جست‌وجوی استاد و پژوهشگر

• Language Didactics
• Digital Technology in Education
• Online and Distance Learning
• +۱۲ مورد دیگر

Sophie Othman is a Lecturer at the University of Franche-Comté, affiliated with the Centre de Linguistique Appliquée (CLA) and the DEFLET department. She is actively engaged in research and teaching in language didactics, digital education, and innovative pedagogical practices. Her work spans multiple roles in research coordination, program leadership, and international academic collaboration. Research Interests: Her primary research areas include digital technology in language teaching and learning, design of online and distance learning environments, digital engineering in education, pedagogical innovation, comodal and hybrid training models, MOOCs, e-portfolios, and teacher training in ICT. She explores how digital tools transform language education, especially in multilingual and multicultural contexts. The recent scholarly output shows a consistent focus on post-pandemic educational transformation, AI integration in learning systems, and the design of flexible pedagogical scenarios. Her publications appear in journals such as ALSIC and in international conference proceedings, reflecting a strong engagement with digital pedagogy and language education innovation. Leadership and Service: Vice-President, Scientific and Pedagogical Commission, CLA – University of Franche-Comté (2021–present) Co-Responsible, TIPED Research Program, ELLIADD (2017–present) Scientific Coordinator, Innov'FLE Thematic Thursdays (2022–present) Former Coordinator, Master 2 FLE 'Political and Digital Environments' and FLE Track at CTU Besançon (2018–2020) Scientific Committee Member for international conferences (e.g., ADCUEFE, CEDIL, UBEST, EIAH) Expert reviewer for language didactics journals and collective works International trainer for the French Ministry and OIF in over 15 countries Projects and Grants: #ApproprIA: AI Appropriation in Education (2025–...) UNPEAA: Digital Use by Allophone Adults (2024–...) Innov'FLE: Innovation in FLE Teaching (2022–...) HUMANE: Digital Humanities for Education (2019–2022) ANR-IDEFI Innovalangues (2013–2016) Advising and Grants: While no formal students are listed, she has supervised research teams and mentored junior researchers through collaborative projects and editorial roles. She has secured national and international funding, notably through the ANR-IDEFI program, and contributes to large-scale educational initiatives supported by governmental and Francophone institutions. Labs and Teams: She is affiliated with the ELLIADD research laboratory (University of Franche-Comté) and was previously associated with LIDILEM (Université Grenoble Alpes). She leads and participates in interdisciplinary research groups focused on digital language education, teacher training, and innovation in didactics.

• German Linguistics
• Word Classes
• Spoken Language
• +۷ مورد دیگر

Viktória Dabóczi is a lecturer in the Department of German Studies at the University of Siegen, Faculty I. She holds a doctorate from the University of Siegen (2016) and has been actively involved in teaching and research in German linguistics since 2012. Her current academic role as AOR aZ (Akademische Oberrätin auf Zeit) began in June 2025, indicating a senior academic position. She teaches courses such as Introduction to German Linguistics, Grammatical Variation, and Language Acquisition. Research Interests: Her work focuses on word classes, spoken language, grammar theory, language acquisition, and lexical change in German, often with comparative insights from Hungarian. She investigates how words are conceptualized in speech and writing, the evolution of discourse markers, and grammatical variation in contemporary usage. The analysis of her recent publications (2005–2025) reveals a consistent focus on theoretical and applied German linguistics, with increasing attention to sociolinguistic phenomena such as pandemic-related neologisms and ideological word formations. Her research bridges empirical analysis, cognitive linguistics, and language teaching, often in interdisciplinary or contrastive frameworks. Reviewed works on German morphology and grammar Contributed to international projects like EuroGr@mm and ProGr@mm Participated in interdisciplinary conferences on ellipsis and language processing Advising and Grants: While no formal students are listed, her editorial and collaborative roles suggest mentorship and academic leadership. She has been involved in long-term research projects, including EuroGr@mm (2004–2012), indicating sustained grant-supported activity. Her current role at Siegen reflects ongoing institutional support for her research and teaching. Labs and Teams: She has collaborated with researchers at Justus Liebig University of Giessen, University of Szeged, and IDS-Mannheim. Her work with the Diskursmonitor research group and participation in interdisciplinary conferences highlight her integration into active research networks in German linguistics.

