جست‌وجوی استاد و پژوهشگر

Daniel Frischemeierمشاهده پروفایل

استاد

• Mathematics Education
• Statistics Education
• Data Science Education
• +۵ مورد دیگر

Daniel Frischemeier is a Professor of Mathematics Didactics with a focus on Primary Education at the University of Münster's Faculty of Mathematics and Computer Science. He has established himself as a leading researcher in statistics and data science education for primary school students, with extensive contributions to educational methodology and teacher training. University of Münster (2021-present) TU Dortmund (2020-2021) University of Paderborn (2009-2020) Ludwig-Maximilians-Universität München (2017-2018) Dr. Frischemeier completed his doctoral studies at the University of Paderborn with a dissertation on statistical thinking and research using TinkerPlots software. His educational background includes graduate studies in Mathematics and undergraduate studies in Mathematics and Physics for teaching at various school levels. His research focuses on the design and testing of teaching-learning environments for primary mathematics education, particularly in the areas of data analysis, probability, and statistics. He conducts qualitative analysis of learners' cognitive processes related to the guiding principle of 'data and chance' in primary education. His work also includes the design and evaluation of teaching materials in data science and civil statistics, the use of learning videos to promote process-related skills, and the implementation of Fermi tasks and computer science education within primary mathematics lessons. Analysis of Dr. Frischemeier's recent publications reveals a strong emphasis on data literacy development in primary education, with increasing focus on the integration of digital tools and the conceptual understanding of data as models. His work bridges mathematics education with emerging fields of data science, addressing both theoretical frameworks and practical classroom applications. The research demonstrates a progression from basic statistical concepts toward more complex data modeling approaches suitable for young learners. Elected member of the International Statistical Institute (ISI) Chair of the Local Organizing Committees for IASE Satellite 2025 Conference Council-Member of the International Statistical Institute Special Edition Editor of the Statistics Education Research Journal Member of International Program Committees for major statistics education conferences Co-Leader of CERME Thematic Working Group 5 on Probability and Statistics Education Dr. Frischemeier serves in numerous editorial capacities and review roles for prominent journals in mathematics and statistics education. He leads significant research projects including 'Promoting Data Science Education for Teacher Education at the University level (DataSETUP)' and 'Data Science Education in STEAM for Civic Engagement and Social Justice from the Early Years (DataScEd4CiEn)'. His work has substantial impact on teacher education programs and curriculum development in statistics and data science for primary schools. He is actively involved in the development and leadership of the Math Center Münster (MaZ), which promotes mathematical potential for all students. His team includes numerous research assistants and doctoral candidates working on various aspects of mathematics education research, particularly focusing on data literacy and statistical reasoning in primary education contexts.

Holger Straßheimمشاهده پروفایل

استاد

• Political Sociology
• Public Policy and Governance
• Science and Policy in World Society
• +۱۳ مورد دیگر

