جستجوی استاد راهنمای دانشگاهی

Tijana Gajićمشاهده پروفایل

پژوهشگر

• Language Education
• Digital Learning Tools
• Foreign Language Acquisition
• +۴ مورد دیگر

Tijana Gajić is a researcher at Singidunum University in Belgrade, Serbia. She holds a Ph.D. in Philology (2020), an MA in English Language and Literature (2009), and a BA in the same field (2007) from the University of Belgrade. Her work focuses on the intersection of language education, digital tools, and critical pedagogy. Doctoral Studies: Philology , University of Belgrade (2017-2020) Master Studies: English Language and Literature , University of Belgrade (2008-2009) Bachelor Studies: English Language and Literature , University of Belgrade (2003-2007) Dr. Gajić’s research explores the impact of digital technologies on language acquisition, critical thinking development, and the sociopolitical dimensions of English language learning. She has published extensively on mobile applications like Duolingo, HelloTalk, and WordUp, analyzing their efficacy in modern pedagogy. Her recent publications (2024-2025) examine digital tools’ influence on language education, critical pedagogy in Serbian classrooms, and AI-driven language learning innovations. Earlier works (2020-2016) established her expertise in tandem learning, vocabulary enhancement via apps, and affective factors in language acquisition. Notable collaborations include partnerships with researchers like N. Maenza , A. Gagić , and J. Nikolić . While no specific grants or awards are mentioned, her involvement in conferences such as Sinteza and ELTA Serbia underscores her active role in advancing language education. Her 2022 book, Nastava stranih jezika i razvoj kritičkog mišljenja u eri neoliberalizma , synthesizes her critical pedagogy framework. Current projects likely continue her focus on digital transformation in language teaching.

• Learning Sciences
• Technology-Enhanced Learning
• Collaborative Learning
• +۴ مورد دیگر

Professor Nancy W. Y. Law is a leading scholar in Learning Sciences and Technology at the University of Hong Kong's Faculty of Education . She has served as Founding Director of the Centre for Information Technology in Education (CITE) (1998-2013) and currently holds the Chair of Learning Sciences and Technology . Her career spans over 25 years of international comparative studies, policy analysis, and large-scale educational innovation. Current roles: Associate Dean (Strategic Development), HKU Key affiliations: Sciences of Learning Strategic Research Theme (co-convener) Research Expertise Her work focuses on technology-enhanced learning , digital literacy , knowledge building communities , and multilevel educational change . She pioneered network models of teacher innovation and socio-technical frameworks for sustainable pedagogical transformation, particularly in STEM education and Cyberbullying prevention . Scientific Leadership With over 25 major research grants (2000-2023) exceeding HK$50 million, she leads projects like: Learning and Assessment for Digital Citizenship Jockey Club Self-directed Learning in STEM Design-Aware Learning Analytics A Fellow of the International Society of Learning Sciences and recipient of the HKSAR Humanities and Social Sciences Prestigious Fellowship , she has supervised numerous international comparative studies including SITES 2006, ICILS 2013, and longitudinal digital citizenship research (2019-2021).

Neil Selwynمشاهده پروفایل

استاد

• Digital technology and society
• AI in education
• Digital sociology of education
• +۵ مورد دیگر

Neil Selwyn is a Professor in the Faculty of Education at Monash University with over 30 years of research experience focusing on the integration of digital technology into educational settings. His work centers on the 'real-life' constraints and problems faced when implementing technology-based education, with expertise in AI, automation, data-driven education, and digital degrowth. His primary research interests span digital technology and society, the use of digital technologies in educational settings, digital sociology of education, and environmental sustainability issues associated with digital technology use. Professor Selwyn is recognized internationally for his critical approach to educational technology and has led numerous nationally-funded projects examining educational data, learning analytics, and AI technologies. His recent publications reflect a growing focus on the environmental implications of AI in education, digital degrowth, and the practical challenges teachers face when implementing AI tools in classrooms. This work demonstrates a shift toward examining the sustainability and ethical dimensions of educational technology. Fellow of the Academy of Social Sciences in Australia (2024) Professor Selwyn serves as a media commentator for major outlets including the NYT, WSJ, CNN, Guardian, BBC, and ABC, and hosts the 'Education Technology Society' podcast. He maintains significant international collaborations, currently holding visiting positions at Lund University (2025), University of Oxford (2023-2027), and previously at the University of Gothenburg (2016-2017).