• Chemistry Didactics
• Science Teacher Education
• Pedagogy
• +۶ مورد دیگر

Festo Kayima is an Associate Professor in Chemistry Didactics at the Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). His research focuses on science teacher education, classroom knowledge, and pedagogical strategies in chemistry. Doctorate in Chemistry Education (2018, University of Bergen) Master’s in Science Education (2020, NTNU) Kayima’s research projects include developing science teacher trainees’ professional knowledge through reflective practice, enhancing scientific literacy, and integrating sustainability into chemistry education. He leads the Erasmus+ project STEMkey (2020–2023), emphasizing graduate attributes and key skills for educators. His recent publications (2025) with Springer explore pedagogical themes like chemical knowledge, outdoor teaching, and technology integration. These works align with broad keywords such as Science Education, Curriculum Development, and Experiential Learning, with subfields spanning digital tools, sustainability, and misconceptions in chemistry. Co-supervised Kristine Fjelldal Sunde’s thesis on teacher questioning in labs He contributes to research groups Naturfaglig Literacy i Skole og Lærerutdanning and ScienceHumanities , bridging interdisciplinary approaches in education. His teaching includes courses like Science as a School Subject (MGLU4211) and Teacher Education: Teaching Chemistry (PPU4626).

• Comparative Literature
• Narratology
• Narrative Theory
• +۵ مورد دیگر

Maria Mäkelä is a Senior Lecturer in Comparative Literature and Head of the Literary Studies Degree Programme at Tampere University's Faculty of Social Sciences. She holds a PhD and is a Docent in Narrative Theory. Her research focuses on narrative theory, digital media storytelling, and the interplay between personal experience and collective narratives in social media environments. She leads the Authors of the Story Economy consortium (2024–2028), funded by the Research Council of Finland. Her expertise includes comparative literature, narratology, and the analysis of viral storytelling dynamics. She co-founded the Narrare Centre for Interdisciplinary Narrative Studies and has published widely on topics like climate change narratives, political storytelling, and the ethics of personal experience sharing. Key projects include the Dangers of Narrative initiative, which critiques the risks of instrumental storytelling in public discourse. Mäkelä's work bridges literary theory with social science, emphasizing the societal impact of narrative forms. Her articles explore how social media transforms storytelling into a didactic force, often distorting intended ethical and political messages. She also investigates medieval exempla in contrast to modern digital narratives, highlighting enduring patterns of narrative authorization. Grants and leadership roles include the Research Council of Finland’s 2024–2028 consortium, academic board memberships, and editorial roles in journals like Style and Partial Answers . Her interdisciplinary approach has influenced fields from information systems to welfare studies, emphasizing narrative’s role in shaping collective understanding. Lab/Team affiliations include the Narrare Centre and collaborations with institutions like the University of Turku and IULM University. Her research underscores the need for story-critical approaches to address narrative pitfalls in contemporary media environments.

• Behavioral Finance
• Household Finance
• Personal Finance
• +۳ مورد دیگر

Prof. Kremena Bachmann is a Professor at the ZHAW School of Management and Law, specializing in Behavioral Finance, Household Finance, and Retirement Decision Making. She holds a PhD from the Swiss Finance Institute, University of Zurich, and has extensive postdoctoral research experience at the University of Zurich's Institute of Banking and Finance. She leads the 'Certificate Program for Advanced Studies in Behavioral Finance' and serves as Head of Research and Development at Moor & Bachmann AG. Her research focuses on investor behavior, financial decision-making biases, and retirement planning strategies. She has published widely in top journals like Journal of Economic Psychology and Financial Services Review , and received the 2007 Best Paper Award from the Swiss Society for Financial Market Research. She actively engages in media commentary, discussing topics like retirement asset allocation and minimizing savings gaps in Neue Zürcher Zeitung and Cash . Education: PhD in Finance, Swiss Finance Institute, University of Zurich (2002–2007) lic.oec.HSG in Finance and Economics, University of St. Gallen (2003–2004) Bachelor's in Economics, Study Center Gerzensee (1995–2002) CAS in Higher School Didactic, Pedagogical School Zurich (2021) Research Interests: Combines experimental methods with behavioral finance to study how cognitive biases affect investment decisions, particularly in retirement contexts. Recent work examines impact investor motivations and advisor influence on belief updating. She leads projects like 'Incentives and Retirement Savings in Switzerland'. Grants & Projects: Swiss National Science Foundation (Project 'Behavioral Finance for Retail Banking') Leadership of the 'Certificate Program for Advanced Studies in Behavioral Finance' (University of Zurich, 2006–2007) Labs/Teams: Coordinates interdisciplinary research teams at ZHAW and collaborates with private sector firms like Moor & Bachmann AG to bridge academic insights with practical financial advisory practices.

