Nathan Widder is Professor of Political Theory at Royal Holloway, University of London. His research engages with Continental political philosophy, particularly post-Nietzschean thought, Deleuze studies, and the history of political philosophy. He examines questions of difference, power, knowledge, and time through both contemporary theory and historical philosophical texts. Recent publications explore Deleuze's concepts of univocity and sense, and their implications for political ontology. Key research areas include: Deleuze's political ontology and ethics Time and political subjectivity Genealogies of difference in Western philosophy Micropolitical theory development His publications demonstrate sustained engagement with Deleuze's philosophy across historical and contemporary contexts, with recent work focusing on intensive difference and ethical frameworks.
Danielle Li is the David Sarnoff Professor of Management of Technology and a Professor at the MIT Sloan School of Management, specializing in the Technological Innovation, Entrepreneurship, and Strategic Management academic group. She is also a Faculty Research Fellow at the National Bureau of Economic Research (NBER). Her academic journey includes an AB in mathematics and the history of science from Harvard College and a PhD in economics from MIT. Prior to joining MIT, she taught at Harvard Business School and the Kellogg School of Management. AB in Mathematics and History of Science, Harvard College PhD in Economics, MIT Professor Li's research focuses on the economics of innovation and labor economics, with particular emphasis on how organizations evaluate ideas, projects, and people. She investigates the intersection of technology and workplace dynamics, especially how AI impacts worker productivity, the nature of work, and career trajectories in AI-intensive environments. Her work examines how businesses implement AI tools and the resulting effects on workforce composition and skill requirements. Her publication portfolio reveals a consistent focus on innovation economics, labor market dynamics, and the organizational implications of technology. Recent work increasingly centers on AI's workplace impact, with her 2025 Quarterly Journal of Economics paper 'Generative AI at Work' demonstrating how AI assistance increases worker productivity by 15% on average, with differential effects across experience levels. Her research combines rigorous economic analysis with practical business implications, spanning pharmaceutical innovation, hiring practices, promotion decisions, and gender gaps in the workplace. Best Paper Prize: 2017 FIRCG Conference Best Paper Prize: 2018 CEPR Management, Organizations, and Entrepreneurship Conference Best Paper Prize: 2017 Red Rock Conference Best Paper Prize: 2018 LBS Summer Finance Symposium Best Paper Prize: 2019 American Economic Journal: Applied Economics Professor Li's research has been supported by significant grants and has influenced both academic discourse and business practice. Her work on AI in the workplace has informed executive education programs at MIT Sloan, including 'Making AI Work: Machine Intelligence for Business and Society' and 'Artificial Intelligence' courses. She actively engages with media and business leaders to translate research findings into practical insights, frequently appearing in the New York Times, Wall Street Journal, and Economist. Her research on gender promotion gaps and hiring practices has particular relevance for organizational human resource policies. Professor Li is deeply embedded in MIT's AI research ecosystem, collaborating with colleagues across Sloan and CSAIL. She contributes to MIT's AI Expert Spotlight series, focusing on how businesses should implement AI responsibly and effectively. Her work bridges economic theory with practical business applications, particularly in understanding how AI transforms work processes and organizational structures.
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.
Debbie Roberts is a Senior Lecturer and Head of Philosophy in the School of Philosophy, Psychology and Language Sciences at the University of Edinburgh, where she has been a faculty member since 2014. She previously served as a lecturer at the University of York (2011-2014) and as a teaching fellow at the University of Sussex. Roberts earned her PhD from the University of Reading in 2011 under the supervision of Jonathan Dancy and Philip Stratton-Lake, following earlier teaching experience at the University of KwaZulu-Natal in South Africa. Roberts specializes in metaethics, with particular focus on thick evaluative concepts, the metaphysics of the normative, naturalism and non-naturalism, supervenience, and grounding. Her research explores connections between metaethics and philosophy of mathematics, as well as the role of thick concepts in scientific contexts. She has developed significant contributions to understanding how thick concepts function in evaluative discourse and their implications for moral ontology and semantics. Her publication record demonstrates a consistent trajectory of influential work in metaethics, with recent articles examining normative indispensability arguments, the relevance of supervenience, and the epistemic dimensions of thick concepts. Roberts' research shows increasing engagement with interdisciplinary connections, particularly between metaethics and philosophy of mathematics, while maintaining a strong focus on the foundational questions of moral philosophy. As an academic leader, Roberts serves as Deputy Head of Subject Area and Phil Skills Co-ordinator. She has held significant editorial positions including Associate Editor of Analysis (2016-2021) and member of the Mind Executive Committee (2015-2020). Roberts is actively involved in PhD supervision, currently working with Declan O'Gara and Ethan Moore, and has previously supervised Brian Ness. She welcomes PhD supervision inquiries from students working in metaethics and normative ethics, particularly on issues related to realism, naturalism and non-naturalism, the metaphysics of the normative, and thick concepts. Her teaching includes the first-year course on Morality and Value.
