جست‌وجوی استاد و پژوهشگر

Christopher Andrew Bailمشاهده پروفایل

استاد

• Artificial Intelligence
• Political Polarization
• Social Media
• +۵ مورد دیگر

Christopher Andrew Bail is a Professor of Sociology, Computer Science, Political Science, and Public Policy at Duke University's Trinity College of Arts & Sciences. He directs the Society-Centered AI Initiative and co-founded the Polarization Lab. His research focuses on AI's impact on human behavior, particularly in social media contexts, aiming to mitigate political polarization and design prosocial digital platforms. Bail holds a Ph.D. from Harvard University (2011). His expertise spans computational social science, online political discourse, and AI ethics. Notable contributions include groundbreaking work on social media's role in polarization, interventions to reduce partisan animosity, and the development of AI-driven dialogue platforms. He has authored influential books like Breaking the Social Media Prism , which led to policy changes at Twitter and inspired NextDoor's conflict mediation tools. Recent publications emphasize AI's societal implications, experimental methods to improve online interactions, and consensus-based reforms in machine learning research. His work appears in Science , Nature , and the New York Times , among others. Awards include the Guggenheim Fellowship (2018) and Carnegie Fellowship (2017). Bail's grants include funding from NSF, Templeton Foundation, and others for projects on ideological distance in social media, computational social science training, and AI for intellectual humility. He teaches advanced courses on AI in sociology and interdisciplinary data science. His media engagements span major outlets like CNN, BBC, and NPR, where he discusses digital polarization and tech policy. He co-founded the Summer Institutes in Computational Social Science and advises the NSF's Social, Behavioral, and Economic Sciences Directorate. Current initiatives include the Trinity Social AI Initiative and Duke’s Interdisciplinary Data Science Program.

Dee Rutgersمشاهده پروفایل

پژوهشگر ارشد

• Bi/multilingualism in education
• Content and Language Integrated Learning (CLIL)
• Teacher professional development
• +۳ مورد دیگر

Dr. Dee Rutgers is a Research Fellow at the Sheffield Institute of Education Research and Knowledge Exchange (SIRKE), Sheffield Hallam University, since January 2022. She holds a PhD in Education from the University of Cambridge (2014), with research focused on bilingual education and Content and Language Integrated Learning (CLIL). Her expertise spans multilingualism in education, teacher professional development, and mixed-methods research. She has conducted studies across the Netherlands, Ecuador, the US, and the UK, addressing cognitive, psychological, and social implications of multilingualism. Education: PhD in Education (Cambridge, 2014), MPhil in Second Language Education (Cambridge), MA in Renaissance/Romantic Literature (Liverpool), MA in English Language and Culture (Groningen). Professional Experience: Postdoctoral roles at Cambridge University’s PEDAL Centre and MEITS project, Visiting Research Scholar at University of Florida, and teaching at Universidad de Las Américas (Ecuador). Research Interests: Multilingualism in education, CLIL methodologies, teacher training, and evidence-based policy. Her current projects include Education Endowment Foundation initiatives, DfE evaluations, and Wellcome Trust collaborations. She emphasizes the cognitive benefits of multilingualism and the design of effective professional development programs. Recent Contributions: Authored/co-authored over 15 peer-reviewed articles and reports, including works on multilingual identity development, CLIL implementation in Ireland, and teacher language awareness. Active in international conferences such as World CLIL 2025 and the British Educational Research Association. Teaching & Supervision: Contributes to MA TESOL programs and supervises doctoral students in languages education. Teaches modules on multilingualism and language pedagogy.

Markus Kötterمشاهده پروفایل

استاد

• Vocabulary in English Language Teaching
• Private speech
• Formulaic language
• +۷ مورد دیگر

Markus Kötter is a Professor at the University of Siegen within Faculty I , specializing in Teaching English as a Foreign Language (TEFL) . His research focuses on vocabulary acquisition, inclusive education, formative assessment, and educational standards in early foreign language learning. Research Areas: Vocabulary integration, private speech analysis, formulaic language patterns, and inclusive pedagogical frameworks. Projects: Currently working on the Diagnose Englisch initiative with Klett publishers during his research semester in winter 2024/25. Publications span topics including: Vocabulary instruction in primary/secondary education Assessment methodologies and error analysis Technology-enhanced language learning (MOOs, CALL) Teacher education reforms (Praxissemester) Inclusive teaching practices and institutional challenges For courses, see his unisono.uni-siegen.de profile. Contact via koetter@anglistik.uni-siegen.de as he will be off-campus during the winter 2024/25 research semester.

