Prof. Dr. Menderes ÜNAL is a full-time Professor at the Department of Educational Sciences, Faculty of Education, Kırşehir Ahi Evran University, Turkey. His academic career spans over two decades, focusing on curriculum development, instructional methods, and foreign language education. PhD in Curriculum and Instruction (2011), Gazi University MSc in Curriculum and Instruction (2005), Gazi University BSc in English Language Teaching (1994), Selçuk University Research Interests : Curriculum design, STEM education, educational technology, and program evaluation models (CIPP, Kirkpatrick, Tyler). His work addresses learner autonomy, metacognitive strategies, and challenges in higher education. Article Trends : Recent studies focus on nature-integrated STEM , curriculum adaptation , and remote learning during the pandemic , reflecting his commitment to evolving educational practices and technology integration. Collaborations : Frequently partners with researchers like Elif İlhan, Hayriye Torunoğlu, and Murat Çokyaman on projects related to teacher training and educational assessment.
Tessa Consoli serves as a Research Fellow at the Institute of Educational Science, University of Zurich, within the Chair of General Didactics and Media Didactics. Her work focuses on the intersection of digital technologies and educational practices in upper secondary contexts. Her research program centers on: Digital transformation processes in Swiss upper secondary education Technology integration quality and its measurable impact on student outcomes Digital citizenship education frameworks Generative AI's role in learning environments Teacher profiles and professional development needs Recent publications reveal strong methodological diversity including large-scale comparative studies, qualitative case analyses, and policy evaluations. Her work consistently examines both technical implementation and human factors affecting educational technology adoption. Current projects investigate BYOD (Bring Your Own Device) implementations, media literacy instruction patterns, and transformational leadership approaches for technology integration. Professional trajectory shows progressive research engagement since 2020 through multiple funded projects including DigiTraSII and SCATT, complemented by practical teaching experience in Italian language education. Her scholarly contributions primarily appear in high-impact educational technology journals with significant Swiss policy relevance.
Dr. Lillian Kalaczinski is a Professor and Chief of Primary Care Services at the University Eye Center within the Michigan College of Optometry, Ferris State University. She teaches Public Health, Clinical Ocular Pharmacology, and co-instructs advanced courses in General Pharmacology, Advanced Ocular Disease, and Clinical Problem Solving while mentoring optometry students across all clinical years. Her career spans clinical practice, academic leadership, and national advocacy in optometric public health. Her educational qualifications include: OD from Michigan College of Optometry at Ferris State University (1998) Primary Care Residency at Illinois College of Optometry (2000) MPH from Ferris State University Dr. Kalaczinski's research centers on public health optometry with emphases on health equity, diversity initiatives, and community-based care models. She investigates disparities in vision services for underserved populations, develops cultural competence frameworks for optometric practice, and pioneers specialized clinical approaches for vulnerable groups including transgender patients and human trafficking survivors. Her work bridges clinical optometry with systemic healthcare access solutions through community health centers. Her publication trajectory reveals a strategic evolution from foundational community health research (2009) toward contemporary diversity and inclusion scholarship, culminating in a 2025 book chapter on equity in optometric education. Recent presentations demonstrate urgent engagement with emerging public health crises like human trafficking identification and gender-affirming eye care, reflecting her commitment to expanding optometry's role in holistic patient wellbeing. As a clinical educator, Dr. Kalaczinski directly supervises optometry students in the University Eye Center while previously building a seven-optometrist team serving 12,000+ annual patients at a Grand Rapids community health center. Her professional leadership includes Past Presidency of the Michigan Optometric Association and committee service for the American Optometric Association and National Association of Community Health Centers. She directs integrated vision services within academic and community settings, currently leading primary care operations at Ferris State's University Eye Center while completing a fellowship focused on diversifying the optometric student pipeline through evidence-based recruitment and retention strategies.