Katalin Farkas is a Professor of Philosophy at the Central European University (CEU), where she has been affiliated since 2000. She previously taught at Eötvös Loránd University in Budapest. Her primary research areas are philosophy of mind and epistemology, with a focus on topics like intentionality, knowledge-wh, and Cartesian philosophy. She is author of The Subject's Point of View (2008) and currently working on The Unity of Knowledge . Dr. Farkas holds a PhD and DSc from the Hungarian Academy of Sciences and an MA in Mathematics and Philosophy from Eötvös Loránd University. She has held visiting positions at institutions including the University of Sydney, the Center for Subjectivity Research in Copenhagen, and Newnham College Cambridge. From 2010–2014, she served as CEU’s Provost and Academic Pro-Rector, and later as Head of the Philosophy Department (2007–2010 and 2020–2024). Her honors include membership in the Academia Europaea (2012) and presidency of the European Society for Analytic Philosophy (2020–2023). Her work explores themes such as extended mind theories, phenomenal consciousness, and the relationship between belief and knowledge, challenging reductionist approaches to knowledge types.
Matthew Collinson is a Senior Lecturer in Computing Science at the University of Aberdeen, where he also serves as Head of Computing Science and Academic Line Manager. He holds an affiliation with the Scottish Informatics and Computer Science Alliance (SICSA) and leads the EPSRC-funded project SSPEDI (Supporting Security Policy with Effective Digital Intervention). Education: BSc Mathematics, University of Edinburgh (1997) MSc Mathematical Logic, University of Manchester (1998) PhD Computer Science, University of Manchester (2003) Research Interests: His research spans theoretical computer science and cybersecurity , focusing on non-classical logics (intuitionistic, modal, substructural), semantics of computation , concurrency theory , and type theory . He applies these foundations to information security , particularly in modelling security policies, access control, and the economics of cybersecurity decisions. His work integrates formal verification , simulation tools (e.g., Gnosis), and game-theoretic models . Publications Trends: Recent publications (2016–2022) emphasize human-centred security , exploring how persuasion and behavioural interventions can reduce cybersecurity vulnerabilities. Earlier works (2008–2015) concentrate on mathematical systems modelling , layered graph logics , and trust domains , bridging high-level policy and low-level system configurations. Projects & Grants: SSPEDI (2017–2020, EPSRC): Human dimensions of cybersecurity policy compliance. ALPUIS (EPSRC consortium): Algebra and logic for security policy and utility. Trust Domains (RCUK/TSB, 2011–2014): Framework for modelling secure information sharing. Seconomics (EU FP7, 2012–2015): Socio-economic impacts of cybersecurity regulation. PhD Supervision: He has successfully supervised PhD students including Kevin McDonald (2014), Barry Taylor (2015), and Robert (Bob) Duncan (2016), whose theses addressed logic-based security architectures, vulnerability analysis, and cloud stewardship respectively. Labs & Teams: His research is conducted within the Computing Science section of the School of Natural and Computing Sciences, leveraging collaborations with National Grid, HP Labs, and other academic partners.