Holger Straßheim is Professor of Political Sociology at Bielefeld University, affiliated with the Faculty of Sociology, Department 4 – Politics and Society. He also holds leadership roles as co-director of the Institute for Interdisciplinary Studies of Science (ISOS) and the Institute for World Society Studies, and is an elected member of the university’s Senate. He coordinates the MA program in Political Communication and serves on multiple examination and ethics committees. University: Bielefeld University School: Faculty of Sociology Department: Department 4 – Politics and Society Research Institutes: ISOS, Institute for World Society Studies Administrative Roles: Program Coordinator MA Political Communication, Member of BA/MA Examination Boards, Habilitation Committee His research centers on the interplay between science and politics, particularly the role of expertise and evidence in public policy. Key areas include behavioral public policy, climate and consumer policy, Arctic geopolitics, and the temporal dimensions of governance. He investigates how knowledge is produced, legitimized, and used in policy-making across transnational contexts. The most recent publications reflect a strong focus on evidence cultures, ethical expertise in crises, and the global spread of behavioral governance. These works analyze how expert advice functions under uncertainty, the paradoxes of evidence-based policy, and the institutionalization of ethical guidance during emergencies like the COVID-19 pandemic. The research often employs comparative and interdisciplinary methods, engaging with science and technology studies, political sociology, and policy analysis. Best Dissertation Award, University of Tübingen (2011) Visiting Fellow, Harvard Kennedy School (2014) Visiting Research Fellow, Collège d’études mondiales, Paris (2018) Visiting Research Fellow, University of Bologna (2022) Straßheim has supervised and advised in various research projects and PhD initiatives, particularly through his leadership in DFG and ESRC-funded programs. He has secured significant third-party funding, including projects on Arctic knowledge co-production and ethics in crisis governance. He is actively involved in academic service, reviewing for major journals and research councils, and shaping policy discourse through editorial roles in Critical Policy Studies and the Advances in Critical Policy Analysis book series. He leads the Straßheim Research Group, fostering interdisciplinary collaboration on science-policy interfaces. He is a key figure in research networks such as the Science and Democracy Network (Harvard) and the International Arctic Science Committee. His work bridges academic inquiry with real-world policy challenges, emphasizing democratic accountability, epistemic pluralism, and the ethical dimensions of expertise.

• Education for Sustainable Development
• Higher Education Didactics
• Sustainable University Development
• +۱۳ مورد دیگر

Prof. Dr. Marco Rieckmann is a Professor of Higher Education Didactics with a focus on key competencies at the Department of Educational Sciences, Faculty of Education and Social Sciences, University of Vechta, Germany. He is also the Co-Chair of the UNESCO Chair ‘Physical Education and Sport Pedagogy for Sustainable Development’ at the University of Limerick since 2024. His work centers on education for sustainable development (ESD), transformative learning, and sustainable university development. His research interests include: Education for Sustainable Development (ESD) and Teacher Education Service Learning and Civic Engagement Curriculum Development for Sustainability Higher Education Governance and Institutional Transformation Digitalization and Serious Games in Sustainability Education Global Learning and Intercultural Education His recent publications and projects reflect a strong trend toward assessing the impact of sustainability education, developing innovative teaching formats (e.g., Minecraft-based learning), and fostering whole-institution approaches in schools and universities. He emphasizes participatory, transdisciplinary, and transformative methods to empower learners and institutions. Scientific awards and recognitions include: Best Doctoral Researcher of the Year 2008 (2nd place, Leuphana University) Innovative Teaching Award (2010) Multiple DAAD and ERASMUS guest lectureships UNESCO recognition for HOCH-N and LeNa projects (2018) Prof. Rieckmann actively advises and collaborates with students and researchers, leads major funded projects (e.g., IMP>ACT, Senatra, HOCH-N), and contributes to national and international policy development. He is a key figure in advancing sustainability in higher education through research, teaching, and institutional leadership. He leads and participates in various research labs and networks, including the UNESCO Chair, the LeNa network, the HOCH-N consortium, and multiple EU-funded projects focusing on co-learning labs, digital tools, and service learning for sustainability.

Katja Thoringمشاهده پروفایل

استاد

• Creative Workspace Design
• Design Thinking
• Generative AI in Design
• +۵ مورد دیگر

Prof. Dr. Katja Thoring is a Full Professor of Integrated Product Design at the Technical University of Munich (TUM School of Engineering and Design). She holds a doctorate in Design Research from Delft University of Technology and has previously served as Professor of Integrated Design at Anhalt University of Applied Sciences in Dessau from 2009–2022. Her research bridges product design, architectural space, and technology, focusing on how physical environments stimulate creativity and design processes across functional, emotional, and cognitive dimensions. Key areas include generative AI applications in design, innovative research methodologies, and creative workspace design. She developed methods like the 'Delphi Design Sprint' and contributed to frameworks such as the FOD (Future-Oriented Design) model. Thoring is a member of prominent design societies (DGTF, Design Society, DRS) and a founding member of the Academy of Design Innovation Management (ADIM). Notable awards include the 'Best Paper Award' at ADIM Conference (2017) and recognition as a top early-career researcher (2019). Her work integrates design education innovation, with studies on pedagogical spaces and cross-cultural design thinking. She has published extensively on design knowledge models, creative environments, and future-oriented design strategies.

