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Prof. Dr. Teresa Sansour is a full Professor of Pedagogy and Didactics in Cases of Intellectual Development Impairments with Special Consideration of Inclusive Educational Processes at the Institute for Special and Rehabilitation Education, Carl von Ossietzky University of Oldenburg. She joined the university in April 2020 and has held leadership roles including Vice Director for Teaching at the Center for Teacher Education (since October 2021) and Deputy Institute Director (since April 2025). Her academic affiliations reflect a deep commitment to inclusive and special education. Her research focuses on educational interactions in the context of intellectual disabilities, inclusive subject didactics, the participation of people with complex disabilities, and the professionalization of educators and prospective teachers. Key research areas include inclusive literacy, art education, teacher motivation, and social integration. She leads significant funded projects such as Literary Texts in Simple Language (LiES) and Lighthouses for Participation , both aimed at enhancing inclusion for people with disabilities. The recent publications of Prof. Sansour span topics such as school absenteeism in autism, self-concept in intellectual disabilities, inclusive art education, and participation models. Her work demonstrates a strong interdisciplinary and applied focus, combining qualitative methods with pedagogical innovation. She frequently publishes in peer-reviewed journals and edited volumes on special education, inclusive didactics, and disability studies. Member, German Society for Educational Research (DGFE), Section Special Education Member, Network for Complex Disabilities e.V. Chair, Advisory Board of the Georg-Leffers-Stiftung Chair, Association for the Promotion of Pedagogical Rehabilitation and Social Integration of People in Risk Situations Board Member, German Interdisciplinary Society for Research Promotion for People with Intellectual Disabilities (DIFGB) Prof. Sansour actively contributes to academic leadership and teacher training. She serves as program coordinator for the Bachelor’s in Special Education and accreditation officer for the Special Education/Social Studies cluster. Her work includes advising on inclusive curricula, fostering research collaborations, and securing external funding for inclusive initiatives. She has not received explicitly mentioned scientific awards in the provided text. She is involved in multiple collaborative research teams and projects focused on inclusion, literacy, and disability rights.

• Inclusive Education
• Special Education
• Rehabilitation Pedagogy
• +8 more

Prof. Dr. Kirsten Meyer is a full professor for Practical Philosophy and Philosophy Education at the Institute of Philosophy, Faculty of Philosophy, Humboldt University of Berlin. She has held this position since the summer semester of 2011, after serving as a junior professor from 2008 to 2011. Her work bridges philosophical theory with educational practice, with a particular focus on ethics and intergenerational justice in the context of contemporary challenges like climate change. Dr. Meyer's interdisciplinary educational background reflects her unique scholarly perspective: Diploma in Biology (1999, University of Münster/Bielefeld/St. Andrews) State Examination in Philosophy (2000) Doctorate from Bielefeld University (2002) Kirsten Meyer's research program spans several interconnected domains of philosophical inquiry. Her primary focus is on intergenerational ethics, where she examines humanity's moral obligations to future generations, particularly regarding climate change and resource consumption. She has made significant theoretical contributions to educational philosophy, exploring how philosophical reasoning can be practically integrated into school curricula. Her work on educational justice addresses complex questions about talent development, equal opportunity, and the relationship between education and conceptions of the good life. Meyer also contributes to environmental ethics, analyzing the intrinsic value of nature and our responsibilities toward it, informed by her background in biology. Analysis of her recent publications reveals a consistent thematic trajectory focused on intergenerational justice and educational philosophy. Meyer frequently examines how abstract philosophical concepts can inform practical educational policy, particularly regarding talent development and educational equity. She has become a prominent voice in climate ethics, connecting theoretical debates about future generations to concrete policy proposals like using estate tax as a climate protection instrument. Her interdisciplinary approach, combining insights from biology, philosophy, and education, allows her to address complex ethical questions with both theoretical rigor and practical relevance. Professor Meyer is deeply engaged in public philosophical discourse, regularly contributing to media discussions on intergenerational justice, climate ethics, and educational policy. She has participated in numerous interviews with major German media outlets including Deutschlandfunk, BR, ZDF, and RBB, helping translate complex philosophical concepts for broader audiences. Her practical contributions extend to educational initiatives, including the development of teaching materials for philosophy education through philovernetzt on topics ranging from 'What should I become? Work and the good life' to 'Fake News' and 'Consent.'

• Philosophy of Education
• Ethics
• Intergenerational Justice
• +3 more

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.

