Agnieszka Malgorzata Moraczewska is Assistant Professor at University of Inland Norway's Department of Scandinavian Languages and Literature. Her research examines how students' and teachers' linguistic repertoires contribute to development of subject knowledge, language skills, and identity formation in multilingual educational contexts. Research specialties: Pedagogical translanguaging strategies Cross-linguistic awareness development Bilingual instructional scaffolding Multilingual classroom practices Epistemic inclusion frameworks She holds a master's degree in Didactics of Cultural and Language Subjects from Inland University College (2017) and previously served as lecturer in Norwegian at the same institution (2016-2019), specializing in Norwegian as a second language and language didactics. Her work spans teacher education programs and Norwegian language courses for international students.
Jessica Süßenbach is a Professor for Sports Pedagogy and Sports Science at Leuphana University of Lüneburg. She maintains an active research profile with 78 publications, 48 academic activities, 16 research projects, and multiple media appearances. Her work focuses on physical education, gender and diversity issues in sports, and innovative teaching approaches in primary school settings. Her research interests center on physical education in primary schools, with particular emphasis on inclusive sports practices, gender diversity, and the integration of digital media in sports teaching. She has conducted qualitative studies on movement, play, and sports in all-day primary schools, examining perspectives from both educational staff and children. Her work explores wheelchair basketball as an inclusive sport, digital video tagging in football instruction, and quality development frameworks for sports offerings in extended school settings. Analysis of her recent publications reveals a strong focus on inclusive sports education, particularly examining how to make sports accessible to children with diverse needs. She has pioneered work on digital media integration in sports teaching, especially video-based approaches for reflection and instruction. Her research consistently addresses practical applications for primary school settings, with a focus on qualitative methodologies and participatory approaches that include children's perspectives. Professor Süßenbach is actively involved in significant research projects including 'Sport vernetzt,' the Move4Health subproject examining sports clubs as developmental environments for children, and the Circular EURO 2024 sustainability initiative. Her work has received substantial institutional support, including the 'Millions in funding for Leuphana teacher training' project from 2018. Her academic contributions extend to practical applications in schools, particularly through her work on wheelchair basketball (RoBaTaS project) and video-based reflection methods for physical education. She regularly presents her findings at conferences and through media outlets, demonstrating commitment to translating research into practice.
Claas Wegner is a Professor at Bielefeld University, Germany, where he serves as the Lead Professor of the Osthushenrich Center for Giftedness Research (OZHB) at the Faculty of Biology. He also holds positions at the FHM in Bielefeld (teaching Psychology) and at the University of Koblenz (Biology Didactics). His academic journey includes a doctorate in Biology Didactics and Psychology from Bielefeld University (2009), followed by progressive academic appointments leading to his current professorship since 2015. Wegner's educational background includes comprehensive teacher training for secondary schools with a focus on biology, education, and sports (2000-2006), followed by his trainee teacher period (2007-2008). His academic qualifications were solidified with his doctoral degree in Biology Didactics and Psychology from Bielefeld University in 2009. Professor Wegner's research primarily focuses on biology education and giftedness research, with particular emphasis on: Development and validation of diagnostic instruments for identifying scientifically gifted students Implementation of interdisciplinary teaching approaches, especially connecting biology with physical education Use of technology in science education, including 3D modeling, augmented reality, and simulations Gender-specific approaches in STEM education, particularly for girls Health education, with a focus on basic life support and cardiovascular health Design-Based Research methodology in educational contexts His recent publications demonstrate a strong trend toward integrating emerging technologies like AI and AR into science education while maintaining a focus on giftedness identification and interdisciplinary approaches. Wegner's work increasingly explores how digital tools can enhance traditional biology education and make complex concepts more accessible to students of varying abilities. Professor Wegner leads the Osthushenrich Center for Giftedness Research and directs multiple educational projects including Kolumbus-Kids, ELVIS (Erklärvideos inklusionssensibel gestalten), and various initiatives focused on science education and giftedness. His research team works extensively with school laboratories (teutolab-biology, teutolab-medicine, teutolab-sport) to develop innovative teaching approaches and materials. As an educator, Wegner supervises numerous BA and MA theses, leads project modules, and organizes excursions and workshops. His teaching portfolio includes courses on biology didactics, practical teaching studies, and specialized topics in gifted education. He also serves in various administrative capacities including as Deputy member of the BiSEd Conference and member of the Faculty Conference and Quality Improvement Commission.
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.
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 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.