María Rivera Maulucciمشاهده پروفایل

استاد

• Urban Education
• Science Education
• Science Pedagogy
• +۷ مورد دیگر

María Rivera Maulucci is the Ann Whitney Olin Professor of Education and serves as the Education Program Director/Chair at Barnard College, Columbia University. She is a proud alumna of Barnard (Class of 1988) and has been a faculty member since 2004. Her work centers on urban education, science pedagogy, and teacher development with a strong commitment to equity and social justice. Education: BS, Barnard College, Columbia University MFS, Yale School of Forestry & Environmental Studies M.Phil, Teachers College, Columbia University Ph.D., Teachers College, Columbia University Her research focuses on how teachers learn to teach for social justice, emphasizing the role of language, identity, and emotions in teacher development. She employs qualitative research and evaluation methods to explore transformative pedagogical practices in urban science education. Her scholarship bridges formal and informal learning contexts and investigates the interplay between teacher agency and structural constraints. Her recent publications and presentations highlight a sustained focus on equity, critical science inquiry, teacher identity, and professional development. She has contributed extensively to journals such as Journal of Research in Science Teaching and Cultural Studies of Science Education , and has authored chapters on social justice, identity, and assessment in science education. Scientific Awards: Barnard College Emily Gregory Teaching Award (2018) National Association for Research in Science Teaching Equity and Ethics Scholar (2007) She is the Principal Investigator of the NSF-funded Barnard College Robert Noyce Teacher Education Scholars Program, which supports future science teachers in urban schools. She advises students and collaborates with national organizations, including the National Association for Research in Science Teaching, Association for Science Teacher Education, and American Educational Research Association. Her teaching includes courses such as Science in the City , Urban School Practicum , and Performance Assessment of Teaching . She is actively engaged in professional development initiatives and has led workshops on family engineering nights, multicultural pedagogy, and social justice in science education. Her lab and programmatic work centers on the Noyce Scholars Program, which functions as a living laboratory for preparing socially conscious science educators.

