Moritz Sahlender

Moritz Sahlender serves as a Researcher at the German Institute for Adult Education (DIE) within the Teaching and Learning unit, where he has held a research associate position since 2015. He earned his Doctorate in Social Sciences from the University of Tübingen in 2024, following a Master's in Adult Education/Continuing Education (2012-2015) and Bachelor's in Educational Science with adult education focus (2009-2012) at the same institution.

His educational background includes:

• Doctorate in Social Sciences, University of Tübingen (2024)
• MA in Adult Education/Continuing Education, University of Tübingen (2012-2015)
• BA in Educational Science (adult education focus), University of Tübingen (2009-2012)

Sahlender's research centers on adult language education within immigration contexts, specializing in German as a Second Language (GSL) instruction for linguistically diverse classrooms. He investigates teacher competencies, learning processes in heterogeneous groups, adult literacy development, and digital tools for language-sensitive teaching. His work bridges theoretical frameworks with practical applications in educator professionalization, emphasizing how instructors adapt methodologies—including nonverbal communication—to students' language proficiencies through interdisciplinary approaches combining corpus linguistics, video analysis, and cognitive assessment.

Analysis of his 2019-2025 publications reveals consistent focus on GSL teacher competencies and classroom dynamics, with recent expansion into AI-human interaction studies. His methodological innovation stands out in video-based analysis of spoken classroom interactions and interdisciplinary data processing, while maintaining core contributions to understanding low literacy predictors and digital tool efficacy in teacher training. The 2025 LSE Impact Blog article signals growing interest in social dimensions of AI communication.

At DIE, Sahlender actively contributes to the Meta-project on Language Education in Immigration Society and previously co-developed the COLD project (2019-2022) assessing GSL teacher competencies. He served as JURE coordinator for EARLI's Special Interest Group 6 'Instructional Design' during his PhD studies, demonstrating leadership in academic collaboration networks.