جستجوی استاد راهنمای دانشگاهی

Senad Bećirovićمشاهده پروفایل

استاد

• Artificial Intelligence in Education
• Digital Technologies in Education
• Intercultural Education
• +۳ مورد دیگر

Senad Bećirović serves as a full Professor at the University of Education Lower Austria (Pädagogische Hochschule Niederösterreich), having progressed from assistant professor (2014) to associate professor (2017) before attaining his current rank in 2023. His academic career spans teaching research methodology, pedagogy, and advanced statistics across undergraduate, graduate, and doctoral programs at international institutions, delivered through both online and in-person formats. Bećirović's research focuses primarily on Artificial Intelligence and digital technologies in education , with significant contributions to intercultural education , gifted education , and foreign language pedagogy . His work demonstrates a consistent trajectory toward understanding how emerging technologies reshape educational practices and outcomes. Through four books published by Springer and Nova Science and over 60 articles in top-tier journals, he has established himself as a leading voice in digital educational transformation. His recent publications (2023-2025) reveal a pronounced emphasis on AI applications in education, with multiple studies examining AI literacy, policy frameworks, and implementation strategies across European higher education contexts. This research demonstrates both theoretical depth and practical relevance to current educational challenges. Bećirović actively contributes to the scholarly community as editor and reviewer for numerous Q1 journals including Smart Learning Environments (Springer), Education and Information Technologies (Springer), and TESOL Quarterly (Wiley). He participates in multiple European Commission-funded initiatives such as ENRICH (Enhancing Teaching and Research through Innovative Digital Technologies) and Erasmus+ projects focused on peace learning and English education. His professional activities extend to international collaboration through membership in the European Network Ethical Use of AI and the American Educational Research Association (AERA). He frequently delivers keynote addresses at international conferences, sharing expertise on AI in education, digital transformation, and intercultural competencies.

Paradis Caritaمشاهده پروفایل

دانشگاهی

• Cognitive Linguistics
• Discourse Analysis
• Semantics
• +۷ مورد دیگر

Carita Paradis is a Professor Emerita at Lund University's Centre for Languages and Literature, specializing in English Linguistics. She holds a PhD from Lund University (1997) and has held leadership roles including Chair of the Swedish Research Council's Linguistics panel (2010–2015). She coordinates the Language, Cognition and Discourse@Lund (LCD@L) research group, focusing on discourse meaning, language acquisition, and sociocultural variation. Her research spans cognitive linguistics, discourse analysis, semantics, and sensory language. She has authored/co-authored over 100 refereed publications, 5 books, and edited 10 journal volumes. Awards include membership in Academia Europaea (2016) and leadership roles in Scandinavian linguistic associations. She has supervised 14 PhD students and 8 postdocs, taught at all academic levels, and participated in numerous national/international research projects. Her editorial roles include serving on Cognitive Semantics, Languages, and Human Cognitive Processing series.

Joy Muthمشاهده پروفایل

پژوهشگر

• Self-Efficacy
• Mindset
• English Language Learning
• +۵ مورد دیگر

Joy Muth is a researcher affiliated with the Department for Teacher Education, contributing to the fields of educational psychology and student motivation. Her work intersects with English language learning and classroom practices. Education: BSc, MSc Key Collaborators: Marko Lüftenegger, Maximilian Hofleitner, Flora Fassl Her research focuses on: Self-efficacy and intrinsic motivation in education Mindset and achievement goals in student development Impact of autonomy-supportive teaching and ICT integration on motivation Recent publications highlight: 2025: Analysis of adolescent depression and school functioning in Zeitschrift für Bildungsforschung 2025: Critique of standardized testing impacts in Learning and Individual Differences 2024: ICT use in English language learning contexts in Sustainability She actively presents at academic conferences, including topics on schadenfreude and teachers' mindset systems.