• English Language Teaching
• Positive Foreign Language Didactics
• Neurodidactics
• +6 more

Prof. Dr. Claudia Schlaak is Professor of Language Teaching and Learning Research: Didactics of French and Spanish at the University of Kassel, where she serves as Head of the Department of Foreign Language Teaching and Learning Research. She has held this position since September 2020, following an acting professorship at the same institution from October 2018 to December 2019. Her academic work bridges theoretical research and practical application in foreign language education, with particular focus on inclusive teaching methodologies and multilingual contexts. Dr. Schlaak's research centers on foreign language teaching and learning, with special emphasis on didactics of French and Spanish, inclusive education approaches, multilingualism in educational contexts, and the integration of digital technologies in language acquisition. Her work examines how diverse language backgrounds influence learning processes, with particular attention to bilingual learners (especially German-Turkish bilinguals) acquiring Romance languages. She investigates pronunciation acquisition, text complexity, intercultural competence development, and the implementation of inclusive teaching strategies that recognize learner diversity as a resource rather than a challenge. Analysis of her recent publications reveals a strong trend toward digital learning environments, with increasing focus on virtual reality applications, 360-degree learning environments, and digital tools for pronunciation training. Her research consistently addresses multilingual contexts and inclusive approaches, with growing attention to potential-oriented teaching methodologies that shift focus from deficits to learner strengths. The interdisciplinary nature of her work connects linguistics, educational psychology, and technology-enhanced learning. Dr. Schlaak serves as co-editor of the journal Romance Language and its Didactics (since January 2019) and the series French Didactics in Dialogue (since April 2020). She has contributed significantly to academic discourse through numerous edited volumes, special journal issues, and collaborative research projects that bridge theoretical insights with practical classroom applications. Her work demonstrates strong commitment to teacher education, with multiple publications addressing pre-service and in-service teacher training, particularly regarding inclusive practices, intercultural competence development, and the integration of digital tools in language teaching. She has developed practical teaching materials, including method cards for foreign language instruction and inclusive teaching resources for Spanish language classrooms.

• Foreign Language Teaching
• Didactics of French
• Didactics of Spanish
• +7 more

Prof. Dr. Poldi Kuhl is a Professor of Educational Psychology at Leuphana University , Lüneburg, since 2021. Affiliated with the Institute of Psychology in Education (IPE) and the Center for Empirical Research on Language and Education (ERLE) , Kuhl specializes in educational psychology, developmental psychology, and inclusive education. Their research focuses on data-driven decision-making, digital learning platforms, academic language demands, and teacher professional development. Education: Diploma in Psychology (2003) and PhD in Philosophy (2008) from Freie Universität Berlin. Kuhl’s recent work examines how academic language features affect learning outcomes, digital data utilization in primary education, and mental health literacy among teachers. Their publications span topics from virtual reality training tools to inclusive teaching strategies in mathematics. Kuhl’s career includes leadership roles at the Research Data Center (FDZ) at the Institute for Quality Improvement in Education (IQB) and a Junior Professorship at Leuphana University. They have collaborated with institutions like the Universitat Oberta de Catalunya and the Max Planck Institute for Human Development .

• Educational Psychology
• Developmental Psychology
• Digital Learning Platforms
• +4 more

Dr. Marcel Mierwald is a researcher at the Department of History Didactics at Ruhr University Bochum, specializing in empirical studies of historical learning. He collaborates on the oral history project "People in Mining" and focuses on digital learning, epistemological beliefs, and language-sensitive history teaching. His work bridges theoretical frameworks with classroom practice. Education: Doctoral degree (2019) at Ruhr University Bochum; Master of Education in social studies and history (Free University of Berlin, 2012). Research Trends: His recent publications emphasize authenticity in learning materials, media comparison studies, and assessment tools for historical argumentation. Collaborations with Nicola Brauch and others highlight interdisciplinary approaches to history education. Scientific Awards: Doctoral scholarship from Professional School of Education (PSE) at Ruhr University Bochum (2013-2016). Teaching: Offers courses on subject didactics, practical semester preparation, and language-sensitive history teaching. Led seminars on migration history, the Weimar Republic, and National Socialism in school labs. Labs & Teams: Active in the Alfried Krupp Student Laboratory and Ruhr University Bochum's student laboratory for humanities, focusing on empirical history education research and innovative teaching methods.

• History Education
• Epistemological Beliefs
• Digital Media in Education
• +3 more

