Dr. Soohyun Lee is a Senior Lecturer in Korean and East Asian Political Economy at King's College London, based in the Department of European & International Studies within the School of Politics & Economics. She holds a BSc from Ewha Womans University (South Korea), an MSc from the London School of Economics, and a DPhil from the University of Oxford. Affiliations: European Politics and Society Research Group King’s Korea Initiative Her research focuses on the comparative political economy of welfare states, particularly in East Asia and Europe, with an emphasis on labor market dualization, social policy reforms, and family policies. She has explored how countries address welfare challenges and the conditions for successful welfare state reforms. Her work has been published in leading journals such as World Politics , Comparative Political Studies , and Journal of Contemporary Asia . Dr. Lee teaches courses on the political economy of East Asian development, welfare state models, and capitalism. She supervises PhD students on topics related to welfare states, labor markets, and East Asian political economy. Grants & Projects: Learning to Reform the Welfare State and Labour Market: Korean Labour Market and Social Policy-Making in Comparative Perspective (Korea Foundation, 2020–2022) Welfare Reform and Social Progress in South Korea: Effective Social Policies for a Low-Fertility and Ageing Society (Korea Foundation, 2019–2020) Welfare States in Transition: International Policy Lessons for South Korea (Korea Foundation, 2018–2019) Recent News & Events: Her work on economic insecurity and right-wing populism was highlighted in news outlets (2024). Contributed to discussions on fertility and job security (2023). Presented at the SASE Annual Conference (2022).
Andy Pavlo is an Associate Professor with Indefinite Tenure in the Computer Science Department at Carnegie Mellon University's School of Computer Science. He is an active member of the CMU Database Group and the Parallel Data Laboratory, where he leads research in database management systems with a focus on self-driving architectures, transaction processing, and large-scale analytics. His work bridges academic research and industry applications through projects like NoisePage, OtterTune (which he co-founded and served as CEO before it ceased operations), and Peloton. Dr. Pavlo's research interests span database management systems with particular emphasis on autonomous database architectures that can self-tune and optimize without human intervention. His work explores transaction processing systems that can handle high-throughput workloads while maintaining consistency, and large-scale data analytics techniques that efficiently process massive datasets. He has made significant contributions to query optimization, database extensibility, and automatic database tuning using machine learning techniques. His recent work on database extensibility revealed critical issues in PostgreSQL's extension ecosystem, showing that approximately 16% of extensions are incompatible with at least one other extension due to API violations and memory errors. His research output demonstrates a consistent focus on practical database systems challenges, with recent publications examining database extensibility, user-defined function optimization, and the cyclical nature of database research. The articles show a strong trend toward making database systems more autonomous, with increasing integration of machine learning techniques for automatic tuning and optimization. His work often combines deep theoretical analysis with practical implementation in open-source systems. Dijkstra Award 2024 for contributions to database systems research Dr. Pavlo actively mentors graduate students, with current advisees including Wan Shen Lim, William Zhang, and Sam Arch (co-advised with Todd Mowry). His former students have gone on to successful careers in both industry and academia. He has secured significant research funding through CMU's affiliate program with major database companies including ClickHouse, DataStax, dbt, Firebolt, MotherDuck, RelationalAI, SingleStore, Spiral, PingCAP/TiDB, Yellowbrick, and Yugabyte. His research is supported by these industry partnerships and likely includes NSF funding given his active participation in the database research community. At CMU, Dr. Pavlo leads the Database Group and organizes several seminar series including "SQL or Death," "Database Building Blocks," and "ML⇄DB Technical Talks." These seminars bring together researchers and practitioners to discuss cutting-edge developments in database systems. He also runs a summer research internship program that has attracted students for multiple consecutive years, indicating a strong research group with ongoing projects and funding.
