Hermann Astleitner

Hermann Astleitner is an Associate Professor at the Department of Educational Science within the Faculty of Social Sciences at Paris-Lodron-University of Salzburg. He leads the Digital Learning Research Group (DLRG) and the Educational Theory Building Lab, focusing on contemporary educational challenges in the digital age. His academic career spans over three decades with significant contributions to educational theory and practice.

Ao.Univ.-Prof. Astleitner completed his diploma and doctoral studies in Education between 1984-1992, earned his Habilitation in Educational Research in 1996, and has held his Associate Professor position since 1997. He was considered for full professorships at prestigious institutions including TU Dresden (1999), University of Erfurt (2002), and Universities of Linz and Klagenfurt (2005).

His research interests span Instructional Design, Educational Technology, Human Development and Education, and Research Methods. Astleitner's work bridges theoretical frameworks with practical applications, particularly in digital learning environments. His recent focus includes social media's impact on learning, big data in educational research, and developing theories for contemporary educational challenges.

His publication trends reveal a strong focus on digital learning contexts, with increasing attention to AI's role in education, social media's psychological impacts, and theoretical frameworks for educational crises. His work consistently connects educational theory with practical applications in school development.

• Kurt Gödel -Stipendiat (1990)

Astleitner actively serves on numerous editorial boards including Computers & Education, Learning & Instruction, and Computers in Human Behavior. He has extensive experience reviewing for major funding organizations such as Deutsche Forschungsgemeinschaft and Swiss Science Foundation. His third mission activities include teaching training programs across Luxembourg, Switzerland, and Austria.

He leads the Educational Theory Building Lab, which focuses on developing theoretical frameworks for social sciences with recent work on multidimensional engagement in learning, digital learning theories, and the cascade theory of educational crises. His current research projects include Critical Thinking 2.0 in the age of AI and Cognitive neglect and advice resistance.