Torsten Steinhoff is a Professor of Didactics of the German Language at the Department of Germanic Studies, University of Siegen, Faculty of Arts and Humanities. His research and teaching focus on theoretical, methodological, and empirical aspects of language acquisition and instruction from elementary to university levels. His primary research interests include: Writing didactics (Schreibdidaktik) Vocabulary didactics (Wortschatzdidaktik) Language-specific and disciplinary learning (Sprache im Fach) Digital communication and AI in education Development of complex learning arrangements (Lernarrangements) Steinhoff investigates how digital tools like ChatGPT can be integrated into writing instruction, promoting argumentative writing through structured learning tasks. His recent work (2023–2025) analyzes human-AI collaboration in writing, proposing models such as GPT as Ghost, Partner, or Tutor. He emphasizes a post-digital didactic approach, balancing traditional literacy with digital competencies. His publications reflect a strong trend in digital transformation of writing, multilingual education, and empirical interventions in secondary classrooms. He leads research projects funded by BMBF and MKW NRW, including the "AI Writing Arrangements" project tested in 8th-grade classes. Scientific contributions and collaborations: Co-editor of research handbooks on empirical writing didactics Collaborator with scholars like Nicole Marx, Katrin Lehnen, and Joachim Grabowski Active contributor to journals such as Didaktik Deutsch , BiSS-Journal , and Waxmann publications Hosts a research team at lernarrangements.de He advises on academic language development, text procedures, and vocabulary transfer across modalities and subjects. His lab develops open educational resources (OER) for digital writing and communication, contributing to platforms like Twillo.

• Writing Didactics
• Vocabulary Didactics
• Digital Communication in Education
• +7 more

Dr. Paul Schweitzer-Martin is a Researcher at Ludwig Maximilian University of Munich's Department of Medieval History, specializing in Late Medieval Europe. He holds a Ph.D. in Philosophy from Heidelberg University and has been associated with LMU since 2021, transitioning from a Research Associate role at Heidelberg University's SFB 933 'Material Text Cultures' (2018–2021). Doctorate: Heidelberg University (2021) Study: History and Protestant Theology, Heidelberg University (2011–2018) His research focuses on Incunabula, book and paper history, codicology, and history education. Notable projects include the Koelhoff Chronicle 1499 Digital initiative and co-editorship of Between Manuscript and Print. Transcultural Perspectives, ca. 1400–1800 . He supervises Bachelor's and Master's theses in History and Medieval/Renaissance Studies. Key honors include the Recognition Prize for Young Scholars in Cultural Studies (Historical Society of the Palatinate). He serves as Deputy Chair of the 'Medieval and Renaissance Studies' Master's program examination board and Teaching Coordinator at LMU's Department of Medieval History. Member: Association of German Historians Editorial Board: 'De Gulden Passer/The Golden Compasses' (Book History journal) Committee Roles: Evangelisches Studienwerk Villigst, Heidelberg School of Education

• Medieval History
• Incunabula Studies
• Book History
• +5 more

Prof. Dr. Michael Ritter ist Professor für Grundschuldidaktik Deutsch/Ästhetische Bildung an der Martin-Luther-Universität Halle/Wittenberg. Seine Arbeitsschwerpunkte umfassen Bilderbuchforschung, fachdidaktische Interaktionsstudien, politische Bildung, inklusive Deutschdidaktik und kreatives Schreiben in heterogenen Lerngruppen. Studium der Grundschulpädagogik (2001-2005) Promotion in Philosophie (2008) Juniorprofessor in Bielefeld (2012-2014) Seine Forschungsinteressen sind in der Schnittmenge von Kinder- und Jugendmedien, sprachlich-literarischem Lernen und der Entwicklung von professionellen Orientierungen von Lehrkräften. Er leitet das Archiv für Kindertexte und ist Sprecher des Netzwerks Bilderbuchforschung. Er wurde mit dem Wolgast-Preis der GEW ausgezeichnet und hat über 15 promovierte Studierende betreut, unter anderem zu Themen wie inklusivem Deutschunterricht und digitalen Lernpraxen. Seine Projekte umfassen die DFG-Graduiertenkolleg 'Fachlichkeit und Interaktionspraxis im Grundschulunterricht' und die wissenschaftliche Begleitung der Freien Schule Elbe-Havel-Land.

• Children's Literature
• Primary School Didactics
• German Language Education
• +4 more

Dr. Jana Mikota is a lecturer in the Department of German Studies – Literature Didactics at the University of Siegen, Faculty I. She is actively engaged in research and teaching, with a focus on children’s and young adult literature, literary didactics, and historical and ecological aspects of reading culture. Her work spans interdisciplinary fields including memory studies, gender, and exile literature. Her research interests include multilingualism in children’s literature, ecological themes in youth media, historical developments in children’s reading, and literary learning processes. She investigates how literature shapes identity, especially in contexts of exile, trauma, and gendered education. Her publications often explore the biographical dimension of reading and writing, particularly through the lens of transitional objects like dolls, as seen in her editorial work on the journal denkste: puppe / just a bit of: doll (de:do) . The most recent articles reflect a consistent engagement with historical children’s literature, especially during the Weimar Republic and exile periods. Themes include the representation of teachers, exile narratives, girlhood education, and the role of reading in personal and political development. Her work bridges literary analysis with pedagogical application, emphasizing the cultural and psychological significance of children’s media. Dr. Mikota has co-organized academic conferences, such as the 2011 event on vampires in children’s media, and frequently contributes to interdisciplinary discourse through edited volumes and journal publications. She has served on editorial boards and collaborative research projects focusing on war children, memory, and resistance. Although no specific grants are mentioned, her sustained scholarly output and editorial roles indicate active research engagement. She has supervised theses in the past but has announced she will not accept new BA or MA theses in 2025. She no longer provides second opinions starting winter semester 2023/24. She is associated with research teams and workshops on family history and memory, including collaborations with Imbke Behnken and Jürgen Zinnecker. Her work with the journal denkste continues to foster interdisciplinary dialogue on the symbolic and artistic roles of dolls in biography and literature.

