Prof. Dr. Hans-Christian Pfohl is a full professor at the Institute of Business Administration , part of the College of Law and Economics at the Technical University of Darmstadt , Germany. His work focuses on Logistics , Corporate Management , and Transport Management , with a career spanning over five decades. Research Interests: Logistics systems and supply chain management Environmental and ecological logistics Quality management in logistics processes Strategic controlling and organizational design Article Trends (1990s–2000): His publications emphasize logistics as a strategic business function , integrating environmental sustainability and technological innovation . Topics include spare parts logistics , cross-company coordination , and benchmarking , reflecting a blend of theoretical rigor and industry application. Scientific Awards: Honorary Doctorate (Dr. hc)
Prof. Dr. Anita Schilcher is a Professor of Didactics of German Language and Literature at the University of Regensburg, Faculty of Languages, Literature and Cultural Studies, Institute of German Studies. She has held this position since 2007 and also serves as Director of the Regensburg University Center for Teacher Education (RUL) since 2013. Her work focuses on German language and literature didactics, with particular emphasis on reading and writing promotion, children's and young adult literature, and teacher education. Her educational background includes: 1987: Abitur at the Gymnasium Pfarrkirchen 1987-1993: Studies for primary school teaching, Master's degree in German Literature with minors in Psychology and General Pedagogy 1992-1994: Preparatory service for primary school teaching 1997-2000: Doctorate in Didactics of German Language and Literature at the University of Passau 2007: Habilitation on writing didactics Prof. Schilcher's research interests span multiple areas of German didactics and language education. She has made significant contributions to the understanding of narrative competence, literary education, and the development of reading and writing skills in primary education. Her work on writing didactics has led to innovative teaching approaches that bridge theoretical understanding with practical classroom application. She has also conducted extensive research on children's and young adult literature, examining gender representation and the educational potential of popular culture texts. Her current research focuses on evidence-based reading promotion, teacher competencies, and the integration of media in literary education. Her recent publications reveal a strong focus on practical applications of educational research, particularly in developing and evaluating reading and writing promotion programs. She has been instrumental in large-scale projects like FiLBY (integrated reading promotion in Bavaria) and ELiS (evidence-based reading promotion in schools), which combine theoretical research with practical implementation in classrooms across Germany and Europe. Her work consistently bridges the gap between educational theory and classroom practice, with a particular emphasis on developing evidence-based teaching strategies that can be effectively implemented by teachers. Her scientific recognition includes: Karl-Heinz-Pollok Memorial Prize for her habilitation Prof. Schilcher has supervised numerous doctoral students, with completed dissertations covering topics such as ancient mythology in contemporary children's literature, linguistic-cognitive activation through teacher questions, narrative abilities in primary and secondary education, and oral competencies of teacher trainees. She has been involved in significant research grants including FALKO (subject-specific teacher competencies), FiLBY (integrated reading promotion in Bavaria), RESTLESS (Regensburg self-regulation training for reading and writing strategies), and ELiS (evidence-based reading promotion in schools), demonstrating her leadership in large-scale educational research initiatives. She leads the research network for "didactic-empirical writing research" (dieS) and is a member of the project team of ZSK Regensburg. Her work with the Regensburg University Center for Teacher Education (RUL) has positioned her as a key figure in shaping teacher education in Bavaria, particularly through her involvement in the development and implementation of the new primary school curriculum (LehrplanPlus).