Baijian Yangمشاهده پروفایل

استاد

• Cybersecurity
• Big Data
• Applied Machine Learning
• +۴ مورد دیگر

Dr. Baijian "Justin" Yang serves as the Associate Dean for Research at Purdue Polytechnic Institute and is a Professor in the Department of Computer and Information Technology at Purdue University. He earned his Ph.D. in Computer Science from Michigan State University, with Master's and Bachelor's degrees in Automation (EECS) from Tsinghua University. Dr. Yang has established himself as a leader in multiple interdisciplinary research domains. Dr. Yang's educational background includes: PhD in Computer Science, Michigan State University (2002) MS in Automation (EECS), Tsinghua University (1998) BS in Automation (EECS), Tsinghua University (1995) His research interests span multiple cutting-edge domains with practical applications: Cybersecurity : Developing novel approaches for threat intelligence, security education, and network defense Big Data : Creating innovative algorithms for dimension reduction, regression with categorical variables, and tensor decomposition Applied Machine Learning : Implementing AI solutions in healthcare, manufacturing, and forestry applications Digital Forestry : Using UAV imagery and remote sensing for forest management and tree species classification Dr. Yang's publication record demonstrates significant impact across multiple disciplines, with recent work focusing on spatial transcriptomics analysis (SiGra), delirium detection using limited-lead EEG, and visual localization technologies. His research bridges theoretical advances with practical applications in healthcare, manufacturing quality control, and environmental monitoring. The interdisciplinary nature of his work is evident in collaborations spanning computer science, healthcare, forestry, and manufacturing domains. His scientific achievements have been recognized with numerous awards: 2023 HRSA Building Bridges to Better Health Competition Winner (Phase 1) and 2nd place ($100,000 prize) in Phase 3 2023 Outstanding Faculty Award in Engagement, Department of Computer and Information Technology, Purdue University 2021 Leadership in Manufacturing Award, Manufacturing Times Digital (MxD) 2021 Good to Great Award, Purdue Polytechnic 2020 Outstanding Faculty Award in Discovery, Department of Computer and Information Technology 2019 University Faculty Scholars, Purdue University As an educator and mentor, Dr. Yang has advised numerous graduate students through their PhD and Master's research. His leadership extends to significant service roles including serving as Faculty Champion for the Holistic Safety and Security research impact area at Purdue Polytechnic from 2018 to 2021, board membership with ATMAE (2014-2016), and participation in the IEEE Cybersecurity Initiative Steering Committee (2015-2017). He holds valuable industry certifications including CISSP, MCSE, and Six Sigma Black Belt, demonstrating his commitment to bridging academic research with industry practice. Dr. Yang leads multiple research projects including "Digital Forestry" for developing tools to quantify forest function, "CHEESE" (Cyber Human Ecosystem of Engaged Security Education), and "CICI" (Supporting Controlled Unclassified Information with a Campus Awareness and Risk Management Framework). His work on "Applied Machine Learning" focuses on solving real-world problems, while his "Dimension Reduction and Memory Amnestic Big Data Regression" project innovates computational algorithms for large-scale data analysis.

• Contract Law
• Corporate Law
• Mergers and Acquisitions
• +۵ مورد دیگر

Adam B. Badawi is a Professor of Law at the University of California, Berkeley - School of Law, where he maintains an active research agenda at the intersection of law, finance, and corporate governance. His scholarly work has established him as a leading expert in contract law, M&A transactions, securities litigation, and ESG compliance. Professor Badawi's research interests span multiple dimensions of corporate law and legal theory. His work on contractual complexity, particularly in debt agreements and M&A transactions, has provided significant insights into how legal drafting affects economic outcomes. He has extensively examined the business judgment rule, board authority, and the role of courts in corporate governance. More recently, his research has expanded into ESG-related topics, analyzing how environmental, social, and governance considerations intersect with traditional corporate law frameworks. His methodological approach often combines legal analysis with empirical techniques, including text analysis of legal documents and event studies of litigation outcomes. Professor Badawi's scholarly output demonstrates consistent high-impact research across multiple domains of corporate law. His early work focused on foundational aspects of contract theory and interpretation, while his more recent publications reflect growing interest in ESG metrics, executive compensation structures tied to sustainability goals, and the evolving regulatory landscape. The trajectory of his research shows a progression from theoretical legal analysis toward increasingly empirical and interdisciplinary approaches that bridge law with finance and data science. Professor Badawi has collaborated with numerous scholars across different institutions, including Duke University, Stanford Law School, and the University of Chicago Law School, reflecting the interdisciplinary nature of his work and its relevance to multiple academic communities.

Paul Collierمشاهده پروفایل

استاد

• Economic development
• Migration and refugee crisis
• Urbanisation in low-income countries
• +۷ مورد دیگر