• Foreign Language Didactics
• Action-Oriented Language Teaching
• Multilingualism
• +۱۰ مورد دیگر

Dagmar Abendroth-Timmer is a Professor in Romance Studies - Didactics at the University of Siegen, Faculty I. She is a leading figure in foreign language didactics, with a strong focus on action-oriented teaching, multilingualism, teacher education, and digital learning environments. Her research is deeply international, involving collaborations across Europe through projects like LANGSCAPE, ENROPE, and ViMuLEnc. University: University of Siegen School: Faculty I Department: Romance Studies - Didactics Position: Professor Email: abendroth@romanistik.uni-siegen.de Her research interests include foreign language didactics, multilingual and intercultural education, teacher professionalization, empirical research methods, and digital learning. She has made significant contributions to the development of action-oriented language teaching models, particularly in digital and multilingual contexts. Her recent publications explore virtual multilingual encounters, translanguaging, and identity formation in language classrooms. The recent articles reflect a strong trend toward digitalization in language education, with a focus on virtual exchange, teacher training in digital environments, and the role of multilingualism in online learning. There is a consistent emphasis on reflective practice, identity, and critical pedagogy across her work. She is actively involved in academic leadership, serving as a network consultant for LANGSCAPE and coordinating international projects. She has contributed to numerous edited volumes and special journal issues, particularly on plurilingualism and teacher education. Dagmar Abendroth-Timmer supervises research assistants and contributes to curriculum development in teacher education. She is engaged in ongoing research projects such as ViMuLEnc, which explores virtual multilingual learning encounters, and drama pedagogy in language teaching. Her work bridges theory and practice, aiming to enhance both teacher training and classroom instruction in foreign languages.

Roland Broemelمشاهده پروفایل

استاد

• Public Law
• Economic Law
• Currency Law
• +۱۲ مورد دیگر

Professor Roland Broemel holds the Chair of Public Law, Economic and Currency Law, Financial Markets Regulation and Legal Theory at the Faculty of Law, Goethe University Frankfurt, and is Deputy Managing Director at the Institute for Monetary and Financial Stability (IMFS) since December 2021. His work bridges legal theory, financial regulation, and digital transformation. Research Interests: Broemel's scholarship centers on market regulation in digitalized sectors—particularly currency, telecommunications, energy, and media. A key cross-cutting theme is the legal dimension of digitalization and algorithm-based applications. He also contributes to Basic Law theory and legal methodology, exploring how legal systems adapt to societal shifts. His recent work emphasizes digital euro, AI governance, and platform regulation. Publication Trends: His recent publications reflect a strong focus on the legal implications of digital transformation in finance and public law. Themes include central bank digital currency, algorithmic regulation, and interdisciplinary legal responses to climate and digital transitions. He frequently publishes in top German and international law journals and handbooks, often in collaboration with economists and legal scholars. Scientific Awards: Doctorate Award 1st Class, University of Hamburg Law Department Hamburg Teaching Prize 2010, Department for Science and Research Advising and Grants: Broemel actively supervises student research through inquiry-based learning formats and leads externally funded initiatives such as the School Project: Digital Euro. He has received support from the Studienstiftung des deutschen Volkes during his early career and continues to secure institutional funding for interdisciplinary research at IMFS. Labs and Teams: As Deputy Managing Director of IMFS, Broemel is embedded in a multidisciplinary research environment focused on monetary and financial stability. He collaborates closely with economists like Volker Wieland and Alexander Meyer-Gohde, contributing a legal perspective to policy-oriented research. His team includes research assistants and doctoral candidates working on digital regulation, financial law, and legal theory.