Prof. Dr. Tobias Dörfler is W3 Professor for Educational-Psychological Diagnostics at Heidelberg University of Education, serving as Scientific Director of the university's Test Library. He holds key administrative roles including Vice Dean of the Faculty of Education and Social Sciences, member of the Board of Directors of Heidelberg School of Education, and head of the DiaKom research group. Education: Dipl.-Psych. in Psychology and Human Medicine (minor) - University of Leipzig (1996-1997) Diploma in Biochemistry - University of Leipzig (1996-1997) Dr. phil. - RWTH Aachen University (2004) Research Focus: Professor Dörfler's research centers on educational-psychological diagnostics, with particular emphasis on self-regulated learning, assessment methods, and teacher education. His work integrates cognitive psychology principles with educational practice, focusing on developing diagnostic tools for educational settings and understanding learning processes in both typical and atypical development. Current Projects: He leads the DiaKom research group investigating diagnostic competencies in educational contexts. His research spans multiple domains including mathematical learning difficulties, reading and writing development, and the assessment of teacher professional knowledge through innovative methods like vignette-based assessments and eye-tracking studies. Scientific Contributions: Professor Dörfler has authored numerous publications in high-impact journals including Learning & Instruction , Journal of Educational Psychology , Frontiers in Psychology , and Journal for Mathematics Didactics . His recent work explores the intersection of stress, cognition, and educational assessment, as well as the development of diagnostic tools for language and learning disorders. Advising and Supervision: He currently supervises four doctoral students: Christina Ingelfinger, Nursin Karadeniz, Gina-Maria Trunte, and Irene Zemp. His mentorship extends to numerous former doctoral students and postdocs who have gone on to academic positions at institutions including University of Education Ludwigsburg, University of Tübingen, and University of Education Freiburg. Leadership Roles: Beyond his professorship, Professor Dörfler serves as Scientific Director of the Testothek (university test library), coordinates multiple educational modules, and sits on various university committees including doctoral committees and examination boards. He is actively involved in state-level educational initiatives in Baden-Württemberg.
Univ.-Prof. Dr. Ursula Kessels (Freie Universität Berlin) is a leading professor in education research focusing on heterogeneity and education. Her work bridges basic and applied research in school and classroom contexts, drawing on educational psychology, social psychology, and developmental psychology. Research methodology emphasizes experimental designs, complemented by correlational and evaluation studies. She investigates motivational, identity-related, and attitudinal predictors of school learning , equity in education systems (especially gender, ethnicity, and socioeconomic disparities), and developed the Interests as Identity Regulation Model (IIRM) to map interactions between academic interest/achievement and identity development. Key research areas: Gender stereotypes in education, STEM engagement, feedback bias, school burnout, and shifting standards in evaluating stereotyped groups Recent projects: DFG-funded studies on performance feedback to learners with migration backgrounds and boys' educational disparities Collaborations span planetary sciences, health sciences, and international networks Her 15 most recent publications (2021–2024) focus on gendered/ethnic biases in education , shifting standards theory, and identity dynamics in STEM. Topics include prosocial behavior backlash in classrooms, math career aspirations, and feedback inflation for minority students. Methodologically, she combines experimental designs , implicit association measures, and cross-national comparisons. Key grants include DFG projects (2013–2022) and Jacobs Foundation funding (2008). She contributes to policy discussions through invited lectures at institutions like Ghent University and University of Wuppertal.
Prof. Stefan Faas is a Professor of Social Pedagogy and its Didactics at PH Schwäbisch Gmünd, leading research on early childhood education quality, professionalization, and diversity. He directs the Centre for Quality Research and Monitoring in Child and Youth Welfare (ZQM) and serves as Academic Director of the pädquis Stiftung Berlin. Research Interests: Early childhood education, family pedagogy, quality assessment, professionalization in social work, cultural education, migration integration in childcare. Projects: Leads quality monitoring initiatives in daycare centers across Mössingen (2023–2026), Schwäbisch Gmünd (2024–2026), Offenburg (2022–2027), and other German regions. Evaluates policies like the KIQUTG law and internationalization frameworks. Publications: Authored/edited 10+ books on media education, parental involvement, and competency models. Published in journals like Global Education Review and Frühe Bildung . Collaborations: Partners with Springer VS, Palgrave Macmillan, and researchers like Sabine Kluczniok and Simone Geiger.
Dr. Anne Traum is a Research Fellow at the University of Rostock’s Chair of Organizational and Work Psychology. Her work focuses on digitization effects in service industries, affect dynamics in selection processes, and professional self-development. She leads academic advising for Campus BWP MV and coordinates empirical research on vocational teacher training. Current research themes: workplace digitization, self-presentation authenticity, affect-action orientation interplay Key methodologies: scale validation, comparative case studies, organizational diagnostics International collaborations: European Association for Work and Organizational Psychology conferences Her publications since 2016 emphasize digitalization measurement (ODG/ADG scales), stress-performance relationships, and competency profile development for teachers. Active memberships include APA and Deutsche Gesellschaft für Psychologie.