Prof. Dr.-Ing. Hakan Kayal serves as University Professor for Aerospace Engineering at the University of Würzburg, holding the Chair of Computer Science VIII (Space Technology) and chairing the Interdisciplinary Research Center for Extraterrestrial Studies (IFEX). His leadership bridges computer science and space systems engineering within the university's Institute of Computer Science. Research focuses on three synergistic domains: nanosatellite development for extraterrestrial missions (including the SONATE-2 6U platform demonstrating AI-driven onboard processing), scientific investigation of Unidentified Anomalous Phenomena (UAP) through the university's collaboration with the Federal Aviation Office, and spacecraft autonomy systems enabling higher mission independence. Current projects include the NEAlight mission (extended to develop the Apophis Interceptor concept for the 2029 asteroid flyby), VaMEx3-MarsSymphony for Mars exploration, and JMU Space Observatory initiatives. Publication trends reveal strong emphasis on asteroid defense strategies (particularly for Apophis), CubeSat-based UAP detection methodologies, and real-time AI processing in constrained space environments. His team actively engages students through ADS-B tracking, Meteosat App development, and Moon Base 2030 projects, while recent recognition includes co-authoring a landmark UAP review in Progress in Aerospace Sciences with 33 international scientists.
Sebastian Schemm is a Heisenberg Fellow at the Department of Applied Mathematics and Theoretical Physics (DAMTP), University of Cambridge, a position regarded as equivalent to a non-permanent Associate Professor. He leads research within the Atmosphere-Ocean Dynamics group and previously held an ERC Starting Grant-funded Assistant Professorship (without tenure track) at ETH Zurich. Education and Career Path PhD (2013) and MSc (2010), ETH Zurich, Switzerland Postdoctoral researcher, University of Bergen, Norway (2014–2017) Postdoctoral researcher, Laboratoire de Météorologie Dynamique, ENS Paris (2017–2018) Assistant Professor (ERC Starting Grant), ETH Zurich (2020–2024) Heisenberg Fellow, DAMTP, University of Cambridge (2025–present) Research Focus Schemm’s work centres on atmospheric and climate dynamics, spanning turbulence to planetary scales. Core themes include the physics of extratropical cyclone life cycles, jet-stream and storm-track dynamics, Rossby waves and teleconnection patterns, high-resolution atmospheric modelling, and the integration of machine-learning techniques for parameter estimation, data assimilation, and kilometre-scale global simulations. He also contributes to large-scale initiatives such as ECMWF’s WeatherGenerator. Scientific Awards and Editorial Service DFG Heisenberg Fellowship (2025) ERC Starting Grant (2020–2024) European Meteorological Society Young Researcher Medal (2019) Co-Editor, Weather and Climate Dynamics (EGU) Co-Editor, Quarterly Journal of the Royal Meteorological Society PhD Supervision & Funding He currently supervises PhD students at both Cambridge and ETH Zurich, with funding streams including the Cambridge CREATES Doctoral Training Partnership and Swiss/EU grants. Ongoing students explore reinforcement-learning parameterisations, jet-stream–storm-track relationships, mid-latitude eddy energetics, machine-learning ensemble forecasting, and Bayesian parameter estimation in LES. Active Projects EU Horizon project WeatherGenerator (led by ECMWF) PASC HiRAD-Gen : High-Resolution Atmospheric Downscaling Using Generative Models
Luisa Domingues is an Assistant Professor in the Department of Information Science and Technology at ISCTE - University Institute of Lisbon. She serves as an Integrated Researcher at ISTAR-Iscte - Research Center in Information Sciences, Technologies and Architecture, specializing in Information Systems research. Her academic qualifications include a PhD in Information Science and Technology from ISCTE-IUL (2013). Her primary research interests focus on: Project Management : Methodologies, risk assessment, and knowledge sharing Database Systems : Management, interoperability, and standardization e-Government Solutions : Public sector information systems and shared services Ontological Frameworks : Particularly for architectural heritage documentation Educational Technologies : Blended learning approaches in higher education Her recent publications (2016-2024) demonstrate a strong focus on project management methodologies, knowledge transfer, and information systems in public sector contexts. Key thematic trends include PMBOK framework applications, agile methodology adoption challenges, data science project risks, and technological solutions for cultural heritage preservation. Most works employ case study research and empirical validation methods. Dr. Domingues maintains an active advising portfolio with 1 doctoral candidate and 36 master's students, primarily focusing on topics in project management, information systems, and data science applications. She has held significant academic leadership positions including: 4th Year Coordinator for Bachelor's in Computer Science and Business Management (2020-2027) Program Director for the same degree (2017-2019) At ISTAR-Iscte research center, she contributes to projects involving information systems architecture, data standardization, and knowledge management frameworks.
