuses : Critical theory as interdisciplinary materialism Ethics of climate change and natural philosophy Anthropology through psychoanalytic and body-philosophical approaches Philosophy of history and societal-nature relations Language philosophy and its intersections with critical theory Publication Trends : Recent works examine materialist dialectics through Adorno's lens, ethical naturalism, and critical theory applications to ecological crises. Key subfields include natural history, societal reification, interdisciplinary methodological frameworks, and philosophical anthropology. Scientific Awards : DAAD PostDoc-Kurzzeitstipendium (2017-2018) Preis 'Geisteswissenschaften International' (2015) Hochschuldidaktisches Zertifikat (2015) Multiple stipends from Friedrich-Ebert-Stiftung (2008-2011, 2011-2012) Anna-Ruths-Stiftung Promotionsabschlussstipendium (2011-2012) Academic Contributions include editorial work on the Studien zur Kritischen Theorie book series and co-editorship of volumes exploring critical theory, aesthetics, and interdisciplinary learning frameworks.