Manuela Fabbri is an Associate Professor in Didactics and Special Pedagogy at the Department of Education Studies 'Giovanni Maria Bertin' at the University of Bologna. She specializes in educational technology, teacher training, and inclusive education. She has been involved in projects like Cl@ssi 2.0 (ICT integration in schools) and the FIRB L4ALL initiative (innovative pedagogy). Her research focuses on E-learning environments, technologies in childhood, and socio-constructivist learning. She teaches courses in Bologna and Rimini, including Educational Technology and Special Education for Mathematics students. Education : PhD in Didactics (2004), Post-Doctoral Research (2006-2007), and extensive grant-funded research in E-learning and educational innovation. She is affiliated with SIPED (Italian Pedagogy Society), SIREM (Media Education Research), and CKBG (Collaborative Knowledge Building Group). Research Contributions : Over 50 publications on topics like AI in education, hybrid learning feedback, and digital citizenship. Her work bridges technology integration, teacher professional development, and inclusive educational practices. She has led projects in El Salvador on educational inclusion and collaborated with the Italian Ministry of Education on ICT initiatives. Grants & Collaborations : Funded by the Italian Foreign Ministry, University of Bologna, and regional educational programs. Key partnerships include the Centre for Studies and Higher Education on Addiction (CESAF) and the SINAPSI Project with Alma Mater Foundation. Labs/Teams : Active in multidisciplinary teams focusing on educational robotics, digital pedagogy, and technology-mediated learning. Her work emphasizes boundary objects (e.g., learning logs) and collaborative tools for teacher reflection.
Deborah Loewenberg Ball is the Jessie Jean Storey-Fry Distinguished University Professor of Education at the Marsal Family School of Education, an Arthur F. Thurnau Professor, and a Research Professor at the Survey Research Center within the Institute for Social Research at the University of Michigan. She also directs TeachingWorks , a program focused on defining and supporting effective teaching practices for educators. Ball began her career as an elementary school teacher, teaching for over 15 years, and continues to engage in summer teaching at the Elementary Mathematics Laboratory (EML), a space for observing and analyzing teaching dynamics. Her educational background includes a doctoral degree in mathematics education from Michigan State University (1988), where her work emphasized the interplay between teacher knowledge and classroom practice. She has held significant leadership roles, including serving as dean of the University of Michigan School of Education (2005–2016), president of the American Educational Research Association (2017–2018), and currently as a member of the National Science Board and the Mathematical Sciences Research Institute Board of Trustees. Ball’s research interests center on the practice of teaching , particularly in elementary mathematics, and its role in fostering student agency, equity, and collective learning. She explores how teachers’ decisions in 'discretionary spaces'—moments where they choose instructional approaches—impact educational justice and student outcomes. Key themes include leveraging curricula to support marginalized students, measuring teacher knowledge (e.g., Mathematical Knowledge for Teaching), and redesigning teacher education to prioritize practice-based learning. Her recent articles and projects highlight the importance of formative assessments for teacher candidates, equitable discussion practices, and the influence of discretionary spaces in instruction. Ball has also contributed to state-level initiatives, such as the New York State Education Department’s numeracy briefs, which synthesize research for educators. Her scientific awards include prestigious recognitions like her election to the American Academy of Arts and Sciences (2014) and National Academy of Education (2007), along with fellowships from the American Mathematical Society and the American Educational Research Association. Ball’s advising and grant work emphasize practical, scalable solutions for teacher education. Major grants include projects to support multilingual early mathematics learners, pandemic-era teacher professional development, and strategies for implementing practice-based education. She emphasizes collaboration across disciplines and institutions to address systemic inequities in education. The Elementary Mathematics Laboratory (EML) serves as a central hub for her work, blending research and practice to model effective teaching and engage stakeholders in dialogue about educational justice.
Ramón Luis Rizo Aldeguer is a University Professor in the Department of Computer Science and Artificial Intelligence at the Higher Polytechnic School of the University of Alicante. He has held this position since 1996 and continues to be actively involved in teaching and research as recently as 2025. He previously served in various leadership roles including Director of the Department of Computer Science and Artificial Intelligence (1997-2004) and Deputy Director of the Institutional Projects Area at the University of Alicante (2012-2020). His educational background includes a PhD in Computer Science from the Polytechnic University of Valencia (1992) and a degree in Mathematics from the University of Valencia (1977). He has been a member of the Spanish Association for Artificial Intelligence since 1990 and has held leadership positions within the organization. Rizo Aldeguer's research focuses on artificial intelligence with particular emphasis on swarm robotics, UAV deployment, and deep reinforcement learning. His work bridges theoretical foundations with practical applications in robotics and autonomous systems. He has made significant contributions to educational methodologies, particularly in integrating computational tools into engineering education. His publication record shows a consistent trajectory in swarm intelligence and robotics, with recent publications (2018-2023) demonstrating increasing sophistication in applying deep reinforcement learning to complex multi-agent systems. His research spans both theoretical advancements and practical implementations in robotics and autonomous systems. Fifteen five-year research periods (trienios) Six teaching merit periods Five six-year research periods (sexenios) President of Organizing Committee of VI Conference of Spanish Association for Artificial Intelligence (1995) President of Scientific Committee of CAEPIA (1999) Rizo Aldeguer has supervised 14 doctoral theses, with many receiving the highest honors (SOBRESALIENTE CUM-LAUDE). He has participated as a researcher in over 30 competitive public research projects, serving as principal investigator in 12 of them. His educational projects include innovative teaching methods and the development of computational tools for engineering education. He has been instrumental in the design and implementation of computer science programs at both the University of Alicante and the Polytechnic University of Valencia. He is a founding member of the University Institute for Computer Research and directed the Industrial Computing and Artificial Intelligence research group from 1992 to 2004. His current research continues to focus on swarm robotics and intelligent systems, with active participation in the Valencian Graduate School and Research Network of Artificial Intelligence since 2021.
