Maria Del Carmen Franco Vazquez is a tenured professor at the University of Santiago de Compostela , affiliated with the Faculty of Education Sciences under the Department of Applied Didactics . She specializes in the Didactics of Plastic Expression , focusing on teacher training for visual and plastic arts education in early childhood and compulsory education. Her work emphasizes critical thinking, creativity, and the integration of artistic processes into school curricula. Key research areas include: Visual and Plastic Arts Education Contemporary Art Teaching Methodologies Artistic Research in Educational Settings Portfolio-Based Assessment Systems Environmental Responsibility in Art Education Gender-Inclusive Language Practices She coordinates courses like Learning and Teaching of Plastic and Visual Arts and Research and Innovation in Visual Arts Teaching , which develop competencies in: Designing interdisciplinary art-based educational projects Critical analysis of artistic and educational stereotypes Documenting creative processes through portfolios Innovative assessment strategies for art education ICT integration in artistic teaching Her teaching methodology combines expository sessions (24 hours), interactive classes (24 hours), and 99 hours of autonomous student work, delivered primarily in Galician/Spanish across Santiago Campus facilities.
Ana Maria Pla Boix is an Associate Professor of Constitutional Law at the Department of Public Law, University of Girona. With a Doctorate Cum Laudem and a European Doctorate mention from the Universitat Autònoma de Barcelona, she has held consecutive research sexennia (2004-2021) and teaching quinquennia (1998-2022) from AQU Catalunya. Her academic journey includes research stays at the University of Leuven, University of Fribourg, and Université de Moncton. Education: Licenciate in Political and Administrative Sciences (UAB), Intercuniversity Postgraduate in University Teaching Her research focuses on linguistic rights , autonomous self-government institutions , and judicial systems . The Google Scholar articles demonstrate a trajectory spanning educational practices , digital transformation , and learner identity . Notably, her work explores temporal work units , learning journals , and cross-contextual learning strategies. Scientific awards: Accèssit of the II Premi Enric Prat de la Riba (2004) As an educator, she has delivered lectures across Law, Political Sciences, and Criminology programs. In management roles, she chairs the Gender Equality Commission at the University of Girona (2018-present), participates in the Vives Universities Network's Gender Equality Working Group, and serves on the Catalan Council for Research and Innovation (CORICAT, 2023-present). She has authored over 40 indexed legal articles and multiple collective works chapters.
Henrike Schürmann is a researcher affiliated with Leuphana University of Lüneburg, Germany. Her work focuses on educational theory and practice, particularly in systemic thinking for science education and teacher training. Key research areas include competence-oriented teaching, inclusion, coaching & mentoring, and teacher health. She co-authored a 2020 publication exploring aesthetic approaches to systemic thinking in science classes using forest ecosystems as a pedagogical model. Her projects emphasize integrating theory and practice in teacher education frameworks.
Prof. Dr. Elke Montanari is a Professor of German as a Second Language at the Institute for German Language and Literature, University of Hildesheim, where she also serves as Managing Director. She holds a PhD from Ludwig-Maximilians-Universität München and previously held academic positions at Heidelberg University of Education and Karlsruhe University of Education. Her research bridges multilingualism, language acquisition, and educational integration, with leadership roles in projects like TRANSLANG (international teacher education) and DAWID (German as an academic language). Montanari's research explores multilingual education systems, vocabulary development in bilingual children, and diagnostics for German language learners. She emphasizes practical applications in teacher training and policy development, particularly for migrant and refugee education. Her work spans early childhood to tertiary education contexts. Recent publications (2019–2025) demonstrate strong trends in lexical analysis of learner corpora, multilingual pedagogy in ECEC institutions, and information literacy’s role in democratic engagement. Methodologically, she combines empirical studies of bilingual development with applied educational research. As primary supervisor, she guides doctoral candidates in multilingual acquisition research. Key projects include SpraBiPiKs (language professionals in kindergartens) and collaborations with universities in Cairo and Rouen. She co-leads the Center for Educational Integration, advancing inclusive language policies across Niedersachsen.