Torsten Steinhoffمشاهده پروفایل

استاد

• Writing Didactics
• Vocabulary Didactics
• Digital Communication in Education
• +۷ مورد دیگر

Torsten Steinhoff is a Professor of Didactics of the German Language at the Department of Germanic Studies, University of Siegen, Faculty of Arts and Humanities. His research and teaching focus on theoretical, methodological, and empirical aspects of language acquisition and instruction from elementary to university levels. His primary research interests include: Writing didactics (Schreibdidaktik) Vocabulary didactics (Wortschatzdidaktik) Language-specific and disciplinary learning (Sprache im Fach) Digital communication and AI in education Development of complex learning arrangements (Lernarrangements) Steinhoff investigates how digital tools like ChatGPT can be integrated into writing instruction, promoting argumentative writing through structured learning tasks. His recent work (2023–2025) analyzes human-AI collaboration in writing, proposing models such as GPT as Ghost, Partner, or Tutor. He emphasizes a post-digital didactic approach, balancing traditional literacy with digital competencies. His publications reflect a strong trend in digital transformation of writing, multilingual education, and empirical interventions in secondary classrooms. He leads research projects funded by BMBF and MKW NRW, including the "AI Writing Arrangements" project tested in 8th-grade classes. Scientific contributions and collaborations: Co-editor of research handbooks on empirical writing didactics Collaborator with scholars like Nicole Marx, Katrin Lehnen, and Joachim Grabowski Active contributor to journals such as Didaktik Deutsch , BiSS-Journal , and Waxmann publications Hosts a research team at lernarrangements.de He advises on academic language development, text procedures, and vocabulary transfer across modalities and subjects. His lab develops open educational resources (OER) for digital writing and communication, contributing to platforms like Twillo.

Marcel Mierwaldمشاهده پروفایل

پژوهشگر

• History Education
• Epistemological Beliefs
• Digital Media in Education
• +۳ مورد دیگر

Dr. Marcel Mierwald is a researcher at the Department of History Didactics at Ruhr University Bochum, specializing in empirical studies of historical learning. He collaborates on the oral history project "People in Mining" and focuses on digital learning, epistemological beliefs, and language-sensitive history teaching. His work bridges theoretical frameworks with classroom practice. Education: Doctoral degree (2019) at Ruhr University Bochum; Master of Education in social studies and history (Free University of Berlin, 2012). Research Trends: His recent publications emphasize authenticity in learning materials, media comparison studies, and assessment tools for historical argumentation. Collaborations with Nicola Brauch and others highlight interdisciplinary approaches to history education. Scientific Awards: Doctoral scholarship from Professional School of Education (PSE) at Ruhr University Bochum (2013-2016). Teaching: Offers courses on subject didactics, practical semester preparation, and language-sensitive history teaching. Led seminars on migration history, the Weimar Republic, and National Socialism in school labs. Labs & Teams: Active in the Alfried Krupp Student Laboratory and Ruhr University Bochum's student laboratory for humanities, focusing on empirical history education research and innovative teaching methods.