Prof. Dr. Timo Ehmke is Full Professor and holder of the Professorship for Educational Research, in particular Empirical Educational Sciences at Leuphana University of Lüneburg . He leads an extensive research program centered on empirical educational science, teacher education, assessment, and mathematics education. Research Interests Design and evaluation of evidence-based teacher-training programs, especially in mathematics Adaptive learning support and competency-oriented instruction Impact of linguistic complexity on student performance in realistic mathematical tasks Assessment instruments for inclusive subject teaching and second-language learners Large-scale educational studies (TIMSS, NEPS) and comparative measurement of competencies Research Output & Impact Across 183 peer-reviewed publications, Prof. Ehmke’s work reveals a consistent focus on translating empirical findings into practical tools for teachers. His recent articles explore how linguistic demands affect mathematical problem-solving and how adaptive instructional strategies can close achievement gaps. The research integrates psychometrics, educational psychology, and subject-didactics to inform both policy and classroom practice. Awards & Distinctions Leuphana Transfer Award 2023 – Recognised for outstanding knowledge transfer from research to educational practice. Projects & Funding Prof. Ehmke has coordinated or co-coordinated 17 major projects since 2011, securing funding from the German Federal Ministry of Education and Research (BMBF) and the German Research Foundation (DFG) . Flagship initiatives include: LERN-IF (2021-2026): Learning-process diagnostics and feedback in inclusive subject teaching (BMBF) Effects and Interaction of Linguistic and Subject-Specific Requirements (2019-2023, DFG) Boundary-Crossing II : Transdisciplinary evaluation framework for teacher-education collaborations (BMBF) Leuphana Teacher Training 2020 : Concept development for future-oriented teacher education (BMBF) DaZKom-Video : Performance-oriented assessment of German-as-a-second-language competency among pre-service teachers (BMBF) Laboratories & Teams He heads an active research team embedded within Leuphana’s research focus on education and participates in university-wide teacher-education networks, fostering collaboration between educational researchers, subject didacticians, and school practitioners.
Konstantinos Alexakos is a Professor and Program Coordinator for General Science (GSCI) and Science Education (covering biology, chemistry, physics and earth science for grades K-12) at the School of Education, Brooklyn College, City University of New York (CUNY). He also holds a professorship in The Ph.D. Program in Urban Education at the Graduate Center, CUNY. His academic work focuses on science education, teacher development, and the integration of mindfulness practices in educational settings. His educational background includes: B.S. in Physics from The City College of New York - CUNY (1989) M.A. in Education in Physics and General Science from New York University (2000) M.Phil. in Science Education from Columbia University (2004) Ph.D. in Science Education from Teachers College, Columbia University (2005) Alexakos's research interests span multiple interconnected domains within science education. He has made significant contributions to understanding mindfulness and wellness in educational contexts , particularly how contemplative practices can enhance teaching and learning environments. His work explores emotional dimensions of science education , examining how teachers and students navigate emotional landscapes in classrooms. He has pioneered research on cogenerative dialogue and coteaching as mechanisms for improving educational practice. His scholarship also addresses diversity, equity, and inclusion in science education, with particular attention to race, gender, and cultural considerations. Alexakos investigates teacher identity formation and the challenges science educators face in urban settings, while also developing frameworks for authentic inquiry that empower teachers as researchers. His recent work increasingly focuses on holistic approaches to education that integrate physical, emotional, and intellectual dimensions of learning. Analysis of his recent publications (2017-2022) reveals a clear trajectory toward integrating contemplative practices with science education. His scholarship demonstrates a consistent focus on teacher development through authentic inquiry, with increasing emphasis on wellness, mindfulness, and emotional dimensions of teaching and learning. The publications show a