• Race and Racialization
• Black Studies
• African Diaspora in Europe
• +۶ مورد دیگر

Trica Danielle Keaton is the Evans Family Distinguished Professor of African and African American Studies at Dartmouth College. She is an interdisciplinary social scientist whose research and teaching explore evidence-based responses to enduring societal questions about racialization, particularly Black (intentionally lowercase) racialization in the U.S., France, Europe, and beyond. Her work examines the consequences of this longstanding process and how individuals and communities actively resist and refuse those consequences. She is also affiliated with the Departments of Sociology and Film & Media Studies at Dartmouth. Professor Keaton earned her Ph.D. with distinction in Education (Sociology of Education and African Diaspora Studies) from the University of California, Berkeley in 2001. She also completed doctoral studies in Sociology at École des Hautes Études en Sciences Sociales in Paris, France. Her educational background includes an M.A. in Applied Linguistics (Language Policy and Immigration in France) from UCLA, an M.A. in French from Middlebury College, and a B.A. in Linguistics and French from UCLA. Her research interests center on Black experiences in France and Europe, examining anti-Blackness, racial profiling, and the politics of race-blindness in French society. She explores how Black communities navigate and resist structural racism while creating cultural expressions through cinema, literature, and art. Her work bridges sociology, African diaspora studies, and film studies to analyze the transnational dimensions of Blackness and the connections between African American and African European experiences. Professor Keaton's publications reveal consistent engagement with French society's relationship to race and Blackness, analyzing how French republican ideals of colorblindness obscure ongoing anti-Black racism. Her work spans multiple disciplines including sociology, African diaspora studies, cultural studies, and film studies, with particular attention to French banlieue cinema and representations of Blackness in French media and public spaces. She examines both historical patterns and contemporary manifestations of anti-Blackness across transnational contexts. Evans Family Distinguished Professor of African and African American Marie-Skłodowska-Curie Actions Fellow of the European Commission French Institute for Advanced Study (FIAS) / Iméra Fellow 2024-25 Professor Keaton founded and directs Dartmouth's Afro/Black Paris Foreign Study Program, a biennial program that takes students to explore Black experiences in France through experiential learning. The program includes courses on Afro/Black Paris, French museums and the African diaspora, and French language instruction. Students engage with Black French communities through museum visits, jazz clubs, hip-hop workshops, culinary experiences, and travel to regions like Dordogne to visit Josephine Baker's Chateau. The program has been described by students as 'life-altering' and 'the most rewarding experience' of their Dartmouth careers. Through the Afro/Black Paris program, Professor Keaton has created immersive educational experiences that connect students with prominent Black creatives and scholars in the Francophone world. The program emphasizes that 'every space is a classroom,' taking learning beyond traditional academic settings into museums, cultural events, and community spaces throughout Paris and beyond.

• Distance Education
• Online Learning
• Community of Inquiry
• +۳ مورد دیگر

Jennifer C. Richardson serves as the 150th Anniversary Professor in the Department of Curriculum and Instruction within Purdue University's College of Education, where she has held progressive academic appointments since 2002, advancing from Assistant Professor to full Professor and currently holding this distinguished endowed position recognizing sustained high-impact contributions to teaching and student development. Her educational background demonstrates deep specialization in educational research and design, with a Ph.D. in Curriculum and Instruction from University at Albany/SUNY, complemented by multiple master's degrees including Curriculum Design & Instructional Technology, Teaching English to Speakers of Other Languages, and Educational Administration. Her academic journey reflects interdisciplinary preparation spanning political science, language education, and administrative leadership. Richardson's research centers on the social dimensions of online learning environments, particularly through the Community of Inquiry framework. She investigates social presence dynamics, instructor-student interactions, and evidence-based design strategies that enhance both student learning outcomes and instructional efficiency. Her work bridges theoretical frameworks with practical applications for instructional designers and online educators, emphasizing the preparation of future learning technologists. Analysis of her recent publications reveals a strong focus on Community of Inquiry applications across disciplines, with increasing attention to digital repositories for online teaching resources, social learning analytics, and cross-cultural considerations in virtual education. Her scholarship consistently examines how social, cognitive, and teaching presence interact to create effective online learning experiences. AERA SIG Online Teaching and Learning Best Paper Award (2023) Purdue University’s 150th Anniversary Professor designation (2022+) Mildred B. and Charles A. Wedemeyer Award for Distance Education (2022) Purdue University Faculty Scholar (2019-2024) Multiple AECT and OLC awards for research and practice Graduate Faculty Mentor Award recognizing sustained contributions to graduate education As Project Co-Director for significant federally funded initiatives like the FIPSE Comprehensive Program on peer feedback in online discussions, Richardson has secured substantial external funding while mentoring graduate students through research assistantships. Her leadership extends to program development as former Computer Education Program Convener, where she shaped curricula for aspiring instructional designers. The PoRTAL digital repository project exemplifies her team-based approach to creating sustainable resources for online educators across institutional boundaries. Richardson maintains active leadership in professional organizations including AERA, AECT, and the Online Learning Consortium, contributing to the advancement of educational technology scholarship while directing major research initiatives that bridge theory and practice in online learning environments.