Igor Radekaمشاهده پروفایل

استاد

• History of Pedagogy
• Comparative Pedagogy
• Didactics
• +۵ مورد دیگر

Prof. Dr. Igor Radeka is a full professor at the University of Zadar , Faculty of Philosophy , Department of Pedagogy , specializing in history of pedagogy, comparative pedagogy, didactics, and teacher education. Since 1987, he has been a leading figure in Croatian pedagogy, serving as Head of the Department (2015/16–2020/21), Deputy Head of doctoral and specialist studies, and coordinator of teacher-competence programs. Education: 1986 – Bachelor’s in Pedagogy, Faculty of Philosophy, University of Zadar 1991 – Master’s in Pedagogy, Faculty of Education, University of Rijeka 2000 – PhD in Pedagogy, Faculty of Philosophy, University of Rijeka Research Interests: His work spans history of pedagogical thought in Croatia , comparative education systems , didactic methodologies , lifelong teacher education , and curriculum reform . He critically examines the evolution of pedagogical discourse, socialist-era education, and the impact of the Bologna Process on teacher training. Recent Publications & Trends: Recent outputs (2020–2025) analyze post-Yugoslav teacher education reforms , island schooling , doctoral dissertation trends , and philosophical reflections on education’s purpose . His work consistently bridges historical analysis with contemporary policy, emphasizing sustainable educational development. Scientific Awards & Roles: Rektor’s Award (1985) – Best Student Oscar Academicus (2004/05) – Best Professor (Student Council) Member, Croatian Bologna Follow-Up Group (2014–2018) President, Sectoral Council for Education & Sport (2019–2021) Coordinator, EU Horizon project on “Blue Sustainability” (2023–) Grants & Projects: Principal investigator of national projects on lifelong teacher education (2007–2013), bilateral Croatian-Slovenian research, and multiple EU-funded initiatives. He has co-authored six books and over 70 peer-reviewed articles. Labs & Teams: Leads pedagogical research teams at the University of Zadar , collaborating with the Stjepan Matičević Centre and international partners (Slovenia, Austria, Germany). He mentors doctoral candidates and coordinates curriculum-reform expert groups for the Croatian government.

Sivert Skålvoll Urstadمشاهده پروفایل

دانشیار

• Sociology
• Sociological Theory
• Sociology of Religion
• +۵ مورد دیگر

Sivert Skålvoll Urstad is an Associate Professor at the Department of Sociology and Social Work , University of Agder , Norway. His academic interests include Sociology of Religion , Secularization , Sociological Theory , and Quantitative Research Methods . He is affiliated with research groups on Religious Minorities and Diversity , Social Studies Didactics , and Sociological Theory Development . Email: sivert.s.urstad@uia.no Phone: +47 38141868 Research Themes - Urstad's work focuses on the sociology of religion, secularization trends, and non-religious identity in the Nordic context. His studies often employ quantitative methods to analyze gender disparities in religiosity, vaccine skepticism, and organizational behavior in educational settings. Recent Article Trends - His publications include analyses of afterlife beliefs , vaccine distrust , gender equality skepticism , and non-religious identity in Norway. Collaborative works explore organizational HRM strategies and internal branding in schools. Advising and Collaborations - While no advisees are listed, Urstad frequently collaborates with scholars like Inger Furseth and Dag Yngve Dahle on interdisciplinary projects spanning sociology, education, and organizational behavior. Labs/Teams - He contributes to the Religious Minorities and Religious Diversity group and Sociological Theory Development at University of Agder.

Patricio G. Herbstمشاهده پروفایل

استاد

• Mathematics Education
• Geometry Education
• Teacher Professional Development
• +۳ مورد دیگر

Patricio G. Herbst is a Professor in the Marsal Family School of Education and the Department of Mathematics at the University of Michigan. He holds dual roles as a professor of education and mathematics, bridging both the College of Literature, Science, and the Arts and the School of Education. His research focuses on understanding the professional work of mathematics teachers and university instructors, with an emphasis on teacher knowledge, decision-making, and the design of online learning environments. Key areas of interest include geometry education, mathematical proof, and the development of technologies such as Anotemos and LessonDepict for learning from video and storyboarding. Herbst has led numerous grants and projects, including 'GRIP: Mathematics Grasping the Rationality of Instructional Practice,' which explores geometry teaching and teacher training. He has also contributed to initiatives like the 'LessonSketch' platform and 'GeT Support' for teacher professional development. His work spans international collaborations and curriculum development efforts in secondary mathematics education. Herbst’s research publications emphasize the integration of theoretical frameworks with practical classroom applications, particularly in geometry instruction and teacher cognition. His book, *The Learning and Teaching of Geometry in Secondary Schools: A Modeling Perspective*, underscores his commitment to advancing pedagogical models in mathematics education. He is affiliated with the GRIP lab, a research group dedicated to studying geometry, reasoning, and instructional practices. His contributions to mathematics education include designing interventions, analyzing teacher rationality, and advancing the use of multimedia tools in teacher training.