Prof. Dr. habil. Marcus Syring is a Professor of Educational Science in the Department of School Pedagogy at the Eberhard Karls University of Tübingen, where he has served since October 2021. He holds multiple leadership roles including Speaker of the Department of School Pedagogy, Deputy Director of the Institute of Educational Science, and spokesperson for the Special Interest Group 'Tübingen Video-based Casuistics (TüViKa)' at the Tübingen School of Education. His academic journey includes: Doctorate in social sciences from Eberhard Karls University of Tübingen (2014, summa cum laude) Habilitation at Ludwig Maximilian University of Munich (2016-2020) Acting Professor at Eberhard Karls University of Tübingen (2018-2021) Academic Councilor at Ludwig-Maximilians-Universität München (2015-2018) Prof. Syring's research focuses on heterogeneity, interculturality, and inclusion in secondary schools, teacher professionalization and professionalism, and classroom management. His work consistently examines how teachers navigate diversity in educational settings, with particular attention to the Gymnasium school type in Germany. He has developed innovative approaches using qualitative methods and video-based casuistics to study teaching practices and professional development. His publications reveal a strong emphasis on practical applications of educational theory, particularly in preparing teachers to work effectively in diverse classrooms. The research demonstrates evolving interests from foundational classroom management studies toward more complex examinations of diversity, inclusion, and teacher beliefs in increasingly heterogeneous educational environments. His scientific recognition includes: Best Poster Award from Waxmann Verlag at AEPF Bielefeld (2012) DAAD Travel Grant for AERA Annual Meeting in Philadelphia (2014) LMUexcellent Travel Grant for EARLI SIG 11 in Zurich (2016) Prof. Syring actively mentors early-career academics through the 'MAP' program for first-generation academics and leads the Qualitative Methods Research Workshop. He serves on multiple university committees focused on educational quality and development, including the steering group for the 'Sexualized Violence in Educational Institutions' teaching concept. His research has secured funding from the Federal Ministry of Education and Research (BMBF) and the Swiss National Science Foundation (SNSF). He leads the Tübingen Video-based Casuistics (TüViKa) research group and has directed significant projects including 'SchoolDeC' examining school development in refugee camps in Kurdistan/Northern Iraq, demonstrating his commitment to addressing educational challenges in diverse contexts worldwide.
Linda Düperthal is a Researcher at the Institute for Didactics of General Education at the University of Münster, where she has worked since August 2020 while pursuing doctoral studies. Her research examines digital competence development for prospective primary school teachers, with emphasis on social studies instruction and teaching-learning laboratory applications. Her academic credentials include: Doctoral studies in Didactics of General Education, Educational Science and Psychology at University of Münster (2020–present) 2nd State Examination for Primary School Teaching from ZfsL Gelsenkirchen (2018–2020) Master of Education in Primary School Teaching (TU Dortmund, 2016–2018) Bachelor of Arts in Primary School Teaching (TU Dortmund, 2012–2016) Düperthal's research investigates how digital media enhances teacher professional knowledge, particularly in designing differentiation measures for scientific knowledge development. She focuses on practical applications within social studies education, analyzing planning processes for digitally supported lessons and reflective teaching practices in reduced-complexity laboratory settings. Her work bridges theoretical frameworks with classroom implementation strategies for preservice teachers. Her 2022–2024 publications reveal a cohesive trajectory in digital professional knowledge assessment, emphasizing measurement frameworks and laboratory-based skill development. These works consistently address the integration of digital tools for differentiated instruction in social studies, with increasing methodological sophistication in quasi-experimental designs across consecutive studies. Active in professional communities since 2020, she contributes to the Society for Didactics of Social Studies (GDSU) and Society for Didactics of Chemistry and Physics (GDCP), presenting annual conference papers on digital teacher competence modeling. Her collaborative work with Schreiber and Windt dominates current research outputs. As core personnel in the University of Münster's Quality Initiative for Teacher Training (second funding phase), she develops and evaluates a seminar that builds media-pedagogical skills through lesson planning and teaching-learning laboratory testing. This project employs quasi-experimental pre-post designs to measure digital teacher skill acquisition, specifically targeting differentiation strategies for scientific knowledge development in diverse classrooms.