• Instructed SLA
• psychology of language learning
• task-based language learning and teaching
• +۲ مورد دیگر

Yasser Teimouri is an Assistant Professor at Boğaziçi University. His research focuses on instructed second language acquisition (SLA), psychology of language learning, task-based language teaching, research methodologies, and meta-analysis. He holds a Ph.D. in Applied Linguistics from Georgetown University (USA, 2019), an M.A. in Teaching English as a Foreign Language from Iran University of Science & Technology (Iran, 2009), and a B.A. in English Translation from Azad University, Karaj Branch (Iran, 2006). His work bridges theoretical SLA frameworks with practical classroom applications, emphasizing evidence-based instructional strategies. The lack of explicit mention of grants, awards, or affiliated labs suggests these areas may be under development or not publicly detailed in the provided text.

Po Kan Noble Loمشاهده پروفایل

مدرس

• Language Education
• Artificial Intelligence in Education
• Self-Regulated Learning
• +۷ مورد دیگر

Po Kan Noble Lo is a Lecturer in the Division of Languages and Communication at Lancaster University. He holds prestigious fellowships including Fellow of the Royal Society of Arts (FRSA) and Chartered Linguist. His academic journey includes a Juris Doctor from The Chinese University of Hong Kong, a Master of Studies from the University of Oxford, and multiple degrees from The University of Hong Kong. He also serves as International Cooperation Director for ESP Korea (2025-2027) and is an active member of both the Law and Society Association and The Association of Law Teachers. Educational Background: Certificate in Computer Science for Lawyers, Harvard Law School Executive Education (Aug 2025) Certificate in Generative AI for the Legal Profession, University of California at Berkeley (Apr 2025) Juris Doctor, The Chinese University of Hong Kong (Oct 2022) Master of Studies, University of Oxford (May 2015) Master of Arts, The University of Hong Kong (Nov 2011) Bachelor of Arts, The University of Hong Kong (Dec 2009) Chartered Linguist, Chartered Institute of Linguists (Nov 2016 - present) Fellow, Royal Society of Arts (Aug 2015 - present) Noble Lo's research spans the intersection of language education, artificial intelligence, and higher education pedagogy. His work particularly focuses on AI-assisted language learning, self-regulated learning through mobile applications, and the impact of technology on educational outcomes. He has conducted comparative studies across multiple countries including Hong Kong, South Korea, Mainland China, the UK, and the USA, examining how cultural contexts influence language learning effectiveness. His recent work has increasingly explored the ethical implications of AI in education and human rights considerations. His publication portfolio demonstrates a clear evolution from traditional language instruction studies toward cutting-edge investigations of AI's role in education. The research reveals a strong emphasis on practical applications of technology in language learning environments, with particular attention to student motivation, engagement, and learning outcomes in both online and face-to-face settings. His work bridges theoretical frameworks with empirical evidence from diverse educational contexts. Scientific Awards: Most Popular Preprints Award: 1st Prize (Apr 2024) CPCE Active Scholar Awards 2024 (Sept 2024) Educational Technology Research and Development (ETR&D) 2024 Reviewer Excellence Award (Oct 2024) Educational Technology Research and Development (ETR&D) 2023 Reviewer Excellence Award (Oct 2023) The 8th LRC Law Reform Essay Competition 2021: Award Certificate and Letter of Appreciation (2021) Noble Lo has secured significant research funding for projects totaling over HK$2.4 million, demonstrating his ability to lead substantial research initiatives. His role as Principal Investigator on multiple projects indicates his leadership in the field. As an editorial board member for Frontiers in Sociology and Frontiers in Education, he contributes to scholarly discourse and quality control in his fields of expertise. His activities as a subject leader for university courses and adjudicator for English speaking competitions further demonstrate his commitment to advancing language education. Through his current projects including 'Investigating the Effectiveness of AI-Driven Personalized Feedback' and 'Adapting to AI in Higher Education,' Noble Lo is positioned at the forefront of educational technology research, exploring how artificial intelligence can be effectively integrated into language learning and academic writing instruction while maintaining educational quality and addressing ethical considerations.