Kerstin Mayrbergerمشاهده پروفایل

استاد

• Digital Transformation
• Higher Education
• Media Didactics
• +۴ مورد دیگر

Prof. Dr. Kerstin Mayrberger is a Professor for Teaching and Learning at the University of Hamburg's Faculty of Education, specializing in Media Didactics at the Hamburg Center for University Teaching and Learning (HUL). She focuses on Digital Transformation in Higher Education, Agile Educational Leadership, and Open Educational Practices (OEP). Her work bridges theory and practice, emphasizing participatory approaches and institutional agility. Educationally, she holds a Dr. phil. from Hamburg University (2006) and has held academic positions since 2009, including roles at the Universities of Augsburg and Mainz. She is currently Chair of the BMBF's OER Strategy Advisory Board and has led major projects like the Hamburg Open Online University (HOOU). Her research explores digital didactics, open education, and leadership in education. Key interests include Ambidextrous Agile Educational Leadership (AAEL), which integrates stability and innovation in educational contexts. She has authored influential books such as Partizipative Mediendidaktik (2019) and Agile Educational Leadership (2021). Awards include the GEW Förderpreis (2000) for academic excellence. She advises on national education policies and chairs committees for OER strategies. Her work spans grants from BMBF, DAAD, and European initiatives, emphasizing digital equity, teacher professionalization, and educational innovation. She leads the HUL, coordinates international collaborations, and contributes to initiatives like the United Nations' Education 2030 agenda. Her labs and teams focus on OER development, digital pedagogy, and educational leadership frameworks.

Wolfgang Stingمشاهده پروفایل

استاد

• Theatre Pedagogy
• Performance Studies
• Cultural Education
• +۳ مورد دیگر

Prof. Wolfgang Sting is a Professor of Theater Pedagogy/Didactics of Performing Arts at the University of Hamburg's Faculty of Education. He holds a position in the Department of Didactics of Linguistic and Aesthetic Subjects (EW 4). His career includes roles as Master's Program Director for Performance Studies and guest professorships internationally. Sting has led major research projects funded by Volkswagen Foundation, Körber Foundation, and others, focusing on intercultural theatre, performative education, and uncertainty in teaching. Education: Pädagogik, Philosophie, Psychologie, Theatre Studies (Bielefeld, Eugene, München) Habilitation: Volkswagen Foundation-funded project on Theatre Pedagogy (2000) Research focuses on Theatre Pedagogy's interplay with cultural education, intercultural practices, and performative methodologies. His projects like TUSCH and TheaterSprachCamp integrate theatre into school curricula. Recent work explores irritation as a pedagogical tool in performance-based teaching. Key awards include the 2025 ASSITEJ Prize for commitment to youth performing arts and the 2020 Hamburger Lehrpreis. He advises several scholarly boards including the journal Zeitschrift für Theaterpädagogik. Advisory roles include leading Performance Studies programs and supervising over 20 PhD students. Notable students include Alina Gregor (2023) and Virginia Thielicke (2015). Research projects span 25 years with ongoing work in Hamburg's TheaterSprachCamp initiative. Labs/Teams: Core contributor to the University's Theatre Education Lab, co-founder of the interfaculty Performance Studies program, and collaborator on the Theater in Schulen network.

• Translation Studies
• Cognitive Translation
• Emotion in Translation
• +۴ مورد دیگر

Beatriz Naranjo Sanchez is a researcher at the University of Murcia, Spain, currently affiliated with the Translation, Didactics and Cognition research group and previously with the Translation, Lexicology and Writing Group. Her work bridges translation studies, cognitive psychology, and musicology through experimental methodologies. She earned her PhD from the University of Murcia in 2017 with the dissertation La influencia de la música sobre la calidad y la creatividad en traducción literaria (inglés-español, inglés-italiano) una aproximación estético-psicológica , supervised by Dr. Ana María Rojo López. Her research centers on psychological and emotional dimensions of translation processes, particularly examining how background music influences literary translation creativity, how anger affects decision-making with offensive content, and emotional processing in dubbing. She employs cognitive-experimental approaches to investigate narrative engagement, vocal qualities in emotionally charged scenes, and pandemic-related stressors on evaluative language translation. Analysis of her 2015-2023 publications reveals consistent focus on music-translation interactions and emotional variables, with methodological emphasis on laboratory experiments, psycholinguistic measurements, and cognitive assessments. Her work demonstrates interdisciplinary innovation through the fusion of aesthetic theory, cognitive science, and translation practice. Scientific awards: No awards documented in provided sources. Regarding advising and grants, while she supervises research within university groups, no specific students or funded projects were mentioned. Her institutional affiliation suggests collaborative research within translation psychology frameworks. She actively contributes to the Translation, Didactics and Cognition research group, which investigates cognitive-affective translation processes through experimental paradigms, likely involving lab-based studies on emotional and musical variables in professional translation contexts.