Prof. Dr. Christina Drüke-Noe holds a W3 professorship in mathematics education at the University of Education Weingarten since 2018, where she also leads the Internship Office and serves as a contact for secondary school matters. Previously, she was a Junior Professor (2014-2018) at the same institution and worked as a scientific collaborator at the University of Kassel. Her current consultation hours are scheduled for summer semester 2025. Her academic journey includes: Abitur at Oberstufengymnasium Oberzwehren (1986) Surveying technician training (1986-1989) Mathematics and English studies at University of Kassel (1st State Examination, 1989-1996) Studies at University of Surrey, UK (1990-1991) Foreign Language Assistant in UK (1993-1994) 2nd State Examination at Christian-Rauch-Schule (1997-1999) Dr. rer. nat. in Mathematics and Natural Sciences (University of Kassel, 2013) Her research focuses on mathematics education innovation, specializing in: Competency-based task design and analysis Development of standardized assessments and educational standards Teacher professionalization in mathematics pedagogy Cross-national examination systems Curriculum development for secondary mathematics Implementation of spatial reasoning in geometry education Her publications demonstrate consistent focus on mathematics assessment reform, showing strong emphasis on: competency-based evaluation frameworks, international comparative studies of examination systems, teacher training methodologies, and three-dimensional geometry pedagogy. Recent works increasingly address cognitive dimensions of task design and systemic implementation of educational standards. She leads significant projects including: Analysis of European exit exam tasks (DFG-funded) Development of teacher competencies in task analysis Mathematical reasoning research (MaBeLL) Diagnostic support for vocational mathematics She coordinates nationwide assessment development for the Institute for Educational Quality Improvement (IQB). As Head of Internship Office, she oversees practical teacher training programs and advises on secondary mathematics curriculum implementation.
Dr. Feyat KAYA serves as a Lecturer in the Department of Special Education at Hakkari University's Faculty of Education, concurrently holding significant administrative roles including Vice Dean of the Faculty of Education, University Senate Member, and Manager of the Career Development Application and Research Center. Her research specializes in evidence-based interventions for individuals with disabilities, with concentrated expertise in autism spectrum disorder instructional methodologies, video modeling/prompting techniques for skill acquisition, inclusive education implementation in vocational settings, and assistive technology integration. She investigates practical applications for teaching daily living skills, pedestrian safety, and behavioral interventions within Turkish educational contexts. Analysis of her 14 publications (2014-2025) reveals consistent methodological rigor in single-subject experimental designs, with emerging trends toward comparative technology studies (e.g., smartphone vs. tablet) and pandemic-responsive educational adaptations. Her work demonstrates strong regional focus on Turkish special education systems while contributing to global discourse on video-based interventions for autism spectrum disorder.
Gerald Wittmann is a Professor of Mathematics and Mathematics Didactics at the University of Education Freiburg since 2010. He previously held the same position at the University of Education Schwäbisch Gmünd until 2010. His research focuses on mathematics education , particularly conceptual and procedural knowledge in fraction learning , language-sensitive teaching , and textbook analysis . Recent work explores individual differences in mathematical cognition and adaptive teaching strategies. The 15 most recent publications analyze fraction knowledge , textbook design , language-responsive learning , and contextual mathematics instruction . Key trends include empirical assessments of procedural and conceptual understanding and the role of visualizations in pedagogy. Projects include roles as deputy leader in initiatives like HELPS and VISDEM II, funded by institutions such as the German Center for Mathematics Teacher Education (DZLM) and the Federal Ministry of Education and Research (BMBF).
Vincent Jonker is an Assistant Professor at the Freudenthal Institute, Utrecht University, specializing in Mathematics Education. With a background in Educational Science (MSc 1987), he bridges school mathematics with real-world applications, focusing on vocational and secondary education. His work includes curriculum development, teacher training, and creating educational resources for the annual Grote Rekendag (Big Mathematics Day). Research areas: Mathematical literacy, game-based learning, intercultural education Key projects: Grote Rekendag, STEMkey modules, vocational numeracy frameworks Recent publications emphasize contextual mathematics through waste reduction, financial literacy, and interdisciplinary approaches. His work explores digital tools, assessment design, and professional development for educators. Notable collaborations include projects with M. Wijers, D. de Haan, and R. Keijzer.
Robert Ramberg is a Professor at the Department of Computer and Systems Sciences (DSV) at Stockholm University, Sweden, and serves as research director at the Swedish Defence Research Agency (FOI). His academic journey began with a PhD in cognitive psychology from Stockholm University's psychology department, establishing a strong foundation for his interdisciplinary research spanning cognitive science, educational technology, and human-computer interaction. Ramberg's research interests focus on learning analytics, AI for education, and the application of emerging technologies like IoT, VR, and MR in educational contexts. He leads the Learning Analytics and AI for Education Group and the ReVisE Research Group, which explores how technologies can enhance educational practice through innovative visualizations and real-world applications. His work bridges theoretical frameworks of socio-cultural learning with practical implementations in both educational and military training environments. His recent publications reveal a strong focus on teachers' design processes, simulation training (particularly Live-Virtual-Constructive integration for flight training), and the application of learning analytics in educational settings. His research demonstrates a consistent pattern of investigating how digital tools mediate human action, collaboration, and learning across diverse contexts from primary schools to military aviation. Ramberg teaches courses including 'Cognitive Psychology in HMI' for the bachelor program in interaction design and 'Design for complex and dynamic contexts' for the master's program in design for creative and immersive technology. His current research projects include 'Use of IoT to visualize teachers' patterns of movement in the classroom' and 'L(ive), V(irtual) & C(onstructive) for efficient flight training,' reflecting his dual focus on educational technology and military simulation training. His research methodology frequently employs participatory design approaches, collaborating with teachers, students, and military personnel to develop and evaluate technology-enhanced learning environments. Ramberg maintains active collaborations with schools, industry partners across Sweden, and international research institutions, contributing to the broader field of Technology Enhanced Learning (TEL) through both theoretical contributions and practical implementations.