Natalia V Parkerمشاهده پروفایل

مدرس

• Second language acquisition
• Psycholinguistics (incl. speech production and comprehension)
• Central and Eastern European languages (incl. Russian)
• +۴ مورد دیگر

Natalia V Parker is a Lecturer (Teaching) in Russian Language at the School of Slavonic and East European Studies, University College London. Her research focuses on optimizing language learners' cognitive processing in classroom settings, combining expertise in second language acquisition, psycholinguistics, and pedagogical innovation. Education: PhD in Russian Language Teaching and Learners' Cognitive Processing (University of Leeds, 2018–2023) MA in Applied Linguistics (University of Sheffield, supported by the British Philological Society) Foreign Language Teaching State Examination (Russia) Research Interests: Natalia explores how learners process language information, emphasizing cognitive efficiency in language instruction. Her work spans second language acquisition, psycholinguistics, and pedagogical strategies for Russian and other Central/Eastern European languages. She collaborates with educators through Knowledge Exchange Projects and presents at international conferences. Awards: AHRC Studentship via White Rose College of Arts and Humanities British Philological Society-supported MA Teaching & Experience: Over a decade of language teaching in Russia and the UK, including roles as Head of a secondary school and lecturer at the University of Leeds. Current focus at UCL involves advancing language pedagogy through evidence-based practices. Languages: Fluent in Russian and English (reading, writing, peer review).

• Educational Assessment
• Student Motivation
• Educational Policy
• +۴ مورد دیگر

Nicolas Hübner is an Assistant Professor at the Institute of Education, University of Tübingen. He holds a PhD from the Hector Research Institute of Education Sciences and Psychology (2017) and completed studies in Psychology and Education Sciences at the Universities of Erfurt, Jyväskylä (Finland), and Tübingen. He is a Bradshaw Fellow at Durham University (2019) and a member of the College for Interdisciplinary Educational Research (CIDER). His research focuses on student assessment, educational policy reforms, and teacher professional development, employing advanced quantitative methods like longitudinal structural equation modeling and multilevel analysis. Education: PhD in Education Sciences (University of Tübingen, 2017), M.Sc. in Educational Science and Psychology (University of Tübingen, 2014–2017), B.A. in Teaching, Learning, and Training Psychology (University of Erfurt, 2008–2012). Professional experience includes roles at the National Educational Panel Study (NEPS) and research fellowships at the Hector Institute. Research interests include the comparability of grading systems, STEM education outcomes, and the impact of educational reforms. He leads projects like the "Schulversuch Lernförderliche Leistungsrückmeldungen" and investigates teacher feedback mechanisms in secondary education. Awards include the Dissertation Award (2018) and the NEPS Publication Award (2020). Key grants: German Research Foundation (DFG), Baden-Württemberg Ministry of Science (projects on grade inflation and teacher professional development). Active in interdisciplinary collaborations, including studies on socioemotional skills and international education systems.

Senta Goertlerمشاهده پروفایل

استاد

• Technology-Mediated Language Learning
• Computer-Mediated Communication
• Online Education
• +۴ مورد دیگر

Senta Goertler is a Professor of German and Second Language Studies at Michigan State University's College of Arts & Letters. She serves as co-editor of Second Language Research and Practice and is a Big Ten Academic Alliance Academic Leadership Program Fellow. Research Focus: Technology-mediated language learning (computer-mediated communication, virtual reality simulations, hybrid instruction) Teaching: German language courses, second language acquisition theory, language pedagogy Leadership: Big Ten Academic Alliance Fellow, editorial leadership Her work examines the intersection of digital tools and language education, particularly crisis-driven pedagogical shifts. Recent publications analyze emergency remote teaching, virtual reality applications in medical Spanish instruction, and flipped classroom models in Japanese higher education. Earlier research explored study abroad programs, blended learning frameworks, and digital equity in CALL (Computer-Assisted Language Learning). She has contributed to understanding affect in remote teaching, telecollaboration assessment, and evidence-based language goal setting. Her projects often bridge theory and practice, translating empirical findings into classroom strategies. Scientific Awards: Big Ten Academic Alliance Academic Leadership Program Fellow Grants: Not explicitly mentioned in text Advising: Supervises research on technology-mediated language learning, though specific student names are not listed