Sir Paul Collier is Professor of Economics and Public Policy at the Blavatnik School of Government, University of Oxford, and serves as the Oxford Academic Director of the International Growth Centre, a collaboration between the LSE and Oxford Universities. He is also a member of the Natural Resource Governance Institute Board. His academic work spans decades of research focused on economic development challenges in the world's poorest regions, bridging theoretical economics with practical policy solutions, particularly in contexts of conflict, natural resource management, and regional economic decline. Professor Collier's research interests center on economic development, with specific focus areas including: Mitigating the challenges of migration and the refugee crisis Understanding urbanization processes in low-income countries Addressing the political economy of resource-rich but economically poor nations Exploring how cultural factors influence economic outcomes Developing frameworks for regional renewal in neglected places Analyzing the relationship between democracy and economic development in fragile states His recent publications reveal a consistent focus on the intersection of economic policy, social cohesion, and cultural dimensions in development contexts. Collier's work increasingly emphasizes the importance of collective learning, social capital, and local agency in reversing economic decline, moving beyond traditional market-centric approaches. Among his notable scientific contributions are: Handesblatt Prize for The Future of Capitalism Arthur Ross Prize for The Bottom Billion Adam Smith Prize by Glasgow's Philosophical Society (2023) Global Citizenship Award by Belgium's cooperative movement (2018) 2025 Axiom Business Book Award for Left Behind Professor Collier actively advises governments and international organizations on development policy, with particular emphasis on practical approaches to regional renewal. His current research project "Establishing state legitimacy and effectiveness in fragile and conflict-affected societies," funded by a British Academy Grant, examines how conflict-affected states can build functional governance capacity. He has also contributed to Oxford University's first MOOC "From poverty to prosperity: understanding economic development," making his expertise accessible globally.

Christiane Fellbaumمشاهده پروفایل

استاد

• Theoretical Linguistics
• Computational Linguistics
• Corpus Linguistics
• +۳ مورد دیگر

Christiane Fellbaum serves as Lecturer with Rank of Professor in Princeton University's Program in Linguistics and Department of Computer Science, where she has been a senior research scholar since returning in 1987 after postdoctoral work at the University of Paris. Her foundational contributions to computational linguistics include co-developing WordNet and co-founding the Global WordNet Association. Her educational background features: Ph.D. in Linguistics, Princeton University (1980) Postdoctoral Fellowship, University of Paris Fellbaum's research integrates theoretical linguistics with computational applications, specializing in lexical semantics, corpus analysis, and semantic network construction. Her work bridges computational linguistics and lexicography through projects like WordNet and Medical WordNet, with recent emphasis on multilingual resources, bias analysis in embeddings, and African language technology development. She examines semantic phenomena including idioms, verb alternations, and emotion scales through both corpus linguistics and formal ontological frameworks. Analysis of her publication trajectory reveals sustained innovation in lexical resource development since the 2000s, evolving from foundational WordNet studies to contemporary work on large language model adaptation and social bias mitigation. Current research demonstrates increasing interdisciplinary collaboration across NLP, cognitive science, and social justice applications. Her scientific recognition includes: Wolfgang Paul Prize from the German Humboldt Foundation (2001) Antonio Zampolli Prize (2006) Fellbaum has secured continuous research funding from the U.S. National Science Foundation, European Union Seventh Framework, Frank Moss Foundation, and Tim Gill Foundation. She actively mentors junior researchers through Princeton's Independent Work seminars and hosts the North American Computational Linguistics Olympiad (NACLO), while leading major international collaborations including the KYOTO and SIERA European projects. As director of the WordNet project and permanent fellow at the Berlin-Brandenburg Academy of Sciences, she maintains leadership in global lexical resource initiatives through the Princeton Language and Intelligence initiative and Natural and Artificial Minds research group.

Minh Hue Nguyenمشاهده پروفایل

مدرس ارشد

• Second language teacher education
• TESOL pedagogy
• Language teacher cognition
• +۶ مورد دیگر