Garvin Brodمشاهده پروفایل

استاد پژوهشی

• Educational Psychology
• Cognitive Development
• Memory and Learning
• +۹ مورد دیگر

Prof. Dr. Garvin Brod is a Research Professor at the DIPF | Leibniz Institute for Research and Information in Education and Goethe University Frankfurt, specializing in individualized learning and cognitive development. He is affiliated with the Department of Educational Psychology within the College of Psychology & Sports Science. His research focuses on technology-supported educational interventions, memory and learning dynamics, and the development of knowledge acquisition processes. Brod leads projects like ACHILLES (learning success diagnostics), PROMPT (digital prompting techniques), and VokSi (vocabulary learning), addressing self-regulated learning, reading education, and cognitive strategies. The 13 most recent publications highlight trends in educational technology, self-regulated learning mechanisms, and cognitive development. Key themes include mobile learning interventions, memory retention strategies, and the role of executive functions in belief revision. Brod’s work bridges experimental psychology with practical EdTech solutions for children’s learning challenges. As a visiting fellow at St John's College, University of Cambridge, and head of DIPF’s departments for Individualized Support and Education and Development, Brod collaborates on data-sharing initiatives like ShaReD. He holds a doctorate from Humboldt University and a diploma in psychology from Saarland University.

Guido Hunzeمشاهده پروفایل

پژوهشگر

• Religious Education
• Didactics of Religious Education
• Video Analysis in Education
• +۵ مورد دیگر

Dr. Guido Hunze serves as Senior Academic Councillor (Akademischer Oberrat) at the Institute for Religious Education and Pastoral Theology within the Catholic Theological Faculty of Westfälische Wilhelms-Universität Münster since December 2012. He holds state teaching authorization for Catholic Religious Education at secondary levels and has been actively involved in teacher education and curriculum development. 1991-1997: Studied Physics, Catholic Theology, and Pedagogy at Rheinische Friedrich-Wilhelms-Universität Bonn 1997: First State Examination for Teaching (Sek. II/I) in Physics and Catholic Religious Education 2006: Doctorate (Dr. theol.) at Catholic Theological Faculty of University of Bonn 2005: First State Examination for Teaching (Sek. II) in Pedagogy Dr. Hunze's research focuses on innovative approaches to religious education, particularly through video analysis methodologies. His work emphasizes inclusive religious teaching practices, creation theology in dialogue with natural sciences, and religious education for sustainable development. He explores how digital technologies transform religious pedagogy while maintaining theological depth, examining how students experience religious learning in contemporary contexts. His scholarship bridges theoretical frameworks with practical classroom applications. His recent publications reveal a consistent focus on contemporary challenges in religious education, with increasing attention to digital transformation, diversity, and sustainability. The trajectory shows evolution from traditional religious pedagogy toward more interdisciplinary approaches integrating video analysis, inclusive education, and ecological theology. His work increasingly addresses how religious education can respond to societal crises and digital transformation while maintaining theological integrity. As an academic leader, Dr. Hunze serves as faculty advisor for teacher education programs, coordinates practical semesters for religious education students, and moderates training for the implementation of confessional-cooperative religious education in the Diocese of Münster. He has contributed significantly to textbook development for Catholic religious education in German schools. Dr. Hunze leads the TheoTVIST videography team and previously directed the GRUVI project, which develops fundamental competencies for religious education through video analysis of classroom instruction. These initiatives represent his commitment to evidence-based approaches to religious pedagogy and teacher development.