Paula Winkeمشاهده پروفایل

استاد

• Second Language Assessment
• Language Testing
• Individual Differences in Language Learning
• +۶ مورد دیگر

Paula Winke is the Inaugural Arts & Letters Professor in the College of Arts & Letters at Michigan State University, where she teaches in the Second Language Studies Ph.D. Program and the MA TESOL & Applied Linguistics Programs within the Department of Linguistics, Languages, and Cultures. Currently on sabbatical at the Universität Innsbruck in Austria, she serves as Director of the Second Language Studies Program and holds a distinguished position as Co-Editor of the journal Language Testing. Her professional appointments include significant recognition through the prestigious Arts and Letters Professorship awarded in 2022. Dr. Winke's research centers on foreign and second language assessment, with particular focus on individual differences that affect assessment processes and outcomes. She has made significant contributions to understanding captioning as 'glasses for your ears,' the hardest questions on the U.S. citizenship test, and technology applications in less commonly taught language programs. Her work bridges theoretical language assessment with practical applications in educational settings, immigrant integration, and accessibility. Her recent publications reveal strong trends in language assessment validity, individual differences in language learning, and technology-enhanced language instruction. Winke frequently investigates self-assessment methodologies, proficiency trajectories, and the cognitive aspects of language testing. A notable pattern shows her increasing focus on less commonly taught languages and the application of multimodal learning approaches, particularly through captioning technology. International Language Testing Association (ILTA) Best Article Award (2025) Leopold-Franzens-University of Innsbruck Guest Professorship (2024-2025) Arts and Letters Professorship (2022) Fulbright Scholar (2022) ACTFL-NFMLTA/MLJ Paul Pimsleur Award (2021) AAAL Research Article of the Year Award (2020) TESOL Award for Distinguished Research (2012) Professor Winke has advised numerous doctoral students including Dylan Burton, Xiaowan Zhang, and Magdalyne Oguti Akiding, with research often supported by Fulbright Scholarships and institutional grants. Her work with the National Academies of Sciences, Engineering, and Medicine demonstrates significant impact on language assessment policy. She has led major projects on language proficiency in higher education and the effects of captioning on language learning. Winke collaborates extensively with the Language Testing Research Group Innsbruck (LTRGI) during her sabbatical and maintains active partnerships with researchers globally. Her work at the Herder Institut in Leipzig and with the European Association of Language Testing and Assessment (EALTA) demonstrates her international research network and influence in the field of language assessment.

• German as a Foreign Language
• German Language Pedagogy
• Language Education

Dagmar Frohning serves as a Lecturer in German as a Foreign Language at the Language Center of Humboldt University of Berlin, operating under the Vice President for Teaching and Learning. Based in Room 332 at Dorotheenstraße 65, she maintains regular office hours during academic terms and semester breaks, with specific appointments scheduled through October 2025. Contact is available via phone (030 2093-12323) or email. Her professional focus centers on German language instruction for non-native speakers, encompassing curriculum development and pedagogical methodologies for German as a Foreign Language . This specialization extends to broader Language Education frameworks and evidence-based German Language Pedagogy approaches, reflecting the Language Center's mission to support international academic integration through language acquisition.

• Foreign Language Anxiety
• Language Educational Neurosciences
• Early Foreign Language Learning
• +۶ مورد دیگر