progression from theoretical frameworks to practical applications of heuristics and contemplative practices in educational settings. His collaborative work with Kenneth Tobin forms a substantial portion of his output, indicating a productive research partnership focused on transforming educational practices. The publications span multiple formats including books, book chapters, and journal articles, demonstrating versatility in scholarly communication. His scientific awards and recognitions include: Brooklyn College Student Technology Fee Award for "Science Lab Probes" ($12,000) PSC-CUNY Research Award (PSCREG-38-335) for "Self and Science Teacher Attrition" ($6,000; 2007-08) PSC-CUNY Research Award (PSCOOC-37-30) for "The Science Teacher, Subjective Constructs of Science Teaching, and the 'Organic Link'" ($5,990; 2006-07) Alexakos has been actively involved in mentoring students through various teaching practicums and research activities. His courses include Natural Science for Early Childhood & Childhood Education, General Science for Child & Elementary School, Physical Science for Childhood Teachers, and multiple student teaching practicum courses. He has developed the master of arts in teaching (MAT) in science education program at Brooklyn College that infuses research and practice in science teaching in urban settings. His grant activities include research projects on teacher attrition, the science teacher as the organic link, and wellness practices in educational contexts. He has also secured funding for technology implementation in science education through the Student Technology Fee Award. While not explicitly mentioned as leading a specific laboratory, Alexakos is deeply involved with the Urban Science Education Research Seminar at the CUNY Graduate Center, where he has presented and organized numerous sessions. He has collaborated extensively with colleagues including Kenneth Tobin, Maria Powietrzynska, and Leah Pride on research related to emotions, mindfulness, and wellness in educational settings. His work with the Association of Greek American Professional Women (AGAPW) on "Inspiring Women in Science, Technology, Engineering, and Mathematics (STEM)" demonstrates his commitment to supporting underrepresented groups in STEM fields.
Burkhard Schipper serves as Professor of Economics at the University of California, Davis, with affiliated status in the Graduate Group of Applied Mathematics. His academic trajectory spans over two decades, establishing him as a leading theorist in strategic decision-making frameworks with applications across economics, finance, and political science. His educational foundation includes: Diplom-Volkswirt, University of Bonn (2000) Dr. rer. pol., Economics, University of Bonn, European Doctoral Program (2003) Schiper's research program centers on game theory, microeconomic theory, and experimental economics, with pioneering contributions to modeling unawareness in strategic interactions. His theoretical work develops formal frameworks for agents operating with incomplete awareness of game structures, while his experimental research investigates biological determinants of economic behavior, particularly steroid hormones' influence on risk attitudes and competitive bidding. This dual approach bridges abstract theory with empirical validation, yielding insights applicable to financial markets, policy design, and organizational behavior. Recent publications (2022-2025) demonstrate consistent focus on unawareness extensions across diverse contexts—from macroeconomic policy to auction design—while maintaining empirical rigor through experimental methods. His work shows increasing integration of biological variables with strategic models, reflecting interdisciplinary innovation in economic theory. His scientific recognition includes: UC Davis Hellman Fellowship (2009-10) Young Economist Award, European Economic Association (2003) Schiper secures major research funding from the Army Research Office and National Science Foundation, supporting his unawareness modeling and experimental programs. As Editor-in-Chief of the B.E. Journal in Theoretical Economics and Associate Editor of Mathematical Social Sciences, he actively shapes scholarly discourse. His teaching encompasses undergraduate and doctoral courses in microeconomics and game theory, transmitting advanced theoretical frameworks to new generations of economists. Though not explicitly detailed in source materials, his research likely operates through UC Davis' experimental economics laboratories with interdisciplinary collaboration across the Graduate Group of Applied Mathematics.