• contemporary British literature and culture
• children's and young adult literature
• cognitive approaches to literature
• +۶ مورد دیگر

Susanne Reichl is a full Professor at the Department of English and American Studies within the Faculty of Philological and Cultural Studies at the University of Vienna. She serves as Head of the interdisciplinary research platform Mediatised Lifeworlds: Young people's narrative constructions, connections and appropriations, a position she has held since autumn 2021 for its second period. Reichl maintains an active teaching schedule, offering courses on contemporary British literature, children's and young adult literature, and teaching methodology for literature and culture. Her research interests span contemporary British literature and culture, children's and young adult literature, cognitive approaches to literature, tales of time travel, Black and Asian British literature, and teaching literature at university and school. Reichl's work demonstrates a consistent focus on how young people engage with literature and media, particularly examining narrative construction in digital environments and the intersection of reading practices with identity formation. Reichl's recent publications reveal a strong trend toward interdisciplinary research connecting literary studies with media studies, cognitive science, and educational theory. Her work on youth media practices, particularly through the #YouthMediaLife platform, demonstrates innovative approaches to understanding how young people navigate contemporary digital landscapes through narrative construction. She has made significant contributions to understanding time travel narratives, multimodal literature, and social reading practices, particularly on platforms like Goodreads. Figdor-prize of the Austrian Academy of Sciences for literary studies (2005) Erwin-Schrödinger international scholarship by the FWF (Austrian research fund) (2005/2006) Reichl has supervised numerous master's students, though she has announced she cannot take on new master supervision until March 2026. Her research platform Mediatised Lifeworlds has secured significant institutional support at the University of Vienna, indicating successful grant acquisition. Reichl maintains an active research agenda with consistent publication output across multiple formats including monographs, edited collections, journal articles, and book chapters. As Head of the interdisciplinary research platform Mediatised Lifeworlds, Reichl leads a collaborative team examining young people's narrative constructions in digital environments. This platform brings together researchers from multiple disciplines to investigate how youth appropriate and connect through mediatised experiences, with particular attention to the narrative frameworks they employ in social media and other digital spaces.

Judit Gervainمشاهده پروفایل

پژوهشگر ارشد

• Developmental cognitive neuroscience
• Near-infrared spectroscopy
• Information theoretic approaches to speech
• +۳ مورد دیگر

Judit Gervain is a Research Fellow at the French National Centre for Scientific Research (CNRS) and has held the position of Director of Research since 2017. She has been associated with institutions including the Basque Center on Cognition, Brain and Language (San Sebastian, Spain) and the University of British Columbia (Vancouver, Canada). Her academic journey includes a PhD in Cognitive Neuroscience from SISSA, Italy, and dual MA degrees in Theoretical Linguistics and English/French Language and Literature from the University of Szeged, Hungary. Research Focus: Developmental cognitive neuroscience, speech perception in newborns, and early language acquisition using near-infrared spectroscopy (NIRS). Grants: ERC Consolidator Grant (2018), ANR grants (2015-2018), HFSP Young Investigator Grant (2014-2018), and others. Scientific Contributions: Her work explores how newborns and infants process speech structure, prosody, and word order, leveraging interdisciplinary methods combining neuroscience and linguistics. She has pioneered the use of NIRS in infant cognitive studies. Key Awards: ERC Consolidator Grant, Lorentz/NIAS Fellowship, Mercator Fellowship, and multiple scholarships including Huygens and Erasmus. Mentoring: Supervised 8 Masters students, 3 PhDs (defended), 3 PhDs (ongoing), and 8 postdocs. Leadership: Deputy Director at the Institute of Neuroscience & Cognition (Paris), Board Member of the International Society for fNIRS, and editorial roles in journals like Neurophotonics and Developmental Science .

Ernestus Mirjamمشاهده پروفایل

استاد

• Psycholinguistics
• Speech Comprehension
• Laboratory Phonology
• +۳ مورد دیگر

Ernestus Mirjam is a Full Professor of Psycholinguistics at Radboud University, Netherlands, and the Scientific Director of the Centre for Language Studies. She holds a PhD from VU University Amsterdam (2000) and has held academic positions since 2000, including postdoctoral research roles at Radboud University and the Max Planck Institute for Psycholinguistics. Her research focuses on speech comprehension, laboratory phonology, and the psycholinguistic mechanisms underlying language processing in natural contexts. Ernestus has received prestigious awards, including the NWO VICI Grant (2011) and ERC Starting Grant (2011), and is a member of the Royal Netherlands Academy of Arts and Sciences. She has led over €7 million in research grants, including projects on spoken morphology and language interaction. Her work emphasizes the role of acoustic reduction and exemplar-based models in speech processing. Key contributions include the creation of corpora like the Ernestus Corpus of Spontaneous Dutch and the Nijmegen Corpus of Spanish English, advancing studies on casual speech and L2 acquisition.