Hanne Leth Andersenمشاهده پروفایل

استاد

• University Pedagogy
• Foreign Language Education
• Educational Assessment
• +۳ مورد دیگر

Hanne Leth Andersen is the Rector of Roskilde University and a Professor of University Pedagogy. She holds a PhD and has extensive experience in higher education leadership, including roles as director of the Centre for Teaching Development at Aarhus University and director of the Learning Lab at Copenhagen Business School. Her research focuses on foreign language didactics, university pedagogy, educational quality, and innovative teaching methods. Education: PhD in University Pedagogy. Previous academic positions include Professor of University Pedagogy at Aarhus University and Copenhagen Business School. Research interests emphasize exam form innovations, teaching development, language learning methodologies, and the role of foreign languages in education. She advocates for educational quality and pedagogical strategies to enhance student learning environments. Key awards include Chevalier de l'Ordre de la Légion d'Honneur (France), Commandant of the Ordre des Palmes Académiques (France), and Dannebrog Order (Denmark). Notable contributions include developing teacher training programs and advising on educational policies in Norway, Sweden, Finland, and France. Advising and grants: Pioneered collegial supervision methods for teacher competence development at Aarhus University, contributed to Norway’s university quality systems evaluations, and advised on French bachelor’s program reforms. Engaged in strategic board roles within research, education, and cultural institutions. Labs/teams: Active in Roskilde University’s Rectorate leadership, previously directed Learning Lab at CBS, and collaborates internationally on educational strategy initiatives.

• Artificial Intelligence
• Probabilistic Graphical Models
• Deep Generative Models
• +۴ مورد دیگر

Ewa Szczurek is a Professor at the University of Warsaw's Faculty of Mathematics, Informatics and Mechanics and Co-director of the Institute for AI for Health, leading joint labs at Helmholtz Munich and the University of Warsaw. Education: Master degree in Computer Science from Uppsala University, Sweden (2005) Master degree in Computer Science from University of Warsaw, Poland (2006) Doctoral degree from Max Planck Institute for Molecular Genetics, Berlin (2011) Postdoctoral fellowship at ETH Zurich, Switzerland (2011) Habilitation at University of Warsaw, Poland (2020) Visiting associate professor at Northwestern University, USA (2023) Research Focus: Her work centers on probabilistic graphical models and deep generative models applied to computational medicine, with emphasis on oncology (tumor microenvironment modeling and evolution), pulmonology, and AI-driven antimicrobial peptide design to combat antibiotic resistance. She develops specialized deep learning frameworks for spatial transcriptomics analysis, tumor evolution reconstruction, and synthetic antimicrobial compound generation. Publication Trends: Recent publications (2022-2023) demonstrate consistent innovation in AI-driven biomedical solutions, bridging machine learning with oncology and infectious disease research. Her work shows increasing focus on generative models for drug design and spatial data analysis, with strong industry-academia collaborations (e.g., Merck, IMMUcan consortium). Awards: ERC Consolidator Grant (2023) for DOG-AMP project Scientific and didactic award from Rector of University of Warsaw ETH Zurich and IMPRS fellowship awards Grants & Leadership: Leads the ERC Consolidator Grant project DOG-AMP for antimicrobial peptide design. Serves as Associate Editor for Genome Biology and participates in program committees for ISMB and RECOMB-CCB conferences. Collaborates with international consortia including IMMUcan and Merck's Oncology Bioinformatics department. Labs & Networks: Co-directs AI for Health Institute with joint labs at Helmholtz Munich and University of Warsaw. Active in ELLIS (pan-European AI network) and Polish Bioinformatics Society, driving interdisciplinary research at the AI-medicine interface.