Eirik Brazier serves as Associate Professor in the Department of Culture, Religion and Social Studies at the Faculty of Humanities, Sports and Educational Sciences, University of South-Eastern Norway (USN), where he teaches history and social studies in teacher education programs and international politics through IFOS (Year-long course in international understanding and cooperation). His academic appointments include editorial roles at Store norske leksikon as subject editor for First World War, Canadian, and Australian history, and as topic editor for Norway at 1914-1918 online, the International Encyclopedia of the First World War. His research spans multiple interconnected domains including British colonial history, Norwegian involvement in World War I (despite official neutrality), intelligence operations during wartime, and the cultural history of bicycles. Recent scholarly output demonstrates particular focus on Norwegian war decorations from World War II, German military brothels during occupation, and Scandinavian participation in Allied forces. His methodological approach combines traditional archival research with digital history techniques and analysis of gaming culture's relationship to historical understanding. Academic trends in his publication record reveal increasing specialization in transnational military history, with growing emphasis on microhistorical case studies (e.g., individual soldiers like Knut Werswick) alongside broader analyses of imperial structures. His work consistently bridges academic and public history through popular science contributions in media outlets like Dagbladet and radio appearances on NRK P2, particularly regarding Haus Sphinx brothel investigations and Norwegian-American combat experiences. Brazier actively participates in multiple research collectives including the Political Culture Research Group at USN, the Social Science Didactics Research Group, the Nordic Surveillance History Network ("Maktens øyne og ører"), and international collaborations like the Australia Canada New Zealand Research Network. His current projects explore Scandinavia's role in World War I, digital tools for historical education, and the social history of cycling as cultural phenomenon.
Prof. Dr. Astrid Neumann is a Professor of German Language Didactics at Leuphana University Lüneburg, affiliated with the Institute for German Language and Literature and its Didactics (IDD) and the Center for Empirical Research on Language and Education (ERLE). Her work bridges language didactics, general pedagogy, and comparative school research. Education: Master's degree in Modern German Literature/Bohemian Studies/Russian Studies from Humboldt University of Berlin (1989-1997), with additional qualifications in German as a foreign language and teacher training (Studienrat). Research Focus: Her primary research explores text linguistics, writing didactics, and German as a second/educational language. She leads practical projects on refugee integration through language education and digital writing tools. Key areas include: Adaptive language support in heterogeneous classrooms AI applications in writing instruction Vocational education curriculum development Publication Trends: Recent works (2022-2025) emphasize digital pedagogy, linguistic diversity management, and AI integration in German language instruction, reflecting strong applied research focus in vocational and inclusive education contexts. Projects & Advising: Leads federally funded projects like BAKODE (language sensitivity) and CODIP (digital subject teaching). Supervises doctoral candidates and coordinates service-learning initiatives linking students with community language support programs. Teams: Directs research teams at ERLE and collaborates on cross-institutional projects like EvaFa (language support evaluation) involving partners from multiple German universities.
Dominic Anctil is a Full Professor in the Department of Didactics at the Faculty of Education, Université de Montréal. His academic career focuses on French language education with specialization in lexical didactics, vocabulary acquisition, and writing instruction. He contributes significantly to teacher training programs and educational resources for French language instruction across multiple educational levels. His educational background includes: PhD in Education (Didactics option), Université de Montréal (2005-2011) MA in Education (Didactics option), Université de Montréal (2002-2005) Minor in Linguistics, Université de Montréal (2002-2003) Bachelor of Music, Université de Montréal (1998-2002) Dr. Anctil's research primarily investigates lexical didactics, examining how vocabulary is taught and learned in French language education. His work bridges lexicology, semantics, and language teaching methodologies with particular attention to writing instruction, grammar teaching at the primary level, and vocabulary comprehension in reading. He explores teacher approaches to lexical errors and develops effective strategies for lexical instruction across educational settings. His publication record reveals consistent focus on practical applications of lexical theory in classrooms. Much of his work addresses teaching vocabulary through children's literature, dictionary use, and targeted instructional sequences. His recent publications demonstrate continued innovation in vocabulary instruction methods and error analysis in language learning. Dr. Anctil actively supervises graduate students with recent thesis completions in 2024 focusing on vocabulary consolidation, lexical teaching resources for primary education, and vocabulary instruction practices. He serves as external examiner for graduate theses at other institutions including Université Laval and UQAM, reflecting his recognition as an expert in French language education. He is a member of OLST (Observatoire de linguistique Sens-Texte) and has contributed to educational resources including the "Ouvrir le dictionnaire" website for college students. His work extends beyond academia through collaborations with school boards and teachers, particularly in projects focused on vocabulary teaching in early childhood education and primary schools.