Minh Hue Nguyen is a Senior Lecturer in EAL/TESOL Teacher Education at Monash University's School of Curriculum, Teaching and Inclusive Education within the Faculty of Education. She holds a PhD in Education (TESOL focused) from Monash University and has taught at Vietnam National University, Deakin University, and the University of Melbourne. Her educational background includes: PhD in Education (TESOL focused), Monash University (2015) MA in Applied Linguistics, Victoria University of Wellington (2008) BA in English Language Teaching, Vietnam National University (2003) Nguyen's research centers on teachers' professional learning, curriculum, and pedagogy in TESOL and EAL contexts, with specific focus on emotional experiences, identity development, mentoring, agency, and collaboration. She explores sociocultural contexts of teacher development through activity theory and sociocultural perspectives, examining how institutions support teachers' learning journeys from preservice to in-service stages. Recent work investigates professional learning for teacher educators and implementation of the Victorian EAL Curriculum. Her 15 most recent publications (2024-2025) reveal a strong thematic focus on language teacher agency, identity negotiation, and multilingual pedagogies. The research increasingly examines emotional dimensions of teaching, cross-cultural identity tensions, and collaborative models between EAL and content teachers, with significant contributions to understanding how teachers navigate complex educational contexts while developing professional identities. Her scientific recognition includes: Penny McKay Award Special Commendation Monash Education Research Community's Publication Award ATEA/Kay Martinez Award for Best Paper Monash Dean of Education’s ECR Project Award Advancing Women's Research Success Grant Vietnamese Government Merit-based Scholarships Nguyen actively supervises PhD research in TESOL teacher professional learning, teacher identity, and curriculum development, though is currently unavailable for new PhD students until 2027. She contributes to editorial boards for Teaching and Teacher Education, Second Language Teacher Education, and System journals, and serves on the Australian Teacher Education Association. Her work supports UN Sustainable Development Goal 4 (Quality Education) through inclusive pedagogical frameworks. She leads research projects including 'Elucidating practices to assist EAL learners to acquire specialised science vocabulary' and 'Establishing an online community-of-practice model for learner agency during work placements,' demonstrating commitment to practical educational innovations.

Hartmut Rosaمشاهده پروفایل

استاد

• Social Acceleration Theory
• Modernity Diagnosis
• Time Sociology
• +۵ مورد دیگر

Hartmut Rosa holds the Professorship of General and Theoretical Sociology at Friedrich Schiller University Jena since 2005. He serves as Director of the Max Weber College in Erfurt and leads multiple DFG-funded research groups including the Collaborative Research Center TRR 294 'Structural Change in Property'. A leading theorist in social acceleration and resonance theory , he combines temporal analysis with democratic theory and critical sociology. Born: August 1965 Current: Director of Max Weber College Key Positions: New School for Social Research affiliation His research spans : Social acceleration across technological, cultural, and experiential dimensions Resonance as alternative to alienation Democratic theory under time pressure Modernity diagnostics Critical theory foundations Recent article themes include: Digital self-tracking motivations (2021) - intersection of big data and temporal ethics Corona crisis as temporal disruption (2020) - rethinking economic priorities Acceleration's impact on democracy (2005-2023) - temporal overload analysis World relations theory (2011-2022) - new materialist approaches Major scientific awards : 2023 Gottfried Wilhelm Leibniz Prize (Germany's highest research honor) 2018 Erich Fromm Prize for Social Psychology 2018 Paul Watzlawick Ring of Honor 2016 Tractatus Prize for Philosophical Essays He leads multiple research projects : SFB TRR 294 Subproject C06 'Making Things Available' DFG Priority Programme on Aesthetic Eigenzeiten Research Group 'Land Grabbing, Acceleration, Activation' VW Foundation project on 'Aporias of Perfection' in acceleration

Steffi de Jongمشاهده پروفایل

دانشیار

• Public History
• Cultural Memory Studies
• Holocaust Representation
• +۲ مورد دیگر

Steffi de Jong is Associate Professor of Public History and History Didactics at NTNU's Department of Historical and Classical Studies. She holds a PhD from NTNU and previously held positions at Maastricht University and University of Cologne. Research encompasses: Museum representation of historical testimony Digital memory of the Holocaust Re-enactment as historical practice Sensory dimensions of public history Virtual reality in memorial culture Her publications critically examine how technologies like VR transform Holocaust commemoration, arguing that simulated experiences create new forms of 'post-witnessing'. Recent projects include Gerda Henkel Foundation-funded research on historical re-enactment origins and analyses of digital Holocaust memory. Monographs include 'The Witness as Object' (Berghahn, 2018), which analyzes video testimony in memorial museums, and edited volumes on choreomusicology and women's musical leadership.