Martin Heppمشاهده پروفایل

استاد

• Web Science
• Digitalization
• Semantic Web
• +۱۲ مورد دیگر

Martin Hepp is Professor of Web Science and Digitalization at the Universität der Bundeswehr Munich, where he leads the E-Business and Web Science Research Group. He is also CEO and Chief Scientist of Hepp Research GmbH, a consultancy firm specializing in semantic technologies, GoodRelations, and schema.org. He has held academic positions at the University of Innsbruck, Florida Gulf Mexico University, and DERI Innsbruck, and has been a visiting scientist at IBM Research and Boston University. Education: Habilitation in Information Systems, University of Würzburg, 2005–2008 PhD in Management Information Systems, University of Würzburg, 2000–2003 (Summa Cum Laude) Diplom-Kaufmann (M.B.A.), Business Administration and Management, University of Würzburg, 1997–1999 Vordiplom, Business Administration and Management, University of Würzburg, 1994–1997 His research centers on shared data structures at web scale, particularly ontology engineering and semantic interoperability in e-commerce. He is best known for creating GoodRelations , an OWL DL ontology for e-commerce that became the official e-commerce core of schema.org in November 2012. His other major projects include the Product Types Ontology, OPDM (Ontology-based Product Data Management), and the Automotive Ontology Working Group. He has developed methodologies such as GenTax for deriving ontologies from taxonomies and advocates for community-driven ontology development. His recent publications explore foundational issues in ontology design and the future of web communication, reflecting a blend of technical innovation and philosophical inquiry. These works highlight trends in semantic technologies, particularly their application in real-world business systems and ethical dimensions of digital interaction. Scientific Awards: Linked Data-a-thon Award (4th prize), ISWC 2009 ACM Senior Member (2009) 2nd place, FIT-IT Research Proposal Award (2007) Dissertation Award, Alcatel SEL Foundation (2004) Dissertation Award, Unterfränkische Gedenkjahrstiftung (2004) Summa cum laude, University of Würzburg (2003) Prof. Hepp has supervised numerous research projects funded by the European Commission, BMBF, FFG/BMVIT, and others, including MUSING, SUPER, myOntology, and OPDM. He has been an active member of over 60 conference program committees, including ISWC, ESWC, WWW, and ECIS, and has chaired workshops and tracks on semantic web topics. He serves or has served on editorial boards of journals such as the International Journal on Semantic Web and Information Systems (IJSWIS). He leads several research labs and teams, including the E-Business and Web Science Research Group at Universität der Bundeswehr Munich, and has contributed to open-source projects such as SKOS2GenTax, myClassify, and eClassOWL. His work bridges academic research and industry application through Hepp Research GmbH and collaborative initiatives like the Automotive Ontology Working Group.

Simone Abelsمشاهده پروفایل

استاد

• Science Education
• Inclusive Education
• Didactics of Sciences
• +۳ مورد دیگر

Prof. Dr. Simone Abels holds a Professorship for Natural Science Education at the School of Education, Leuphana University of Lüneburg. She is an active faculty member specializing in the didactics of science education with a particular focus on inclusive educational approaches and inquiry-based learning methods. Her research focuses on making science education accessible to all students through inclusive pedagogical approaches. She has developed frameworks for inquiry-based learning that accommodate diverse learners and has examined student conceptions in various scientific domains including immunology and chemical reactions. Her work bridges theoretical educational research with practical classroom applications, with recent expansion into sustainability education topics such as food waste reduction and climate impact. Prof. Abels' publication record demonstrates consistent engagement with inclusive science education, showing progression from theoretical frameworks to practical classroom applications. Her work spans chemistry education, biology education, and broader science teaching methodologies, with increasing focus on environmental sustainability in more recent publications. ESERA Travel Award GDCP Prize for supporting early career researchers in chemistry and physics education Recognition for work on reflective practitioners for democratic science education Prof. Abels has been actively involved in multiple educational projects including 'Wissenschaftsraum Future Trends in Education' focused on transforming schools through democracy education and sustainable development. She has also contributed extensively to media discussions on science education topics, demonstrating her commitment to public engagement with educational issues and translating academic research into practical insights for broader educational communities.