• Children's and Young Adult Literature
• Literature Didactics
• Exile Literature
• +12 more

Prof. Dr. Tilman von Brand is a tenured Professor of Didactics of German Language and Literature at the Institute of German Studies within the Faculty of Philosophy at the University of Rostock. His work spans literature, language, and media didactics, with a focus on inclusive education, historical-political learning, and the history of German teaching in the GDR. Research Interests include: Developing inclusive teaching models for literary texts, particularly in mixed-ability classrooms. Historical analysis of pedagogical practices in GDR education. Digital teaching methods and media culture integration in German language instruction. His recent publications address literary writing as cultural practice , digitally enhanced reading pedagogy , and satire as a critical thinking tool . He is co-editor of the journal Praxis Deutsch and leads projects like LLinkL (Literary Learning in Inclusive Learning Groups) and the German Learning Workshop , which explores theory-practice connections in teacher training. The workshop, funded by the BMBF , integrates modern technology and didactic materials to improve inclusive teaching environments. Students under his supervision include Stefanie Granzow , whose dissertation examines text-image combinations (e.g., graphic novels) as inclusive learning tools. His team collaborates with facilities like InFoLaB to simulate and evaluate teaching practices.

• German Didactics
• Literature Didactics
• Media Didactics
• +5 more

Dr. Markus Steinmayr, a Researcher at the University of Duisburg-Essen within the Faculty of Humanities and Department of Literary Studies and Literary Didactics , specializes in German literary history (18th–21st centuries) with a focus on contemporary literature, media cultural studies, and intersections of religion/social policy in literary contexts. He has taught courses at multiple universities since 1999 and contributes to academic governance as a Deputy Senate Member (since 2018). His scholarship spans topics like university representations in literature, cultural poetics, and critiques of higher education systems.

• German Literature
• Literary History (18th–21st Centuries)
• Media Cultural Studies
• +5 more

Alina Wanzek is a Lecturer at the University of Duisburg-Essen, affiliated with the Faculty of Humanities and the Department of German Studies, Literary Studies and Subject Didactics . Her academic work focuses on: German Literature Literary Didactics Reading Didactics Education Contact: alina.wanzek@uni-due.de

• German Literature
• Literary Didactics
• Reading Didactics
• +1 more

Maria Averintseva-Klisch is a Senior Lecturer at the Department of German Linguistics, Faculty of Humanities, University of Tübingen. She specializes in text coherence (particularly referential coherence), semantics and pragmatics (especially demonstrative pronouns), syntax (right displacement), and linguistic applications in school education. Her research bridges linguistic theory with pedagogical practice, focusing on text grammar, literary analysis, and language education. University of Tübingen Department of German Linguistics Senior Lecturer since 2018 Her work emphasizes the integration of linguistic theory into school curricula, particularly through the Topological Model and referential coherence in texts. She has published extensively on German syntax-discourse interfaces, anaphoric demonstratives, and aesthetic reading strategies. Recent publications focus on pragmatic inferences in medieval literature, reference resolution in educational texts, and demonstrative pronouns in discourse. She actively contributes to academic conferences and collaborates with institutions like the German Society for Linguistics (Deutsche Gesellschaft für Sprachwissenschaft).

• Text Coherence
• Semantics
• Pragmatics
• +3 more

Antje Kley is a Professor of North American Literary and Cultural Studies at the University of Erlangen-Nuremberg (FAU). Her academic leadership includes serving as Chair of American Studies (Literary Studies) since 2009 and roles such as Vice President for Teaching and Student Affairs. Education: University of Mannheim (English, American Studies, German Studies), Emory University (Women’s Studies), School of Criticism and Theory. Her research spans contemporary US-American novels, focusing on ethics , media theory , autobiographical writing , and the politics of death . She explores transculturality , gender studies , and literature's role in public debates . The articles highlight trends in death studies , science-literature intersections , and public humanities , with keywords like American Literature, Ethics, and Media History. Subfields include bio-objects, end-of-life narratives, and interdisciplinary knowledge production. Scientific awards: Fritz Thyssen Lesezeit Stipend (2020), Fellow of the German National Academic Foundation. She leads collaborative research groups such as GRK 2806 on Literature and the Public Sphere.

• US-American Novel
• Literary and Cultural Theory
• Autobiographical Writing
• +9 more