Philipp Schlottmann is a Researcher at the Chair of Business Education at Otto-Friedrich University of Bamberg, part of the Faculty of Social Sciences, Economics, and Business Administration. His work focuses on digital literacy, vocational education, and integrating digital technologies into learning processes. He holds a Political Economics Bachelor of Science from the University of Heidelberg and has been a research assistant since 2019. Schlottmann's research explores digital competencies in business contexts, digital transformation in vocational schools, and microlearning strategies in teacher training. He has contributed to projects like WegE II (2019–2023) and published widely on digital skill requirements, educational methodologies, and pandemic-era teaching challenges. His teaching includes modules on multimedia learning environments and digital media in education. His doctoral project, 'Digital Skills for the Business Domain,' examines domain-specific digital competency models. Key publications analyze job advertisements to map business digital competencies and evaluate teachers' experiences with digital tools during the pandemic. Schlottmann also organizes workshops on digital pedagogy and advises students in the Business Administration department.
Prof. Dr. Nicola Brauch is a Professor for History Didactics at the Ruhr University Bochum since 2014. She leads the BMBF-funded project “Empowering Police Officers and Teachers in Arguing Against Antisemitism” (EMPATHIA³) and contributes to curriculum development in history education, including the Public History Master’s program (accredited in 2017). Academic Leadership: Vice Dean of the Faculty of History (2019–2020), Managing Director of the Historical Institute (2015–2017), and Scientific Advisory Board member of CERES (since 2016) and the Institute for Social Movements Bochum (since 2017). Research Profile spans three pillars: Theory: Conceptual logic of learning tasks, historical narratology, and epistemological beliefs about history. Empiricism: Competency measurement in historical thinking, assessor agreement in diagnostics, and multimedia impact on learning. Pragmatics: Didactic reconstruction of historical research, comparative performance measurement, and research-based learning in student laboratories. Her thematic expertise includes Modern and Contemporary History (Amsterdam/Netherlands under Nazism, 1850–1914 international relations), Early Modern Period (England’s rise to power, Reformation), and Antiquity (Greek democracy, textbook archaeology). Scientific Awards: Waldseemüller Prize (2007) Bernhard Welte Prize (2001) Advising and Grants: Supervises doctoral students like Christina Freund (religious plurality in museums) and Lena Behrendt (professional competence via archival materials). Co-leads the Alfried Krupp Student Laboratory (since 2013) and contributes to HiTCH 3.0 (competency assessment in history education).
Dr. Andrea Bernholt is a researcher in the Department of Educational Science and Educational Psychology at the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel, Germany. She has been actively involved in research on teacher professional development, digital learning, and school development evaluation since 2012. She currently contributes to major projects such as NaWision, the State Program 'Future School in the Digital Age SH,' and the STePS study on student teacher development. Research Interests: Her work centers on the professional competencies of prospective and in-service teachers, the evaluation of school development processes, and the beliefs of students and teachers. She has a strong focus on digitally supported science education and the integration of media in teaching. Recent Research Trends: Her latest publications emphasize digital transformation in education, including motivational aspects of digital tool adoption, statewide assessments of IT infrastructure in schools, and methodological frameworks for measuring teacher development. These works reflect a consistent focus on empirical evaluation and scalable educational reforms. Scientific Awards: No awards are mentioned in the provided text. Advising and Grants: While no formal advisees are listed, Dr. Bernholt has led and coordinated significant research projects, including OLaD@SH (Open Digital Teaching in Schleswig-Holstein) and the evaluation of the 'Future School in the Digital Age' state program. She has contributed to grant-funded initiatives focused on educational innovation and teacher training. Labs and Teams: She is part of the research line on 'Professional Competence and Professional Learning of Teachers' at IPN and collaborates within interdisciplinary teams on projects involving digital education, assessment design, and policy evaluation.