Tanya Chichekian is an Associate Professor at the University of Sherbrooke (since 2024) and an Adjunct Professor at the University of Quebec in Montreal (since 2016). Previously, she held positions as Assistant Professor at University of Sherbrooke (2019-2024) and Adjunct Professor at Queen's University (2016-2019). She holds a PhD in Educational Psychology (McGill University, 2014) and has taught courses on computational thinking, design thinking, and self-regulated learning. Doctor of Philosophy in Educational Psychology (McGill University, 2014) Master of Arts in Educational Psychology (McGill University, 2011) Bachelor of Education (McGill University, 1999) Diploma of Collegial Studies (DEC) (Collège Bois-de-Boulogne, 1995) Her research focuses on computational thinking , educational technologies , passion transmission , and motivational dynamics in higher education. She explores how virtual reality , artificial intelligence , and design thinking reshape pedagogy, with emphasis on knowledge transfer and emotional mediation in learning environments. Her 2025-2031 NSERC-funded project PRL+: Raising PhD Readiness Level for technological innovation and 2024-2029 SSHRC grant The effects of GenAI on students' digital needs and computational thinking highlight her commitment to technological integration in education. Recent publications analyze passion transmission models , procrastination in medical students, and computational thinking profiles in preservice teachers. Her grants include a 2021-2025 SSHRC Insight grant on pedagogical development and a 2022-2025 FRQSC grant on passion transmission in higher education.
Kjell Lemström is a Senior University Lecturer at the Department of Computer Science, University of Helsinki's Faculty of Science. He leads the Bachelor's Programme in Computer Science and directs the DEFA project focused on digital education and admissions. His research spans computational musicology (music pattern matching, rhythm analysis) and computer science education (MOOC effectiveness, curriculum design). Research interests include: Music Informatics: Polyphonic pattern detection, transposition-invariant algorithms, rhythmic analysis, and symbolic music processing Computational Methods: String algorithms, geometric computing, and optimization techniques for large-scale data Educational Innovation: Programming pedagogy, student retention in MOOCs, and competency-based admissions systems His recent publications (2021-2024) reflect dual focus areas: 60% explore music information retrieval (algorithm development for pattern detection), while 40% investigate computing education (curriculum transitions and MOOC effectiveness). He received the Award for senior researcher (2003) for contributions to computational musicology. Supervisory roles include doctoral thesis supervision (e.g., Teppo Ahonen) and hosting visiting academics like Darrell Conklin. Current project leadership includes Computer Science Admission Policies and Study Analytics (2024-present).
Barbara Scharfbillig serves as a Senior Lecturer in the Faculty of Geography and its Didactics at the University of Trier since October 2023. She leads the elective module 'Education for Sustainable Development' in the Master of Education program and coordinates the 'Exchange of German and Namibian Educators' professional exchange initiative. Beyond her university role, she is a certified Education for Sustainable Development (ESD) trainer in Rhineland-Palatinate and Saarland, Managing Director of the German-Namibian association Suni e.V., and a lecturer in the Federal Ministry for Economic Cooperation and Development's 'Education meets Development' program. Her educational background includes an M.A. in Management of Cultural and Non-Profit Organizations, a B.A. in Cultures and Languages of Africa & Educational Sciences, and professional training as a nurse. This diverse foundation supports her interdisciplinary approach to development education. Scharfbillig's research centers on critical approaches to international cooperation with emphasis on decolonial perspectives. Her work explores Education for Sustainable Development through practical applications in German-Namibian contexts, particularly focusing on the Omaheke region of Namibia. She investigates multiperspectivity in teacher training, colonial continuities in development work, and the acquisition of intercultural competencies. Her methodology often employs Design-Based Research to develop tangible educational resources that address real-world challenges in cross-cultural settings. Her publications reveal a consistent focus on practical educational materials and critical reflection on power dynamics in North-South partnerships. The trajectory shows increasing sophistication in developing bilateral educational frameworks that respect local knowledge systems while addressing global sustainability challenges. Her work bridges academic theory with grassroots implementation, particularly evident in her German-Namibian exchange programs and educational materials development. 2024: Teaching Award of the University of Trier for the seminar 'Education for Sustainable Development / Perspectives, Learning Locations and Practical Exercises for Geography Teaching (WS 2023/2024)' 2017: Winner of the 'Volunteering 4.0' Idea Competition in Rhineland-Palatinate 2011: Support and Honor Award 'Filippas Engel' for young Europeans Scharfbillig mentors students in developing German-Namibian learning units and leads multiple projects including the 'German-Namibian Exchange of Educators' (2024-2025) and the 'EvoNam' project (2025-2026) researching student conceptions of evolution in Namibia. Her grant-funded work emphasizes practical application and bilateral knowledge exchange rather than traditional research funding models. She collaborates extensively with the Geography and its Didactics team at the University of Trier, working closely with Suni e.V., the Namibian Light for the Children Foundation, and the Directorate of Education, Omaheke Regional Council. Her team approach emphasizes co-creation of educational materials with Namibian partners, ensuring authentic representation of local contexts and knowledge systems.