• English Language Education
• ELT Research & Methodology
• Social Justice in Language Education
• +۶ مورد دیگر

Elizabeth J. Erling is Professor of English Language Education at the University of Education Upper Austria (PH Oberösterreich) and Elise-Richter Senior Postdoctoral Fellow at the University of Vienna. She directs the project "Understanding disparities in English language education" (Udele), which investigates the potential contribution of language education to social justice and seeks solutions to improve students' experience of learning English at school. Her research focuses on English language education, particularly examining how language education can contribute to social justice. Her work addresses disparities in English language education in Austria, with a special focus on diverse, multilingual students from migration backgrounds. She has conducted extensive research on teachers' beliefs and practices, plurilingual pedagogies, and the role of language education in promoting equity. Her research also extends to international contexts, particularly Bangladesh, where she has studied the status and economic significance of English, as well as its role in development. Dr. Erling's publications reveal a strong focus on addressing inequities in language education. Her recent work examines how teaching practices can be adapted to better serve multilingual students, particularly in the context of the COVID-19 pandemic. She has also published extensively on English language education in Bangladesh, exploring how English functions in migration contexts and development initiatives. Her research consistently connects language education to broader social justice concerns, examining how educational practices can either perpetuate or address systemic inequalities. Elise-Richter Senior Postdoctoral Fellowship at the University of Vienna Dr. Erling directs the project "Understanding disparities in English language education" (Udele) and has received research funding for her work on language education and social justice. While specific details about her advising are not provided in the available information, her publications suggest she collaborates with numerous researchers across Europe and Bangladesh on projects related to language education and social equity. Dr. Erling is actively involved in research teams investigating language education disparities, particularly through her Udele project. She collaborates with researchers across multiple institutions in Austria and internationally, with a notable focus on Bangladesh. Her work bridges educational research with social justice initiatives, aiming to develop practical solutions for improving English language education for diverse student populations.

Marko Lüfteneggerمشاهده پروفایل

استادیار

• Educational Psychology
• Developmental Psychology
• Motivation and Self-Regulation
• +۳ مورد دیگر

Marko Lüftenegger is an Assistant Professor in the Department of Developmental and Educational Psychology at the Faculty of Psychology. His research focuses on adolescent development, classroom environments, and educational psychology, with a particular emphasis on motivation, achievement goals, and teacher-student interactions. He leads projects addressing envy in educational settings, youth radicalization prevention, and teacher training programs. He has authored over 114 publications and secured grants for initiatives such as the REFLECT program promoting gender equality in schools. His work aligns with UN Sustainable Development Goals related to quality education and reducing inequalities. Key contributions include meta-analyses on cultural diversity climates and studies on pandemic impacts on learning. He received the 2011 Summer School Stipendium at the University of Arizona, Tucson. Education: Holds Mag. Dr. and Privatdoz. titles in psychology. Research Grants: Active projects include 'Envy and Schadenfreude in the Classroom' (2022–2025) and 'Youth Radicalization in Austria' (2022–2026). Teaching & Mentorship: Involvement in teacher induction programs and bridging courses for university students. Key Research Themes: Classroom goal structures, adolescent mental health, teacher emotions, and data-driven educational improvements. His work bridges theory and practice, influencing policy through collaborative initiatives.

• Cognitive Linguistics
• Sociolinguistics
• World Englishes
• +۳ مورد دیگر

Prof. Alexander Onysko is a full-time Professor and Head of the Institute of English and American Studies at the University of Klagenfurt's Faculty of Cultural and Educational Sciences. His academic roles include membership in the Curricular Commission for English and American Studies and the Faculty Conference. His research focuses on cognitive linguistics, sociolinguistics, and world Englishes, with particular interest in language contact, multilingualism, and conceptual metaphors. Recent research projects explore interdisciplinary topics like media literacy, swarm intelligence in robotics, and sustainable business ecosystems. Notable publications in 2025 address online political avoidance, robotic exploration algorithms, and healthcare workforce retention during pandemics. He actively contributes to academic administration and has supervised multiple institutional innovation projects. His work bridges linguistic theory with practical applications in education and technology-driven solutions.