Silke Hertelمشاهده پروفایل

استاد

• Educational Psychology
• Teacher Education
• Self-Regulated Learning
• +۵ مورد دیگر

Prof. Dr. Silke Hertel is a Professor of Personal Competencies in the School Context at Heidelberg University’s Institute of Educational Science, and currently holds the position of Vice-Rector for Student Affairs and Teaching until 2026. In her role as Vice-Rector, she oversees strategic advancements in research-oriented teaching, innovative teaching formats, and the integration of accessibility, diversity, and digitalization in university education. Her research focuses on self-regulated learning, teacher competencies, and educational psychology, with a particular emphasis on fostering adaptive learning environments and parental-child interactions in early education. Notable contributions include the development of the SAVE suicide prevention program for schools and studies on parental scaffolding in cognitive development. Education: No explicit details provided in the text, though her academic role implies advanced qualifications in educational science. Labs/Teams: Active in the Institute of Educational Science, collaborating on projects related to educational policy and teacher training. Prof. Hertel’s work bridges theoretical research and practical implementation, addressing challenges in modern educational systems through evidence-based interventions and policy guidance.

Katja Heimمشاهده پروفایل

استاد

• Didactics of English
• Social Inclusion in Education
• Blended and Digital Learning
• +۵ مورد دیگر

Univ.-Prof. Dr. Katja Heim is a prominent academic in the field of English Didactics, currently serving at the Institute of English Philology (WE6) at Freie Universitaet Berlin . With extensive experience in primary and secondary English education, her work focuses on social inclusion , learner autonomy , and hybrid/digital learning environments . She has held various academic positions including Freie Universitaet Berlin since 2024, after roles at Duisburg-Essen and other institutions. PhD in English Didactics Specializes in project-based teacher education Expert in bilingual learning in primary schools Her research emphasizes democratic classroom practices , multimodal texts , and technology integration in language teaching. Notable contributions include coordinated projects on digital media in teacher training and publications on inclusive education strategies. While her recent articles highlight hybrid learning and learner autonomy frameworks, her career spans over two decades of academic development in English education. Key research trends include: Blended learning implementation Bilingual education models Action research methodology

Michael Schartمشاهده پروفایل

استاد

• Foreign Language Teaching Methodology
• Didactics of German as a Foreign Language
• Empirical Teaching Research
• +۶ مورد دیگر

Michael Schart is Professor of Methodology and Didactics of German as a Foreign Language at Friedrich Schiller University Jena since 2021. Previously, he held academic positions at Keio University (2007-2021), University of Wuppertal (2018), University of Waterloo (2017-2018), and several Japanese institutions. His research focuses on empirical teaching research, CLIL, task-based language teaching, and reflective teacher training. Doctorate (2002) in Philosophy from Friedrich Schiller University Jena DFG Fellowship (1997-2000) at Justus Liebig University Giessen Master’s in German as a Foreign Language (Jena, 1996) Intensive Japanese Language Studies at Reitaku University (1992-1993) Schart’s research emphasizes action research, classroom interaction, and curriculum development for German language instruction. He has led projects on virtual classroom dynamics (2020/21), task-based teaching at beginner levels (2007-2009), and program evaluation at Keio University (2003-2007). His work bridges qualitative methodology with practical pedagogy. Recent publications address CLIL implementation, feedback mechanisms, and digital learning environments. He co-edits journals InfoDaF and KONTEXTE , and leads the research center FLUSS for teacher professionalization in German as a foreign language education.

• Biology Education
• Science Education
• Teaching/Learning Research
• +۴ مورد دیگر