Helen Aveyard is a Principal Lecturer at Oxford Brookes University, affiliated with the Oxford School of Nursing and Midwifery. She serves as Programme Lead for the Professional Doctorate in Nursing & Midwifery and the MSc in Applied Health Research, contributing significantly to both undergraduate and postgraduate education in Adult Nursing. Her educational background includes a doctoral study in Health Care Ethics from King's College University of London, where she investigated informed consent in nursing care procedures. Helen Aveyard’s research interests are centered on: Methods for conducting literature reviews at various academic levels Evidence-based practice in novice nursing Informed consent and patient autonomy in nursing Generalizability and diversity in qualitative research Her recent scholarly output demonstrates a consistent focus on improving research methodology, particularly in scoping and literature reviews, patient-centered care, and ethical nursing practice. She has co-developed the PAGER framework to enhance the quality of reporting in scoping reviews, reflecting her leadership in research methodology. Helen has received recognition for her scholarly contributions, including: British Medical Association Award nomination (2015) for the 5th edition of Doing a Literature Review in Health and Social Care British Medical Association Award nomination (2012) for A Beginner’s Guide to Critical Thinking and Writing She actively supervises postgraduate research students in areas such as wound care, shared governance, pressure ulcer education, remote prescribing, and mealtime experiences for older patients. She is also involved in research projects related to parenting support, student engagement with research modules, mentorship paradigms, and publication standards in literature reviews. Helen Aveyard is a member of the Royal College of Nursing and the Nursing and Midwifery Council, maintaining strong professional ties to the nursing community.
Professor David Bolonio Martin at the Polytechnic University of Madrid (Department of Energy and Fuels) specializes in renewable energy systems, biofuels, and environmental engineering. His work bridges chemical engineering and sustainable transportation technologies. Current Deputy Director of TECMINERGY (Technological Center for Safety and Quality in Energy and Mining Industries) Research Group Member in Industrial Safety and Environmental Studies Research Focus Developing waste-derived biofuels (agricultural residues, wine industry waste, forest products) Advanced oxidation stability analysis for renewable fuels Techno-economic and life cycle assessments of sustainable energy systems Environmental risk assessment for mercury mining districts Key Contributions Pioneering thermochemical routes for biojet fuel production Optimizing biomass conversion technologies through TCR reactors Advancing Design Thinking methodology in engineering education
Prof. PhDr. Ing. Blanka Kudláčová, PhD. is a distinguished academic at the Faculty of Education, University of Trnava , where she has served since 1995. Currently, she holds the position of Head of the Department of Educational Studies. Her career spans roles as Assistant Professor, Associate Professor, and Professor, alongside leadership positions such as Vice-Dean (2004–2011) and Vice-Rector (2011–2014). She specializes in historical-pedagogical research, ethics education, and inclusive pedagogy. 1995–2000: Assistant Professor at the Department of Pedagogy and Psychology 2001–2004: Deputy Head of Department 2004–2013: Associate Professor/Professor in Pedagogy Her research focuses on the historical and philosophical-anthropological analysis of pedagogical thinking , grounded in the philosophy of education and the history of education. Her publications explore themes like inclusive education, ethical frameworks for educators, and the evolution of European pedagogical thought from antiquity to postmodernity. Key trends in her recent work include: Transforming risks into opportunities in 21st-century inclusive education Postmodern critiques of educational systems Anthropological approaches to disability education Ethical foundations for teacher identity and practice Historical continuity in pedagogical theories She has trained 2 PhD candidates and mentored 5 completions. Her work has been cited 166 times domestically and 53 times internationally, with 4 citations in SCI journals.