Imke de Jong serves as a Junior Assistant Professor at Utrecht University's Faculty of Science within the Human-Centered Computing group of the Department of Information and Computing Sciences. She functions as both a teacher and program coordinator for the Information Science program while continuing her academic research. Her educational background isn't explicitly detailed in the provided materials, but her research trajectory shows progression from PhD work to faculty position at Utrecht University. De Jong's primary research interests center on Computational Thinking education in higher education contexts, with particular focus on assessment methodologies, self-efficacy measurement, and tailored instructional approaches. Her work spans both theoretical frameworks and practical classroom applications, examining how students develop and apply computational thinking skills across different educational settings. More recently, her research has expanded to include the impact of generative AI tools on programming education and competency modeling for information governance in public administration. Her publication record demonstrates consistent scholarly contribution to computing education research, with publications in prominent venues like the Koli Calling International Conference on Computing Education Research. Her work shows evolution from foundational research on Computational Thinking interventions to contemporary explorations of AI in education. While no specific awards are mentioned in the provided materials, her publications have garnered significant attention in the field, with several papers accumulating dozens of citations and reader captures according to the Plum Print metrics. As program coordinator for the Information Science program, De Jong plays an important role in curriculum development and educational leadership within her department. Her research directly informs her teaching practice, creating a synergy between her scholarly work and educational responsibilities.
Dr. Maren Oepke is a Researcher at the Institute of Educational Science, University of Zurich, specializing in secondary school education, business education, and vocational training. She holds a PhD in Educational Science from the University of Mannheim (2004) and has over two decades of experience in academia, including roles as a Research Assistant (since 2023), Research Associate (since 2011), and business teacher (2000-2004). Her research examines: Digital learning integration in vocational contexts Language and mathematical competencies for study readiness Curriculum design for secondary and business education Critical thinking development in higher education Her publications (2013-2025) focus on educational assessment, vocational pedagogy, and competency modeling, with recurring themes in language acquisition, educational policy, and interdisciplinary learning frameworks. She serves on the editorial board of the Swiss Journal of Educational Sciences and contributes to governance projects like 'GoCC'.
Dr. Jose Castillo serves as Professor of School Psychology in the College of Education at the University of South Florida and co-directs the Institute for School-Community Partnerships, Integrated Services, and Child Mental Health and Educational Policy. His institute has secured over $150 million in external funding with an annual budget exceeding $25 million, focusing on partnerships with schools, families, and communities to advance evidence-based practices. His research program centers on evaluating Multi-Tiered Systems of Support (MTSS) implementation through systems and equity lenses, alongside professional issues in school psychology. Analysis of his 15 most recent publications reveals consistent emphasis on culturally responsive consultation, discipline equity within SWPBIS frameworks, and systemic barriers to MTSS adoption, with increasing attention to racial justice and interprofessional collaboration since 2020. Dr. Castillo leads major grant-funded initiatives including the Florida Problem Solving/Response to Intervention project, providing technical assistance for federal and state policy implementation. His institute develops research-based tools for MTSS monitoring while addressing critical shortages in school psychology personnel through statewide workforce studies.
Dr. Omok Hanna Anatoliivna is an Associate Professor in the Department of Physical Culture and Sports Management at Zaporizhzhia Polytechnic University, specializing in pedagogical preparation for vocational education settings. With a Candidate of Pedagogical Sciences degree (2020) and dual expertise in physical education and jurisprudence, she focuses on modernizing physical education methodologies for diverse student populations. 2020: Doctoral thesis on vocational sports educator readiness 2014: Master of Physical Education (Zaporizhzhia National University) 2015: Bachelor of Law (Zaporizhzhia National Technical University) Her research centers on physical education adaptation for vocational students, motivational strategies in sports instruction, and interdisciplinary educational frameworks . Recent work explores pickleball integration, tourism-based activity, and family influence on youth engagement. 2024 publications analyze athletics-based training, adaptive module combinations, and psychosocial recovery through games. Earlier studies (2020) established theoretical foundations for vocational sports pedagogy and terminological standardization. Scientific Awards: 2023 Commendation from Zaporizhzhia Regional Administration Jury Member for Regional Gifted Youth Competitions She teaches Athletics Methodology , Sports Pedagogy , and Swimming Instruction , while maintaining ORCID 0009-0001-2428-6002. Her work bridges physical education theory with practical implementation across Ukrainian educational institutions.