Heiner Böttger is a Full Professor of English Didactics and EFL (English as a Foreign Language) at the Catholic University of Eichstätt-Ingolstadt, Germany, where he has served since 2007. He holds the Professorship for Didactics of English Language and Literature within the Faculty of Languages and Literature. His academic journey includes positions at the University of Erlangen-Nuremberg and visiting professorships at institutions including Akdeniz University in Turkey, Aristotle University in Greece, and Long Island University in New York. Professor Böttger's research focuses on the intersection of language education and neuroscience, with particular expertise in foreign language anxiety (xenoglossophobia), sensitive phases of language development, multilingual didactics, and evidence-based foreign language teaching. His work bridges theoretical knowledge with practical classroom applications, emphasizing how insights from neuroscience can transform language teaching methodologies. He has pioneered approaches to early foreign language learning, corporate language instruction, and the psychological aspects of language acquisition including memory, resilience, and mindfulness. His extensive publication record demonstrates a clear trajectory toward integrating neuroscientific findings with language education. Recent works focus on language educational neurosciences (LEN), outdoor language learning, storytelling techniques, and the neuromotor foundations of speaking skills. Böttger's research shows increasing sophistication in connecting brain-based learning principles with practical language teaching strategies across diverse contexts from primary education to corporate settings. As an active academic, Böttger serves as Chairman of the Early language learning advisory board BIG (foundation Lernen, Munich) and as an External Academic Reviewer to the Greek state. His professional activities demonstrate a commitment to advancing evidence-based language education through both theoretical contributions and practical implementation.

• Ageing and Older People
• Dementia
• Mental Health
• +۳ مورد دیگر

Dr. Muhammad Hossain is a Researcher in the School of Medicine at Keele University, currently serving as a Research Assistant in Health Services Research for an NIHR-funded study on optimising heart failure management in primary care. His work focuses on understanding patient experiences and clinical decision-making in HFpEF cases. Prior to Keele, he contributed to dementia studies at the University of Portsmouth and Bournemouth University, including a trial on Tai Chi’s impact on dementia patients’ well-being. Education: PhD in Dementia (University of Portsmouth, 2017), MA in Health and Social Care (Middlesex University), MSc and BSc in Sociology (University of Rajshahi). His research interests span ageing populations, cultural dimensions of healthcare, and health disparities among ethnic minorities. He actively engages in qualitative research methodologies. Dr. Hossain is also an Associate Fellow of the Higher Education Academy, reflecting his contributions to teaching. He has taught modules on evidence-based practice, systematic reviews, and English as a foreign language at the University of Portsmouth and Portsmouth City Council. He has been involved in multiple NIHR-funded projects, including evaluations of patient-centered care and dementia interventions. His work bridges clinical research with community needs, particularly for marginalized groups.

Kirsten Jægerمشاهده پروفایل

دانشیار

• Intercultural Communication
• Internationalization of Higher Education
• De-internationalization of Higher Education
• +۷ مورد دیگر

Kirsten Jæger is an Associate Professor in the Department of Culture and Learning at Aalborg University, under the Faculty of Social Sciences and Humanities. Her work is deeply embedded in the study of intercultural communication, internationalization and de-internationalization of higher education, and multicultural learning contexts. She is actively involved in research projects and academic publishing, with a strong focus on Danish and Nordic educational systems. Associate Professor, Department of Culture and Learning, Aalborg University Research focus: Intercultural Communication, Internationalization of Higher Education, PBL, Language Policy Involved in major projects: 'DeInt: De-Internationalisation of Higher Education', 'PBL and Multicultural Teamwork' Active contributor to journals and book chapters on educational policy and intercultural dynamics Her research interests center on the evolving dynamics of international education in the Nordic context, particularly how policies shift between openness and nationalism. She explores how multicultural teams function in educational settings, the role of language in inclusion, and the impact of global trends like 'polycrisis' on higher education. Her work critically engages with concepts such as welfare nationalism, decolonizing educational mindsets, and the Bologna Process. The analysis of her recent publications reveals a strong thematic consistency in examining the tension between internationalization and national retrenchment in higher education. Her articles span disciplines including education policy, intercultural communication, and sociolinguistics, with recurring sub-fields such as multicultural teamwork, language policy, and educational governance. There is a clear trend toward critical policy analysis, especially regarding how Denmark navigates global educational trends amid rising nationalism. Scientific Awards No formal awards listed in the provided text. Kirsten Jæger has been actively involved in research supervision, with evidence of PhD supervision (3 supervisees indicated). She has led and participated in multiple research projects funded or organized through Aalborg University, such as 'Centre for Health Communication' and 'Global Graduates'. These projects often focus on intercultural competence, knowledge sharing, and the development of global graduates. She has also contributed to public discourse through media appearances and educational outreach. Her work is closely tied to collaborative research teams and institutional initiatives at Aalborg University, particularly those centered on Problem-Based Learning (PBL), multicultural teamwork, and intercultural communication. Projects like 'DeInt' and 'International Learning Environment' reflect her leadership in interdisciplinary teams focusing on educational transformation. She is also associated with the Share-PBL Institute for Advanced Study in PBL, indicating deep engagement with pedagogical innovation.