Lilian Trechsel is a researcher at the Centre for Development and Environment (CDE) at the University of Bern. She leads the Transformative Education and Science Impact Area, focusing on integrating sustainability into higher education through projects like the International Graduate School North-South (IGS) and Brennpunkt Nachhaltigkeit. Her work emphasizes transformative learning, student engagement, and policy development for sustainable education systems. Current affiliations: Centre for Development and Environment (CDE), University of Bern Network affiliations: Copernicus Alliance representative; Bernese inter-university higher education for sustainable development core group member Her research spans education for sustainable development (ESD), inter- and transdisciplinary approaches, and addressing inequalities in education. She coordinates teaching assignments for the University of Bern’s educational development unit and participates in initiatives like the Socio-economic atlas of Kenya. Publications since 2023 highlight her focus on sustainability monitoring in academia, global research partnerships, and innovative pedagogical frameworks. Key trends include systemic institutional change, equitable North-South collaborations, and practical sustainability engagement tools.
Carol Kottwitz, DNP, PMH-NP, ARNP, serves as Associate Professor and Program Director of the Psychiatric Mental Health Nurse Practitioner Program at Gonzaga University. With 40 years of nursing experience including 20 years at the advanced practice level, she teaches undergraduate, graduate, and Doctor of Nursing Practice courses while maintaining a private psychiatric practice. Her community engagement includes board service at a mental health center and collaboration with Washington State Department of Health on advanced practice license impacts. Education DNP, University of Washington M.N., University of Washington BSN, Eastern Washington University Her research spans psychiatric mental health nursing with emphasis on suicide prevention, ADHD across the lifespan, alcohol misuse, and rural mental health access. She has contributed to statewide suicide prevention initiatives and examines advanced practice compact license implications through Washington State Department of Health partnerships, bridging clinical practice with policy development. Recent publications demonstrate consistent focus on integrating social justice into nursing curricula, enhancing mental health assessment in underserved populations (including rural firefighters), and addressing faculty work-life balance. Her scholarship reveals progressive attention to evidence-based suicide assessment tools and transitions in community mental health systems. Scientific Awards Distinguished Fellow, National Academies of Practice As Program Director, Dr. Kottwitz mentors psychiatric mental health nurse practitioner students and leads curriculum development. Her grant activities include Principal Investigator for an evidence-based online suicide assessment competency evaluation and research team membership in national faculty satisfaction studies, alongside previous collaboration on the unfunded HSSA Access to Care Grant for neighborhood healthcare expansion. Dr. Kottwitz actively contributes to professional communities through American Psychiatric Nurses Association, American Association of Nurse Practitioners, and Sigma Theta Tau. She volunteers as ANCC PMHNP exam content expert and partners with Washington State Department of Health, demonstrating leadership in shaping mental health policy and practice standards.
Professor Eva Verena Schmid holds the Chair of Music Education at the Institute for Music Research within the Faculty of Philosophy at Julius Maximilian University of Würzburg since August 2021. She also serves as Managing Director of the Institute for Music Research since April 2023. Previously, she worked at the Institute for Music Education at Ludwig Maximilian University of Munich as research assistant, academic councilor, and senior academic councilor (2012-2015, 2018-2021), and held a visiting professorship at the University of Bremen (2015-2018). Her educational background includes: School music and German studies at the Stuttgart State University of Music and Performing Arts and University of Stuttgart Doctorate from Berlin University of the Arts (2008) with thesis "Oratorio and Music Festival: On the History of the Oratorio in Germany in the First Half of the 19th Century" Doctoral project funded by the German Research Foundation (DFG) Professor Schmid's research focuses on creative listening and its role in legitimizing music education, particularly examining how creative listening functions in adult education and the broader music education sector. Her work also explores teacher professionalization and the history of the oratorio in the first half of the 19th century. She is particularly interested in how aesthetic experiences can be articulated and how creative listening can bridge various educational domains. Her research often takes an interdisciplinary and inclusive approach, connecting music education with broader social and cultural contexts. Analysis of Professor Schmid's recent publications reveals a strong focus on creative listening as both a theoretical framework and practical approach in music education. Her work consistently addresses the legitimacy of music education through creative engagement, with increasing attention to inclusive practices, cross-cultural perspectives, and the integration of diverse musical traditions. There's a clear trajectory from historical musicological research toward contemporary music pedagogy, showing how historical understanding informs current educational practices. Her publications demonstrate a commitment to making music education relevant, accessible, and meaningful for diverse learners. Professor Schmid is actively involved in project work including the current "Counterpoint workshop on the topic of (Creative) Listening" in cooperation with the Schola Cantorum Basiliensis. Previous projects have included "BlickHör_._Raum" exploring creative perception of image, music, and space, and inclusive initiatives like making Mussorgsky's "Pictures at an Exhibition" accessible through multiple sensory modalities including sign language. She has organized symposia on interdisciplinary and inclusive music education, demonstrating her commitment to collaborative and innovative approaches in the field. Her international engagement is significant, with presentations at numerous conferences worldwide including in Brazil, Switzerland, Lithuania, Finland, Ireland, and Italy. This global perspective enriches her work in music education, allowing her to incorporate diverse viewpoints and practices into her research and teaching.