Sebastian Pfotenhauer is a Carl von Linde Professor for Innovation Research at Technical University of Munich (TUM) and Deputy Head of the STS Department. He specializes in the societal dimensions of innovation, including governance of emerging technologies, regional innovation cultures, and responsible innovation practices. His work bridges academic research and policy, with leadership roles in major initiatives like the €50M Munich Cluster for the Future of Mobility (MCube) and the EU-funded SCALINGS project on co-creation in innovation. He holds a PhD in Physics from the University of Jena and postdoctoral training at MIT and Harvard. Research interests include innovation policy, science governance, and the interplay between technology and societal change. Notable projects include comparative studies of innovation cultures, governance frameworks for AI and neurotechnology, and global partnerships in science and innovation. He advises governments and international bodies like the OECD and the German Engineers’ Association (VDI). Publications span journals like Research Policy , Social Studies of Science , and Nature Biotechnology , addressing topics from regulatory sandboxes to neurotechnology ethics. Awards include the Leading Technology Policy Fellowship (MIT) and NSF grants for studying complex international partnerships.
Prof. Dr. Birgit Eickelmann is a Professor of School Pedagogy at the Institute of Educational Science within the Faculty of Arts and Humanities at Paderborn University. She has held this position since October 2012, initially as a W2 professor until January 2014, and then as a W3 professor (full professor) from February 2014 onward. Her research focuses on school and lesson development in the digital age, school pedagogy under digital transformation conditions, empirical school research, teacher education, and school leadership with emphasis on digital learning leadership. Her educational background includes a habilitation in Educational Science in May 2012, a PhD in Educational Science with summa cum laude in July 2009, and state examinations for teaching Mathematics and Physics in December 1996 and January 1999. Prof. Eickelmann's research centers on the digital transformation of educational systems, particularly examining how schools develop digital competencies among students and teachers. Her work emphasizes equitable access to digital learning opportunities, the role of school leadership in digital transformation, and the development of computational thinking skills. She investigates how schools can become resilient in the face of digital challenges, with special attention to organizational factors that support successful digital integration. Her publication record reveals a strong focus on international comparative studies, particularly the IEA's ICILS (International Computer and Information Literacy Study) across multiple cycles (2013, 2018, 2023). Her research spans digital literacy assessment, school-level factors influencing digital competence development, and policy implications for educational systems undergoing digital transformation. Prof. Eickelmann leads several major research initiatives including the National Research Center for the IEA Study ICILS 2023 (2021-2026), the German coordination of the Horizon-2020 project 'DigiGen' (2019-2022), and previous leadership of ICILS 2018 (2015-2021) and ICILS 2013 (2012-2015). She is actively involved in policy advising regarding digital education in Germany. She is a member of numerous scholarly organizations including the World Educational Research Association (since 2021), the Society for Empirical Educational Research (since 2016), and the German Society for Educational Science (since 2014), among others. Her work bridges academic research with practical implementation in schools through projects like 'Navigator Bildung Digitalisierung' and 'schultransformNEXT'.
Dr. Zara Ersozlu is a Senior Lecturer in Mathematics Education within the School of Education at the University of Newcastle, Australia. With a distinguished international career spanning multiple continents, she has held academic positions at prestigious institutions including North Carolina State University (USA), Gazi and Gaziosmanpasa Universities (Turkey), National Taiwan Normal University (Taiwan), The University of Western Australia, Murdoch University, and Deakin University. Her academic journey includes tenured positions as an Associate Professor and leadership roles as Department Head and Chair in teacher education disciplines. Currently, she teaches undergraduate and postgraduate courses in mathematics education, including Effective Pedagogies in Primary Mathematics, K-6 Mathematics, K-6 Numeracy, and Digitally Supported Learning. Dr. Ersozlu earned her Doctor of Philosophy from Firat University in Turkey and her Master of Art from Sakarya University. Her extensive academic preparation is complemented by five years of practical teaching experience in public schools prior to entering academia. This blend of theoretical knowledge and practical classroom experience informs her approach to teacher education and educational research. At the broadest level, Dr. Ersozlu's research investigates solutions to real-life problems impacting people's well-being, success, and capacity to achieve. Her scholarly work spans primary and secondary mathematics education, the psychology of mathematics (including metacognition, self-regulation, and anxiety), cross-cultural educational studies, teacher education, virtual simulated learning environments, and educational assessment. She