Prof. Dr. Annette Upmeier zu Belzen is a Professor at the Institute of Biology at Humboldt University of Berlin, where she has been serving since October 2005. She leads the working group on Biology Didactics and Teaching/Learning Research within the Department of Biology Didactics. Her academic work is situated in the Faculty of Mathematics and Natural Sciences at one of Germany's most prestigious research universities. Her educational background includes: Promotion Dr. paed. from the Institute for Biology Education at Westfälische Wilhelms-University Münster (1997) Master of Arts in School Management from Technical University of Kaiserslautern (2005) Studies in biology, education and psychology at the University of Münster, culminating in the First State Examination (1992) Prof. Upmeier zu Belzen's research primarily focuses on biology education, with special emphasis on models and modeling in science education. Her work explores how students develop scientific reasoning skills through model-based learning approaches. She investigates the cognitive processes involved in understanding biological phenomena through modeling activities and examines how these processes can be effectively supported in classroom settings. Her research has significant implications for science teacher education, as she develops frameworks for assessing and fostering model competence among pre-service teachers. Through her work, she bridges theoretical perspectives on scientific modeling with practical classroom applications, contributing to both educational theory and practice in science education. Her recent publications reveal a strong focus on model-based learning, scientific reasoning, and teacher education. She has been increasingly investigating the role of abductive reasoning in modeling biological phenomena as complex systems. Her work spans formal classroom settings, museum education environments, and teacher professional development contexts. A notable trend in her recent work is the integration of cognitive science perspectives with educational research to better understand how students and teachers engage with scientific models and practices. Prof. Upmeier zu Belzen holds several significant professional roles: Deputy spokesperson of the Interdisciplinary Center ProMINT-Kolleg Scientific Director of Humboldt Explorers Editor of Science Education Review Letters (SERL) Member of the Council of the Humboldt University of Berlin She is actively involved in educational policy and standards development, serving as a consultant for various national and international organizations including the Organisation for Economic Co-operation and Development (OECD) for the PISA Science Framework 2025. Her expertise is sought after for developing educational standards and frameworks across multiple German educational institutions. Prof. Upmeier zu Belzen leads and participates in several research teams and laboratories focused on science education. Her work with the Humboldt Explorers program creates innovative learning environments, while her involvement with the Interdisciplinary Center ProMINT-Kolleg supports STEM education initiatives across Berlin and Brandenburg.

• Human-Computer Interaction
• Geographic Information Science
• Virtual Reality
• +۷ مورد دیگر

Johannes Schöning is a Professor of Human-Computer Interaction at the University of St. Gallen, where he leads a research group focused on developing novel user interfaces that empower individuals and communities with data-driven decision capabilities. His work bridges rapidly advancing technologies with human needs across diverse contexts including geographic information science, public health, medical applications, and extreme environments such as space missions. He publishes extensively at premier HCI venues including ACM CHI, MobileHCI, and DIS, as well as in interdisciplinary journals like NATURE and PLOS ONE. Professor Schöning's research interests center on understanding the interplay between technology and human activities through rigorous methods from AI, computer graphics, and cognitive psychology. His work emphasizes user-centered design methodologies and mixed methods approaches to create interfaces that fit both technological possibilities and human requirements. Key focus areas include virtual and augmented reality applications, accessibility solutions, navigation technologies, and the social implications of digital interfaces in everyday life. His research mission prioritizes theoretical and practice-based inquiry to develop disruptive solutions for real-world problems. Analysis of his recent publications reveals strong trends in virtual reality applications for emotional regulation and accessibility, with increasing emphasis on generative AI integration, environmental awareness, and space-related HCI challenges. His work consistently demonstrates interdisciplinary collaboration across computer science, psychology, geography, and medical fields, with publications showing growing interest in social implications of technology, particularly regarding navigation systems and their externalities. His scientific contributions have been recognized with numerous awards including: Best Presentation Award at IEEE VR 2023 Best Paper Award & Accessibility Award at Interact 2019 10 Year Impact Award 2021 Multiple Honorable Mention Awards at top conferences Professor Schöning actively mentors students across bachelor, master, and PhD levels, with his lab seeking candidates interested in the intersection of HCI, geoinformatics, and ubiquitous computing technologies. He emphasizes creating a 'detox-free academic environment' that focuses on meaningful teaching and research outcomes rather than academic pressures. His group frequently collaborates with international researchers and institutions on projects spanning medical applications, space exploration interfaces, and public health technologies. The research laboratory led by Professor Schöning maintains strong interdisciplinary connections across multiple domains. Current projects include developing AI-powered wearables for blind and low vision users, exploring VR applications for emotional regulation, investigating navigation technologies' social impacts, and creating interfaces for space mission contexts. The lab's work on CubeSat control software and plant visualization for space greenhouses demonstrates their unique focus on extreme environment applications, while their research on citizen participation through generative AI shows engagement with contemporary societal challenges.