Kathleen Rastleمشاهده پروفایل

استاد

• Language processing
• Computational modeling of human cognition
• Writing systems
• +۵ مورد دیگر

Kathleen Rastle is a leading figure in cognitive psychology at Royal Holloway, University of London , where she has been Professor since 2006. Her career spans significant leadership roles including Head of Psychology Department (2015-2019) and Associate Vice Principal for Research (2014-2015). She holds an international reputation through her honorary associate role at Australia's Centre for Cognition and its Disorders since 2002. Education PhD in Cognitive Science, Macquarie University (1997) BA in Psychology, Pomona College (1992) Rastle's research focuses on the cognitive mechanisms underlying language processing and reading acquisition. She investigates how orthographic representations facilitate reading, computational modeling of cognition, and evidence-based reading education policies. Her work bridges laboratory research with real-world educational implementation. Her publications demonstrate dominant themes in neuroimaging studies , reading research , and psycholinguistics . Key subfields include morphology in literacy development, stress assignment in speech production, and phonics-based instruction validation. Her 2001 DRC model remains foundational in visual word recognition research with over 3,885 citations. Scientific Recognition Fellow of the Academy of Social Sciences (2018) British Psychological Society Cognitive Section Prize (2018) Experimental Psychology Society Mid-Career Prize Lecturer (2017) Fellow of the Royal Society of Arts (2010) Fellow of the British Psychological Society (2011) As Editor-in-Chief of Journal of Memory & Language and former associate editor for multiple journals, Rastle shapes academic discourse. She has secured extensive funding from ESRC, BBSRC, Leverhulme Trust, and international agencies (Australian Research Council, National Research Foundation Korea), totaling £3.75 million over a decade.

• English Language Teaching
• EFL Classroom
• Literature Teaching
• +۳ مورد دیگر

Harald Spann serves as University Professor for English Didactics at the Upper Austrian University of Education (PH-OOE) in Linz, Austria. His work centers on innovative English language teaching methodologies with a focus on literature integration and digital technologies in EFL classrooms. Spann's research interests emphasize practical applications in language education, particularly through action research frameworks. He explores how pop songs enhance language acquisition and literary competence, investigates interaction dynamics in digital versus traditional learning environments, and develops curricula for literature-based instruction. His projects include the ABC Approach to Literature, DIGIT:TIME (Digital Technologies, Innovations and Media in English Language Teaching), and DR. CUELITTLE (Doing Research into Curricula for English to Facilitate Literature-based Teaching and Learning). Analysis of his 15 most recent publications reveals consistent focus on bridging theory and practice in teacher education. Spann frequently collaborates with researchers like Keplinger and Wagner to develop methodological frameworks using pop culture elements, examine technological impacts on language interaction, and implement learning studies in Austrian educational contexts. His work demonstrates strong emphasis on reflective practice and curriculum innovation for pre-service teachers. No scientific awards are documented in the available information. As an active educator, Spann advises EFL student teachers and contributes to curriculum development at PH-OOE. His research involves partnerships with practice schools like Europaschule Linz and informs E-Didaktik initiatives for educational technology integration. Current projects examine reading habits, digital interaction patterns, and literature-based pedagogical approaches in Austrian teacher training programs. Spann collaborates within research teams focused on digital innovations in language education and literature-based teaching methodologies, contributing to institutional initiatives that connect academic research with classroom practice.

Lucie Naudéمشاهده پروفایل

پژوهشگر

• Political and moral subjectivities
• Institutionalization of activism
• Transnational gender politics
• +۳ مورد دیگر

Lucie Naudé is a prae-doc university assistant and doctoral candidate in political science at the University of Vienna's Department of Political Science. She joined the Institute in September 2024, focusing on Politics and Gender. Her research explores NGO feminism in Colombia, analyzing transnational power dynamics and institutional constraints through an ethnographic lens. She investigates feminist labor division and social/ethical dimensions of feminist projects across Latin America and Spain. Education : Bachelor's and Master's in Political Science (Sciences Po Grenoble, 2019) MPhil in Sociology and Social Anthropology (Central European University, 2024) Languages : Fluent in French, Spanish, and English; learning German. Research Themes : Transnational gender politics, activist institutionalization, political solidarity, and NGO-driven civil society dynamics. No listed awards or grants are mentioned, though her work emphasizes transnational ethical frameworks in feminist activism.