has increasingly focused on the transformative potential of AI and machine learning in education, exploring how these technologies alter teaching, learning, and research processes. Her methodological expertise encompasses both quantitative and qualitative approaches, allowing her to effectively analyze both small and large educational datasets. Analysis of Dr. Ersozlu's recent publications reveals a strong emphasis on mathematics anxiety, teacher education, and the integration of technology in learning environments. Her work demonstrates a consistent focus on practical applications of educational research to address real-world challenges in mathematics education. The interdisciplinary nature of her research connects educational psychology, technology integration, and cross-cultural perspectives, with particular attention to how these elements intersect in teacher preparation and student learning outcomes. 2023 ATEA Research Recognition Award from the Australian Teacher Education Association 2021 Fellow of the Higher Education Academy (Advance HE, UK) 2010 Fellowship Program for Postdoctoral Researchers from the Council of Higher Education of Turkey Dr. Ersozlu is deeply committed to mentoring the next generation of scholars, currently supervising four PhD students and having successfully guided ten students to completion. Her grant portfolio includes significant funding for projects such as Best Practice Guidelines for RPL in Initial Teacher Education Programs ($60,000), Exploring the Reciprocal Relationship Between Mathematics Anxiety and Mathematical Resilience ($2,599), and multiple conference travel awards. She serves as an Associate Editor for several prominent journals including the International Electronic Journal of Mathematics Education and as Editor for Interdisciplinary STEM Education. Her editorial work reflects her standing as a respected voice in mathematics education research. Dr. Ersozlu's academic leadership extends to her role in developing innovative teaching approaches that integrate virtual simulation technology and learning analytics. Her work with TeachLivE™, a mixed-reality classroom simulation platform, demonstrates her commitment to creating authentic learning experiences for teacher education students. Through these initiatives, she bridges the gap between educational theory and classroom practice, preparing future educators to effectively implement evidence-based teaching strategies in diverse learning environments.
Professor Irem Dikmen is a leading academic in Construction Engineering and Management at the University of Reading, where she serves as School Director of Internationalisation in the Chancellor's Building. Her research integrates engineering, management, and information sciences to advance construction project risk management, particularly focusing on climate resilience, digital technologies, and social value in infrastructure systems. PhD, MSc, and BSc in Civil Engineering from Middle East Technical University Her work leverages systems thinking, artificial intelligence, and digital tools to develop decision-support frameworks for megaprojects and climate adaptation. Recent publications highlight innovations in NLP contract analysis, energy performance ontologies, and risk visualization techniques. She supervises students on topics spanning IoT lifecycle management, ESG risks, and NLP defect detection. Key collaborations include the Climate and Finance Research Cluster and Walker Institute , with contributions to digital construction technologies and sustainability risk assessment. Teaching modules include Construction Risk Management, Economics, and Business Organisation.
Raquel E. Aldana is the Martin Luther King Jr. Professor of Law at UC Davis School of Law, where she rejoined as a full-time faculty member in 2020 after serving as Associate Vice Chancellor for Academic Diversity (2017–2020). She holds a J.D. from Harvard Law School and B.A. degrees in English and Spanish from Arizona State University (summa cum laude). Her academic career includes prior roles at the McGeorge School of Law and the University of Nevada, Las Vegas, as well as a Fulbright Scholarship in Guatemala (2006–2007). Her research focuses on transitional justice, criminal justice reform, sustainable development in Latin America, and immigrant rights. Aldana has authored or edited five books and over thirty law review articles, earning recognition through grants such as the UC Davis Academic Senate Interdisciplinary Grant for the project Building Bridges: Narrowing the Legal-Scientific Divide in Immigration Forensic Assessments . She teaches courses on immigration law, asylum, comparative forced displacement, and critical race theory. Aldana leads the Aoki Center for Critical Race and Nation Studies, co-directing its mission to advance interdisciplinary scholarship on race, ethnicity, and law. She co-founded the Critical Race Theory Book Series with UC Press, aiming to globalize and diversify critical race discourse. Her awards include the ABA’s Margaret Brent Women Lawyers of Achievement Award and the UC Davis Chancellor’s Achievement Award for Diversity. Her service includes roles on the American Law Institute, American Bar Foundation, and the Council on Foreign Relations. She chairs the ABA’s Latin America and Caribbean Council and co-chaired the UC Davis taskforce to achieve Hispanic Serving Institution (HSI) status, realized in 2024. Her work integrates legal education, policy reform, and grassroots advocacy to address systemic inequities in migration, criminal justice, and global development.