Jon McCormackمشاهده پروفایل

استاد

• Computational Creativity
• Human-machine interfaces
• Artificial Intelligence/Cybernetics
• +۹ مورد دیگر

Jon McCormack is a Professor jointly appointed in Monash University's Faculty of Art, Design & Architecture (MADA) and Faculty of Information Technology. He founded and directs SensiLab, a research facility focusing on computational creativity, human-machine interfaces, and generative systems. His work spans electronic media art, evolutionary music, and artificial life. McCormack holds a PhD in Computer Science from Monash University, along with degrees in Computer Science, Applied Mathematics, and Film/Television. Research interests include computational creativity, tangible interfaces, and cybernetic systems. Notable projects include 'Explainable Artificial Creativity' (ARC-funded) and 'Building 4.0 CRC,' addressing architectural innovation through AI. He has been recognized with awards for collaborative projects like the Blundstone Intelligent Footwear for Healthcare. McCormack's recent articles explore AI-driven art, generative systems, and interdisciplinary design. His work bridges artistic practice with technical innovation, emphasizing ethical and creative dimensions of human-AI collaboration. SensiLab serves as a hub for practice-based research in digital media and interactive systems. Education: PhD in Computer Science, Monash University (2004) Bachelor of Science (Honours), Computer Science/Applied Mathematics, Monash University (1987) Graduate Diploma in Film/TV, Swinburne University (1986) Bachelor of Science, Computer Science/Applied Mathematics, Monash University (1985) Key Projects: Lead investigator on 'Explainable Artificial Creativity' (2022–2026) Co-investigator in 'Building 4.0 CRC' (2020–2027), exploring AI-driven architectural design Awards: 2022 Designers Australia Award for Blundstone Footwear 2020 'On the Machine Condition' Prize McCormack's lab, SensiLab, fosters collaborations across disciplines, producing exhibitions, software, and theoretical frameworks for computational creativity. He actively supervises PhD students in practice-based research, emphasizing the intersection of art and technology.

Anna Danielssonمشاهده پروفایل

استاد

• Science Education
• Gender Studies
• Identity in Education
• +۳ مورد دیگر

Anna Danielsson is a Professor of Science Education at Stockholm University's Department of Teaching and Learning, where she also serves as head of the science education section. Her academic career spans prestigious institutions including Uppsala University, King's College London, and the University of Cambridge, with her current research focusing on equity and inclusion in science education contexts. Professor Danielsson earned her PhD in physics education research from Uppsala University in 2009. Her educational journey includes a two-year postdoctoral fellowship at the University of Cambridge's Faculty of Education, followed by positions as senior lecturer at Uppsala University and Reader in Science Education at King's College London during 2016/17. She was promoted to Professor in Curriculum Studies at Uppsala University in January 2018 before joining Stockholm University. Her research program centers on critical examinations of gender, identity, and power dynamics in science and technology education. As leader of the Science Education Equity research group, she investigates inclusion-exclusion patterns and participation barriers for minoritized learners in science, with particular emphasis on physical sciences. Her work employs innovative narrative and discourse methodologies to explore how students construct identities within science learning contexts. Analysis of her recent publications reveals a sustained focus on identity construction in physics education, particularly examining how underrepresented students navigate disciplinary spaces. Her scholarship bridges theoretical frameworks from post-structuralism, cultural studies, and critical discourse analysis with empirical research in both formal and informal learning environments. A notable trend is her increasing attention to mathematics education and cross-disciplinary identity formation, as evidenced by her 2025 work on mathematics capital. Principal Investigator for 'In(ex)clusion in higher education mathematics and physics: Identity enactment in educational trajectories and scientific practices' Lead researcher on 'The unlikely scientists: Exploring what has enabled students from under-represented groups to continue to higher education science studies' (Swedish Research Council, 2019-2023) Collaborator on multiple Swedish Research Council-funded projects examining identity, gender, and equity in STEM pathways Professor Danielsson directs the Science Education Equity research group, which creates interdisciplinary spaces for examining how marginalized learners engage with science education. The group's work combines theoretical innovation with practical implications for creating more inclusive science classrooms and curricula, particularly focusing on how physical sciences can become more accessible to diverse student populations.