Iris Backfisch is the managing director of the Tübingen Center for Digital Education (TüCeDE) at the Eberhard Karls Universität Tübingen, a position she has held since April 2023. She is affiliated with the Tübingen School of Education and the Department of 'Lehren und Lernen mit digitalen Medien in den Fachdidaktiken'. Her work involves developing operational workflows, managing projects, and serving as a contact point for young scientists and public relations. She collaborates closely with the co-directors and steering board of TüCeDE. Doctorate (Dr. rer. nat.) in 2020, Faculty of Mathematics and Natural Sciences, Eberhard Karls Universität Tübingen Master of Arts in Educational Science - Teaching and Learning, Albert-Ludwigs-Universität Freiburg (2014–2016) Bachelor of Arts in Educational Planning and Instructional Design (major), Cultural Anthropology and European Ethnology (minor), Albert-Ludwigs-Universität Freiburg (2011–2014) Her research focuses on the cognitive and motivational prerequisites for teachers to effectively use digital media, professionalization strategies for digital teaching, and teaching-learning research in meaningful digital integration. She investigates how teachers' professional knowledge and motivation influence their use of technology in the classroom, particularly through the lens of Technological Pedagogical Content Knowledge (TPACK). Her work emphasizes utility-value interventions, knowledge integration, and the design of adaptive learning environments. She also explores the structural aspects of TPACK and its development in both pre-service and in-service teachers. The analysis of her recent publications (2020–2024) reveals a strong thematic consistency centered on TPACK, teacher motivation, digital media integration, and professional development. Her research employs both empirical and theoretical approaches, often in collaboration with leading scholars such as Prof. Dr. Andreas Lachner and Prof. Dr. Katharina Scheiter. The studies span various educational contexts, including adaptive teaching, flipped classrooms, and community school upper secondary education. Methodologically, her work includes experimental interventions, meta-analyses, longitudinal studies, and conceptual modeling, published in high-impact journals such as Computers & Education , Teaching and Teacher Education , and Learning and Instruction . Reviewer for Journal of Computer Assisted Learning (since 2019) Reviewer for American Educational Research Association (AERA) conference (since 2019) Iris Backfisch advises young scientists and is actively involved in research mentoring and public engagement. She has not received explicitly mentioned scientific awards, but her extensive publication record and leadership role indicate significant scholarly impact. She has secured involvement in multiple research projects, including 'Digital media in adaptive teaching' and 'tabletBW meets science'. She has delivered invited lectures at institutions such as the University of South-Eastern Norway and FH Nordwestschweiz, and has participated in symposia at EARLI and GEBF conferences. She is involved in several research projects focused on digital education, including 'Learning through technology-enhanced explanation' (Flipped Classroom), 'Digital media in adaptive teaching in upper secondary schools', and the 'tabletBW' initiative. These projects are conducted in collaboration with the Leibniz-Institut für Wissensmedien and other partners, forming an interdisciplinary research team dedicated to advancing digital teacher education.
Prof. Dr. Chris Volkmar is a Professor for Electric Space Propulsion and Electromagnetic Compatibility at the Technical University of Mittelhessen (THM) since October 2019. He serves as Co-Head of the TransMIT EMC Laboratory and leads the Space Electronics Research Group. His institutional affiliations include membership in the Competence Center for Nanotechnology and Photonics (NanoP) and the Research Campus Mittelhessen (FCMH) in the field of space applications, where he serves as Deputy Spokesperson since April 2025. Prof. Volkmar's academic background includes: PhD (2015) from Justus Liebig University Giessen with dissertation on 'Self-consistent numerical 1D/3D hybrid modeling of radio frequency ion thrusters' Master of Science in Electrical Engineering and Information Technology (2012-2014) from THM Graduate Engineer in Information and Communication Technology (2007-2011) from THM Specializing in electric space propulsion systems and electromagnetic compatibility, Prof. Volkmar's research bridges plasma physics with spacecraft engineering. His work focuses on radio frequency ion thrusters, developing innovative measurement techniques and specialized testing facilities including vacuum-compatible reverberation chambers and semi-anechoic chambers for electromagnetic compatibility testing of electric propulsion systems. His expertise spans power electronics for space applications, plasma diagnostics, and spacecraft system integration challenges. Prof. Volkmar's publication record reveals a consistent trajectory from fundamental plasma modeling toward increasingly sophisticated engineering solutions for space applications. His recent work emphasizes system-level integration challenges of electric propulsion systems, with particular attention to electromagnetic compatibility issues that arise when integrating these systems into spacecraft. The research demonstrates strong collaboration between theoretical modeling and practical engineering validation. Ombudsperson for Good Scientific Practice at THM (2023-2027) Deputy Member of the Executive Committee for Young Researchers at THM (2022-2025) Board Member for Instruments (MDPI) journal Guest Editor for Frontiers in Space Technologies research topic 'Advances in Electric Propulsion Systems' Prof. Volkmar actively supervises student research through structured thesis programs at THM, with formal guidelines and LaTeX templates provided for academic work. His research is supported through institutional affiliations with TransMIT GmbH, the Competence Center for Nanotechnology and Photonics, and the Research Campus Mittelhessen. He serves on multiple examination boards and departmental committees, demonstrating significant institutional involvement in academic governance and quality assurance across both THM and joint programs with Justus Liebig University (JLU). As Co-Head of the TransMIT EMC Laboratory and leader of the Space Electronics Research Group, Prof. Volkmar directs specialized testing facilities for electromagnetic compatibility of electric propulsion systems. His team has developed vacuum-compatible reverberation chambers and semi-anechoic chambers specifically designed for spacecraft component validation. The research group maintains strong connections with the German Aerospace Center (DLR) and participates in international conferences including the Electric Rocket Propulsion Society events, contributing to the advancement of electric propulsion technology for space exploration.