University of California , Santa Barbara (UCSB)United States
Professor Dahlia Malkhi is a leading academic and researcher in distributed systems and blockchain technology. She currently holds a faculty position at the University of California, Santa Barbara (UCSB), where she heads the Foundations of Financial Technology (FfTech) research lab. Her work focuses on reliability, security, and consensus mechanisms in distributed systems, with a recent emphasis on blockchain innovations like HotStuff, which underpins Diem, Aptos, and other blockchains. She has held influential roles at industry leaders such as Chainlink Labs, Diem Association, VMware, and Microsoft Research. Education: Ph.D. in Computer Science from The Hebrew University of Jerusalem. Past roles include CTO of Diem Association (2019–2022), Principal Researcher at VMware (2014–2019), and Partner Principal Researcher at Microsoft Research (2004–2014). Research Interests: Blockchain consensus algorithms (e.g., HotStuff, Flexible Paxos), Byzantine Fault Tolerance (BFT), secure multi-party computation (FairPlay), and distributed database systems (CorfuDB). Her work bridges academic theory with industrial applications, emphasizing practical scalability and security. Awards: ACM Fellow (2011), IEEE TCDP Outstanding Technical Achievement Award (2021), IBM Faculty Award (2003/2004). She has also held leadership roles in conferences like Usenix ATC and program chairs for multiple distributed systems events. Advising & Grants: Advises projects at Space Computer, Lyquor Labs, and Chainlink Labs. Her research labs and collaborations include work on BBCA-Chain, Lumiere, and BFTBrain, advancing consensus mechanisms in decentralized systems. Labs/Teams: Leads UCSB’s FfTech lab, co-founded VMware Research, and contributed to foundational blockchain projects like DiemBFT and Espresso Systems. Her work impacts technologies such as NSX-T control planes and distributed financial infrastructure.
Daniel Frischemeier is a Professor of Mathematics Didactics with a focus on Primary Education at the University of Münster's Faculty of Mathematics and Computer Science. He has established himself as a leading researcher in statistics and data science education for primary school students, with extensive contributions to educational methodology and teacher training. University of Münster (2021-present) TU Dortmund (2020-2021) University of Paderborn (2009-2020) Ludwig-Maximilians-Universität München (2017-2018) Dr. Frischemeier completed his doctoral studies at the University of Paderborn with a dissertation on statistical thinking and research using TinkerPlots software. His educational background includes graduate studies in Mathematics and undergraduate studies in Mathematics and Physics for teaching at various school levels. His research focuses on the design and testing of teaching-learning environments for primary mathematics education, particularly in the areas of data analysis, probability, and statistics. He conducts qualitative analysis of learners' cognitive processes related to the guiding principle of 'data and chance' in primary education. His work also includes the design and evaluation of teaching materials in data science and civil statistics, the use of learning videos to promote process-related skills, and the implementation of Fermi tasks and computer science education within primary mathematics lessons. Analysis of Dr. Frischemeier's recent publications reveals a strong emphasis on data literacy development in primary education, with increasing focus on the integration of digital tools and the conceptual understanding of data as models. His work bridges mathematics education with emerging fields of data science, addressing both theoretical frameworks and practical classroom applications. The research demonstrates a progression from basic statistical concepts toward more complex data modeling approaches suitable for young learners. Elected member of the International Statistical Institute (ISI) Chair of the Local Organizing Committees for IASE Satellite 2025 Conference Council-Member of the International Statistical Institute Special Edition Editor of the Statistics Education Research Journal Member of International Program Committees for major statistics education conferences Co-Leader of CERME Thematic Working Group 5 on Probability and Statistics Education Dr. Frischemeier serves in numerous editorial capacities and review roles for prominent journals in mathematics and statistics education. He leads significant research projects including 'Promoting Data Science Education for Teacher Education at the University level (DataSETUP)' and 'Data Science Education in STEAM for Civic Engagement and Social Justice from the Early Years (DataScEd4CiEn)'. His work has substantial impact on teacher education programs and curriculum development in statistics and data science for primary schools. He is actively involved in the development and leadership of the Math Center Münster (MaZ), which promotes mathematical potential for all students. His team includes numerous research assistants and doctoral candidates working on various aspects of mathematics education research, particularly focusing on data literacy and statistical reasoning in primary education contexts.