• English as a Lingua Franca (ELF)
• Internationalization in Higher Education
• Language and Culture Contact
• +۷ مورد دیگر

Dr. Miya Komori-Glatz is a Senior Lecturer at Vienna University of Economics and Business (WU), where she has been teaching English in academic and business contexts since 2006. Her research focuses on English as a Lingua Franca (ELF) in higher education and corporate environments, with a particular emphasis on internationalization and multilingual disciplinary literacies. She serves as the EBC2 coordinator, contributes to curriculum development, and offers specialized language coaching and academic proofreading services. University of Cambridge – BA in Modern Languages University of Vienna – Mag. Phil. in Romance Languages (Spanish) and PhD in English Linguistics University Complutense de Madrid – 5-month international research stay (2016) Her research spans multiple subfields including English as a Lingua Franca , Multilingualism in Higher Education , and Language Policy . She has published extensively on topics such as rapport-building in peer interactions, disciplinary knowledge construction in multilingual settings, and talent management in multinational corporations. Recent publications include: Classical Music Higher Education: Developing multilingual disciplinary literacies for the academy, workplace and society (2025) Multilingualism rather than English-only: policy and practice in classical music higher education (2024) Language and talent management: perspectives from MNCs in the Italian food sector (2023) Dr. Komori-Glatz received the Dr. Maria Schaumayer Internationalisation Programme for Female Doctoral Students grant in 2016 and has contributed to key editorial projects, including the 2010 edited volume Polyglot Cinema .

Ineke Mennenمشاهده پروفایل

استاد

• Phonetics
• Intonation Studies
• Bilingualism
• +۳ مورد دیگر

Ineke Mennen is Professor of Applied English Linguistics at the University of Graz, where she heads research in phonetics and bilingualism. She previously held the Chair of Bilingualism and Linguistics at Bangor University and positions at Edinburgh, Newcastle, and Queen Margaret universities. Her research investigates intonation systems across languages, examining how differences emerge in speech production, perception, and acquisition. Current FWF-funded project 'When your native language sounds foreign' explores L1 phonetic attrition. Her work combines acoustic analysis with perceptual experiments to understand bilingual speech patterns. Dr. Mennen has secured funding from ESRC, AHRC, FWF, and British Academy. She supervises doctoral research on L1 attrition, bilingual acquisition, and sociophonetic variation. Recent publications examine plasticity of native intonation in migrant populations.

Andrea Kallinger-Aufnerمشاهده پروفایل

استاد

• Data-driven school and teaching development
• Competency-oriented teaching and learning
• Competency assessments & diagnostic tools
• +۳ مورد دیگر

Prof. Andrea Kallinger-Aufner is a Professor at the Vienna University of Education (PH Wien), affiliated with the Institute for School Development, Leadership and Practice Schools. She holds a Magister degree in German Philology and English and American Studies from the University of Vienna, with a Matura from BORG Oberpullendorf. Her professional background includes extensive experience in teacher education, school development consulting, and leadership roles such as Head of eKom (2023–2024) and Head of ZeKom (2019–2022). Her research focuses on data-driven educational strategies, competency-oriented teaching, and diagnostic tools for teacher effectiveness. She has led projects on educational standards and competency assessments, and her work emphasizes practical applications in school environments. Kallinger-Aufner has also contributed to nursing education through competency-focused lectures at Vienna General Hospital. She actively participates in academic governance, serving as Chair of the Teaching Staff Committee (since 2021) and contributing to quality management initiatives. Her educational journey includes advanced training in systemic leadership, data-driven school development (via TU Dortmund University), and leadership programs funded by the Austrian Ministry of Education. She has authored numerous publications on educational methodologies and served as a consultant for open learning methods and project-based teaching. Her contributions span international collaborations, including a project with the Academy for Teacher Education in St. Petersburg (2014–2016), and she has presented keynote lectures on data management in education and competency-based teaching.