Dr. Eva-Maria Engel is an academic staff member at the University of Education Schwäbisch Gmünd, working in the Department of Educational Psychology, Counseling and Intervention. She joined the institution in October 2011 and holds office hours on Wednesdays from 9:00-10:00 AM by appointment. Her academic work focuses on the intersection of educational psychology and early childhood development. Dr. Engel's research interests center on educational psychology, child development, self-concept assessment in children, diagnostic methods in early childhood education, and social-emotional competencies. Her work bridges theoretical research with practical applications in kindergarten settings, particularly through the development and validation of assessment tools for measuring children's self-concept. Her publication record shows a consistent focus on child psychology, with particular emphasis on developing and validating the Self-Concept Questionnaire for Children (SKF). Her research demonstrates strong methodological rigor in psychometric validation while maintaining practical relevance for educational settings. Recent publications (2019-2021) focus increasingly on practical applications of self-concept measurement in daycare centers, showing an evolution from pure research to implementation science. Dr. Engel has received notable recognition including the Brigitte Schlieben-Lange doctoral scholarship from the Ministry of Science, Research and Art of Baden-Württemberg (2010-2012). Her collaborative work with researchers like G. Aich and E. Merget demonstrates strong networking within her field. Her teaching responsibilities include research methods, diagnostics, developmental psychology, and counseling, reflecting her expertise across both theoretical and practical aspects of educational psychology. She completed her doctoral dissertation titled 'The Self-Concept Questionnaire for Children (SKF) - Development, Application and Psychometric Validation' in May 2015.
Privatdozentin Dr. Dipl. Psych. Julia Hannah Quitmann is a researcher and academic at the Institute and Polyclinic for Medical Psychology at University Medical Center Hamburg-Eppendorf, affiliated with University of Hamburg. With a doctorate in psychology and the academic title of Privatdozent, she has established herself as a leading researcher in health-related quality of life assessment, particularly focusing on pediatric populations with growth disorders and rare diseases. Her work bridges clinical psychology, pediatrics, and health services research to improve psychosocial care pathways for vulnerable patient populations. Dr. Quitmann's research interests center on understanding and measuring the psychosocial impact of medical conditions on children and their families. She has developed and validated numerous quality of life instruments for specific pediatric conditions including short stature, esophageal atresia, and achondroplasia. Her work emphasizes cross-cultural validation of assessment tools and the development of condition-specific patient-reported outcomes. She has led international collaborative efforts to establish standardized quality of life measures across multiple countries, with a strong focus on creating developmentally appropriate instruments for young children. Her publication record demonstrates a consistent focus on pediatric quality of life research, with recent work expanding into rare diseases, parental mental health, migration-related health disparities, and interventions to support families. She has developed questionnaires like QoLISSY for short stature assessment and instruments for esophageal atresia across multiple languages and cultures. Dr. Quitmann has been involved in several significant research projects including CARE-FAM-NET (focusing on children with rare diseases and their families) and ZSE-DUO (addressing diagnostic uncertainty in rare disease centers through dual guidance structures). Her work has resulted in numerous validated instruments used internationally, with particular attention to the psychosocial needs of parents caring for children with medical conditions. She collaborates extensively with international research teams to ensure cultural relevance and measurement equivalence across different healthcare systems.