Andrew Pavlo is a Professor in the Computer Science Department at Carnegie Mellon University's School of Computer Science. His research focuses on database management systems, particularly in the areas of transaction processing, in-memory databases, and self-driving database systems. He leads a productive research group that has published extensively in top database venues including VLDB, SIGMOD, and CIDR. Pavlo's research interests span database management systems, transaction processing, in-memory databases, non-volatile memory databases, and self-driving database systems. His work often bridges theoretical database concepts with practical system implementation, focusing on performance optimization, query processing, and system architecture. Recent work has explored machine learning applications for database tuning, novel storage techniques, and innovative approaches to transaction processing. An analysis of his recent publications reveals a strong focus on self-driving database systems, with significant work on the Database Gym framework for training machine learning models to optimize database performance. His research also examines columnar storage formats, transaction scheduling, and novel approaches to user-defined function optimization. The work demonstrates a consistent trajectory toward making database systems more autonomous and efficient through a combination of systems techniques and machine learning. Pavlo has been instrumental in mentoring numerous PhD students who have become active contributors to the database research community. His research has been supported by significant grants that have enabled the development of innovative database technologies and frameworks. His research group operates within CMU's vibrant database ecosystem, collaborating with other researchers on projects related to database systems, storage engines, and query processing frameworks. The group maintains close connections with industry partners to ensure practical relevance of their research contributions.
Vince Wright is a Sessional Academic in the School of Education at the Faculty of Education and Arts. His research focuses on mathematics education, pedagogical content knowledge, and the application of global perspectives in educational policy and curriculum design. He has contributed to understanding how teachers develop effective instructional strategies and how students engage with mathematical concepts such as ratios, geometry, and percentages. His work spans journal articles and book chapters, examining topics like metaphor-based problem-solving frameworks, diagnostic tools for geometric reasoning, and the role of demonstration lessons in teacher professional development. Wright's research emphasizes practical applications for improving mathematics teaching methods and aligning pedagogy with international evidence-based practices. While no formal academic awards are listed, his contributions to mathematics education research reflect a commitment to bridging theoretical frameworks with classroom realities. His collaborative projects include co-authored studies with educators like Ken Smith and Rose Knight, exploring diagnostic assessments and pre-service teacher training.
Univ.-Prof. Dr. Michaela Sambanis is a Professor of English Didactics at the Institute of English Philology within the Department of Philosophy and Humanities at Freie Universität Berlin. She has held this position since 2011 and previously served as the managing director of the Institute from Winter semester 2017/2018 to October 2019. Her academic journey includes research work at the Transfer Center for Neuroscience and Learning at the University of Ulm (2008-2011), completion of her habilitation in 2006, and her promotion in 2001. Professor Sambanis's research centers on the innovative intersection of educational neuroscience and language teaching methodology. Her work pioneers the field of Positive Foreign Language Didactics, connecting positive psychology with language education. She investigates embodied cognition approaches, particularly movement-based learning, and explores theater methods and arts integration in language instruction. Her research also addresses teacher well-being and health, multilingualism in educational settings, and the application of neuroscience findings to practical classroom situations. The k2teach project represents her current focus on teaching-learning labs in English teacher education. Her scholarly output demonstrates a consistent trajectory toward integrating neuroscience with language pedagogy, with recent publications increasingly addressing mental health, digital transformation in education, and positive psychology applications. The evolution of her work shows a progression from practical teaching methods to increasingly sophisticated neurodidactic frameworks that bridge scientific evidence with classroom practice. Professor Sambanis serves on multiple scientific advisory boards including the Goethe Institut in Munich, the Transfer Center for Neuroscience and Learning at the University of Ulm, and the Schlözer Program for Teacher Education. She is also the founding chair of the cross-state E&M Berlin-Brandenburg section and a member of the German Society for Foreign Language Research (DGFF). Her editorial work includes the SELT book series on English Language Teaching. Her teaching responsibilities include supervising master's theses in English teaching, and she has developed numerous teaching-learning laboratories that connect theoretical knowledge with practical application in teacher education. Her work demonstrates a strong commitment to evidence-based foreign language didactics that incorporates insights from neuroscience, psychology, and educational research.