Dr. Erika Kopp serves as an Associate Professor in the Department of Pedagogy at the Faculty of Education, University J. Selye in Komárno, Slovakia, where she has been employed since 2022. She is responsible for the Pedagogy and Public Education (1st level) study program and maintains an active research profile in educational sciences. Her academic qualifications include: Pedagogy studies at the Faculty of Humanities of Eötvös Loránd University (1993-1996) Doctoral studies in Pedagogy at the Faculty of Humanities of Eötvös Loránd University (1999-2006) Habilitation in Pedagogy at the Faculty of Humanities of Eötvös Loránd University (2018) Dr. Kopp's research focuses on teacher education systems, institutional development, program development, and reform-oriented schools. She has led multiple international research projects examining teacher training frameworks, school innovation processes, and the development of church-based educational institutions, particularly reformed schools. Her recent scholarly output demonstrates a strong emphasis on sustainable education approaches, digital transformation in learning environments, comparative teacher education policies across Central and Eastern Europe, and democratic practices in educational settings. Her work frequently addresses challenges in educational inclusion and the development of professional competencies for educators. Dr. Kopp has secured significant external funding through multiple European Commission projects: Network of experts for recognition of educational mobility outcomes (2020-2022) Positive direction in education (2021-2023) Supporting inclusion in society through education (2018-2021) Building bridges in teacher education (2015-2018) With over 20 scholarly publications across scientific, professional, and pedagogical categories, her work has received 52 recorded citations, demonstrating significant impact in the field of educational sciences.
Deniz Kürşad is an Associate Professor and current Head of Department in the Department of Graphic Design at Canakkale Onsekiz Mart University's Faculty of Fine Arts, where she has served since 2010. Promoted from Research Assistant (2010-2017) to Assistant Professor (2017-2021) and finally Associate Professor in 2021, she also holds multiple leadership roles including Faculty Management Board Member and Ethics Committee Member. Her educational background includes: PhD in Competence in Art, Hacettepe University, Faculty of Fine Arts, Department of Graphics (2016) MA in Postgraduate Studies, Suleyman Demirel University, Faculty of Fine Arts, Department of Graphics (2008) Bachelor's Degree, Mersin University, Faculty of Fine Arts, Department of Graphics (2003) Kürşad's research spans Graphic Design, Art and Design, Accessibility, and Branding with focus on visual identity systems and interdisciplinary applications. Her work bridges architectural visualization, typography in public spaces, and universal design principles, emphasizing practical implementation in educational and professional contexts. Analysis of her 14 recent publications (2014-2024) reveals consistent focus on three-dimensional visual communication, accessibility in branding, and environmental graphic design. Her work demonstrates strong integration of theoretical frameworks with practical applications, particularly in public space branding, responsive web design, and cross-disciplinary design methodologies. She has secured significant research funding including the 2022-2024 project 'Symbolization of Çanakkale's Historical and Cultural Values for Application on Textile Surfaces' as Principal Investigator, alongside editorial roles for the International Journal of Troy Art and Design since 2020. Her academic supervision extends through curriculum development in courses like Packaging Design and Web Design. Kürşad maintains active artistic engagement through international exhibitions including the 9th Çanakkale Biennial and interdisciplinary projects addressing cultural heritage and social issues like violence against women, demonstrating the practical application of her theoretical research.