Dr. İdil Eren Kurt serves as an Assistant Professor in the Department of Guidance and Psychological Counseling at Çukurova University's Faculty of Education, where she has held academic positions since 2018 following her doctoral completion. Her career includes prior research assistant roles at Çukurova University (2012-2023) and Mugla Sitki Kocman University (2010-2012), alongside non-academic counseling experience at specialized rehabilitation centers from 2007-2010. Her educational background is entirely rooted at Çukurova University: Doctorate (2013-2018): Institute of Social Sciences, Educational Sciences Postgraduate (2011-2013): Institute of Social Sciences, Educational Sciences Undergraduate (2002-2006): Faculty of Education, Educational Sciences Dr. Kurt's research centers on marital and family dynamics, with specialized focus on dyadic coping mechanisms, parenting stress, and marital quality assessment. Her work extends to LGBT-affirmative counseling practices, adolescent psychological interventions, and pandemic-related stress impacts on relationships. She maintains active professional development through systemic family therapy certifications and creative drama training. Analysis of her publication record reveals consistent thematic evolution toward practical applications of dyadic coping theory, particularly through scale adaptations for Turkish populations (Dyadic Coping Inventory, Marital Quality Scale). Recent work emphasizes crisis response frameworks, including pandemic-era marital stress and violence prevention programs for intimate partner violence perpetrators. No scientific awards were documented in the source material. Dr. Kurt has secured significant research funding through two major projects: Development of a Psychoeducation Program for Men Who Use Violence Against Their Spouses (2022-present) Mediator Role of Dyadic Coping in Parenting Stress and Marital Quality Relationship (2016-2018) She actively contributes to the academic ecosystem as a peer reviewer for journals including FAMILY RELATIONS and Türk Psikolojik Danışma ve Rehberlik Dergisi. Her professional affiliations with the Systemic Psychotherapy Institute and Turkish Psychological Counseling Association anchor her work in systemic therapeutic frameworks, while her congress participation demonstrates consistent engagement with evolving counseling methodologies.
Şule Sarıbaş serves as a Research Assistant at the Department of Basic Education, Faculty of Education, Çukurova University, Turkey, a position held continuously since 2018. She completed her PhD in Preschool Education at the same institution in 2025, focusing on socioeconomic factors affecting school adaptation in disadvantaged preschoolers. Her academic credentials include: Doctorate in Preschool Education, Çukurova University (2018-2025) Postgraduate in Preschool Education, Çukurova University (2014-2018) Dr. Sarıbaş's research centers on critical gaps in early childhood education, particularly outdoor play dynamics during the COVID-19 pandemic, parental engagement in early mathematics development, and drama-based interventions for social-emotional learning. Her work consistently addresses Turkey-specific challenges including socioeconomic disparities in educational access and teacher identity formation among pre-service educators. Methodologically, she prioritizes action research and qualitative approaches to capture nuanced classroom and familial interactions. Analysis of her 15 most recent publications reveals three dominant thematic clusters: (1) pandemic-induced disruptions to children's outdoor play environments, (2) scaffolding techniques for parental mathematics discourse, and (3) drama pedagogy for fostering inclusive classrooms. These streams demonstrate her commitment to translating research into practical teacher training frameworks, as evidenced by her leadership in creative drama certification programs.
Assoc. Prof. Begümsel Yüksel is a faculty member at Akdeniz University's Faculty of Education, specializing in Primary Education and Preschool Education. With over two decades of academic experience, she focuses on inclusive education, special needs pedagogy, and early childhood development. Her research spans social sciences, education, and interdisciplinary topics, particularly emphasizing integration practices in preschool settings. Education: PhD in Special Education, Ankara University (2003-2009) MA in Special Educational Needs, Leeds Metropolitan University (1999-2000) BA in Child Development and Education, Hacettepe University (1995-1999) Her research interests include individualized education programs, social problem-solving skills in young children, and ethical leadership in early childhood settings. Recent studies explore creativity, family engagement, and teacher competencies in inclusive environments. With a Scholar H-index of 3, her work has been cited in national and international journals. As an academic leader, she has served as Head of the Department of Primary School (2013-2014) and Special Education (2010-2011), and as an Institute Board Member since 2021. She has supervised five postgraduate theses on topics such as social skills, parental support, and teacher attitudes toward integration.