Professor Stephen Gorard is a leading academic in education and public policy at Durham University, serving as Director of the Durham University Evidence Centre for Education (DECE) and holding a Professorship in the School of Education. He is also a Fellow of the Wolfson Research Institute for Health and Wellbeing and has held senior roles at Cardiff, York, and Birmingham universities. His work focuses on equitable and effective education evaluation, with over £20 million in external funding and extensive advisory roles in government and international bodies. Education: Bachelor's in Psychology with Statistics (University College London) PGCE in Mathematics and Computing (University of London Institute of Education) Masters in Education Management (Cardiff University) PhD in Social Sciences (Cardiff University) Research Interests: Equity and effectiveness in lifelong education, robust research methods, evidence-based policy, and addressing educational disadvantage through interventions like contextual admissions and Pupil Premium analysis. His work bridges theory and practice, emphasizing rigorous methodologies and policy impact. Publications & Awards: Over 1,000 books and papers, including landmark studies like Creating a Learning Society . Recognized with awards such as the Emerald Literati Prize and Society of Educational Studies Book Prize. His 2018 article on grammar schools remains the most downloaded in its journal. Grants & Advisory Roles: Advisor to UK government departments, the EU Horizon 2020 program, and international agencies. Led projects on teacher shortages, educational equity, and systemic reforms. His grants include funding from ESRC, British Academy, and international bodies like Kazakhstan's National Center for Science. Labs/Teams: Director of DECE, a hub for evidence-based education policy research. Collaborates globally on projects like the International Approach to Developing Early Career Researchers .
Prof. Dr. Olaf Köller is the Executive Scientific Director of the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel and Professor of Empirical Educational Research at the Christian-Albrechts-University of Kiel. He leads the Department of Educational Science and Educational Psychology at IPN, where he has been a central figure since 2009. His work bridges institutional research leadership with academic scholarship in education and psychology. His research interests focus on individual development processes in school contexts , diagnosis of school skills , methodological challenges in large-scale assessments , and the evaluation of teaching and school development programs . He is deeply engaged in education monitoring and empirical research design. His current projects include the Leibniz Lab Pandemic Preparedness, KISS-Pro (AI in speech and writing for language learning), and LePAS (visitor research in museums), reflecting a strong commitment to applying educational research to real-world challenges. The recent publications highlight a trend toward understanding long-term educational impacts, student psychological functioning, and the societal role of schools during crises. His work spans cognitive, emotional, and systemic dimensions of learning, with increasing attention to AI and pandemic resilience in education. Scientific Awards: No awards explicitly mentioned in the text. Prof. Köller has supervised various research groups and projects, though specific advisees are not listed. He has been involved in major national and institutional grants through the IPN and Leibniz Association. His leadership roles indicate extensive experience in securing and managing research funding, particularly in large-scale educational assessment and policy-oriented research. He is a key member of research teams at the IPN, particularly within the Department of Educational Science and Educational Psychology. His work is integrated into broader research lines including subject-specific learning , teacher professional competence , science communication , and methodological research with machine learning . These teams work on interdisciplinary projects that combine psychology, education, and data science.
Mona Holmqvist is a Professor of Educational Sciences specializing in school and the teaching profession at Lund University's Department of Educational Sciences within the Faculty of Humanities and Theology. She serves as Director of Doctoral Studies in Educational Sciences and has held professorships since 2017, returning to Lund University in 2023 after positions at HKr, GU, and MAU. Her academic journey began with teacher certification for grades 4-6, subject teaching credentials for 7-9, and secondary teaching in pedagogy/psychology, culminating in her 1995 PhD in pedagogy from Lund University focused on teaching students with autism. Her research spans learning theories, particularly variation theory development, and practice-based educational research from early childhood to higher education. Holmqvist has special expertise in subject didactics and special didactics for individuals with ADHD and autism. She has served as principal investigator for ten externally funded research projects and coordinated three research schools, including the National Research School for Pedagogical Work (2001-2010) and SET—Research School in Special Education for Teacher Educators (2018-2022). Her recent publications demonstrate a strong focus on inclusive education, special didactics, and early mathematics development, with particular attention to students with autism and ADHD. Current projects include a VR-funded study on number sense in 5-6 year-olds and an Erasmus project for higher education course development in Bhutan. Professional leadership roles include Vice Chair of the Academic Merit Review Board in Higher Education Pedagogy at Lund University, membership on the Swedish Research Council's Committee for Educational Sciences, and editorial board positions for three academic journals. Director of Doctoral Studies in Educational Sciences at Lund University Principal Investigator for 10+ externally funded research projects Supervisor for 14 doctoral students and 9 licentiates Member of Swedish Research Council's Educational Science Committee Editorial board member for 3 academic journals Her work consistently bridges theoretical frameworks with practical classroom applications, particularly in inclusive educational settings and teacher professional development. Current research emphasizes content-inclusive teaching approaches that provide equitable learning opportunities for diverse student populations.