Nicola Breugstمشاهده پروفایل

استاد

• Entrepreneurship
• Psychology of Entrepreneurship
• Entrepreneurial Teams
• +۳ مورد دیگر

Prof. Nicola Breugst is a Professor of Entrepreneurial Behavior at the TUM School of Management, Technical University of Munich. Her research focuses on the psychological dimensions of entrepreneurship, particularly the interplay between founders' thought processes, emotions, and their social/environmental contexts. She explores how entrepreneurial teams influence decision-making, employee motivation, and venture success. Her work challenges the 'lone entrepreneur' myth, emphasizing systemic interactions between founders and their ecosystems. Education: B.A. in Psychology from Ludwig Maximilian University of Munich; Ph.D. in Entrepreneurship from Friedrich Schiller University Jena. Professional Experience: Held academic roles at the University of Duisburg-Essen, Max Planck Institute for Economics, Indiana University Kelley School of Business, and National University of Singapore. Research Interests: Entrepreneurial cognition, team dynamics, equity distribution, founder relationships, and the socio-economic factors shaping new ventures. Notable contributions include studies on trust in teams, envy's role in performance, and pivoting strategies in uncertain markets. Awards: 2022 Teaching Excellence Award (TUM School of Management), 2020 Best Paper in Entrepreneurial Cognition (Academy of Management), and multiple recognitions for mentorship and scholarly contributions. Grants/Advising: Extensive supervision of doctoral students (2018 award), with research supported by international collaborations. Active in entrepreneurial education and cross-cultural studies.

Elisabet Langmannمشاهده پروفایل

دانشیار

• Educational Philosophy
• Didactics
• Ethics in Education
• +۵ مورد دیگر

Elisabet Langmann serves as Associate Professor and Department Head at Södertörn University, Sweden, specializing in Teacher Training with research bridging educational philosophy and classroom practice. Her work critically examines ethical dimensions of schooling and democratic values implementation. Langmann holds a PhD in Educational Philosophy from Örebro University (2013), where her dissertation explored pedagogical approaches to teaching tolerance while avoiding student marginalization. Her academic journey reflects deep engagement with continental philosophy and didactic theory. Her research centers on ambiguities in democratic values (tolerance, justice, responsibility) and their classroom implications, investigating how value conflicts manifest and how supportive teaching climates emerge. Methodologically, she integrates empirical classroom observations with philosophical analysis, drawing from phenomenology and critical theory to examine sensory, affective, and ethical dimensions of learning environments. Analysis of her 2021-2025 publications reveals three evolving trajectories: sustainability education exploring climate change pedagogy; sensory-phenomenological approaches to classroom climate; and continued refinement of tolerance education frameworks. These strands converge in examining how affective dissonance and bodily experiences shape ethical learning. Langmann actively secures research funding including two Swedish Research Council projects (2020-2023): as project leader for "Forms of Upbringing" investigating bodily dimensions in value conflict resolution, and as co-investigator in "How can schools reduce unequal educational opportunities?" examining school culture in disadvantaged areas. She mentors junior researchers through international networks rather than formal student supervision. She contributes significantly to academic infrastructure as board member of the Nordic Society of Philosophy of Education, co-convenor for NERA/EERA educational philosophy networks, and peer reviewer for 12+ journals including Studies in Philosophy and Education. Her leadership extends to international research collectives like PEDST and SCAPE, focusing on democratic sustainability transitions and cultural conflicts in education.