Ass.-Prof. Edith Blaschitz is an Assistant Professor in the Department for Arts and Cultural Studies at the University for Continuing Education Krems, part of the Faculty of Education, Arts and Architecture. Her research focuses on Nazi-era forced labor camps, historical memory, digital cultural heritage, and participatory research methodologies. She leads projects like the 2022-2025 'NS-„Volksgemeinschaft“ und Lager im Zentralraum Niederösterreich' initiative and the 2021-2022 'Making Traces Readable' project, which combine citizen science with digital technologies to document and memorialize sites of Nazi persecution. Education: Not explicitly stated in available texts Affiliations: Director of studies in Cultural Heritage and Digital Humanities Her work bridges historical research with modern digital tools, emphasizing public engagement through augmented reality, co-curation platforms, and geographical mapping. Recent publications include monographs on Nazi labor camps in Lower Austria and interdisciplinary analyses of visual media in reconstructing historical landscapes. Grants include funding from Austrian federal programs and local municipalities for projects like 'Wo sind sie geblieben? Die Frauen von Krems' (2019-2021). She actively participates in international conferences discussing digital preservation of contested spaces and memory politics. Collaborates with institutions such as the Filmarchiv Austria and regional heritage organizations, contributing to exhibitions and public educational initiatives about lesser-known WWII sites.
Filomena Capucho serves as an Assistant Professor in the Department of French within the Faculty of Arts and Humanities at the Catholic University of Portugal. She is also a Senior Researcher at CECC (Center for Communication and Culture Studies) at UCP, with extensive experience in linguistic research and academic leadership. Her academic journey includes coordinating PhD and MA programs in Linguistics and Language Teaching from 2000-2011. Her primary research interests focus on Discourse Analysis , Intercomprehension , and Intercultural Communication , with particular attention to multilingual interactions, healthcare communication for migrant populations, and plurilingual education frameworks. Her work bridges theoretical linguistics with practical applications in educational and healthcare settings. Analysis of her recent publications (2010-2018) reveals a strong emphasis on plurilingual communication strategies across diverse contexts, with significant contributions to understanding intercomprehension in multilingual environments and intercultural dynamics in healthcare settings. Her research demonstrates consistent exploration of how language functions in power relations and cross-cultural understanding. Capucho has coordinated multiple international research projects and supervised graduate programs, though specific grant details and student names aren't provided in the source material. Her academic service includes leadership roles in MA and PhD programs from 2000-2011. She teaches Communication in Organizations for the Master's Degree in Applied Management program and has developed curriculum for advanced training in Psychological Assessment, Volunteer Management, and Healthcare Unit Management.
Professor Alfred Riedl is a distinguished faculty member at the Technical University of Munich (TUM), specifically within the School of Education, where he focuses on Vocational Education. His academic career spans decades of dedicated research and teaching in vocational pedagogy, teacher training, and educational innovation. Riedl has established himself as a leading expert in vocational education research, particularly in developing integrated teacher training programs that bridge theory and practice. His research interests encompass vocational education research, teacher training methodologies, language promotion in vocational settings, educational language for vocational schools, and action-oriented instructional approaches. Riedl has pioneered innovative programs such as the "Berufliche Bildung Integriert" (BBI@TUM), which connects the first and second phases of vocational teacher education with a strong emphasis on theory-practice integration. His work on language support for immigrants in vocational schools and career perspectives for asylum seekers and refugees demonstrates his commitment to addressing contemporary educational challenges. Professor Riedl's recent publications reveal a strong focus on competency-oriented and evidence-based approaches to teacher education, with particular attention to migration contexts and language diversity. His work spans from theoretical foundations of vocational pedagogy to practical implementation of innovative teaching methods in vocational settings. The recurring themes across his publications include teacher professionalization, integration of theory and practice, and addressing the challenges of diverse student populations in vocational education. As an active supervisor, Riedl has guided numerous doctoral candidates and master's students through their academic journeys, with recent theses focusing on topics such as inclusive education, digital learning environments, action-oriented instruction, and sustainable development education in vocational contexts. His teaching portfolio includes foundational courses in vocational pedagogy and didactics, as well as specialized seminars on action-oriented learning and sustainable development education. Riedl's collaborative projects demonstrate his commitment to practical relevance in teacher training, including international master's programs for vocational education and language support initiatives for immigrants in vocational schools. While he has announced his imminent retirement, his extensive contributions to vocational education research and teacher training continue to shape the field at TUM and beyond.
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
Dr. Andreas Seifert serves as a Research Associate at the University of Paderborn's Department of Educational Psychology and Developmental Psychology, affiliated with the Professional School of Education (PLAZ). His work focuses on impact research in teacher education, fostering reflective practices among educators, and advancing media pedagogy. He holds a dual office address at Warburger Str. 100 (H4.143) and Mersinweg 3 (W4.240) in Paderborn. His research interests span educational psychology, teacher training methodologies, media competency development, and empirical research methods. He has contributed to publications on psychology didactics, reflective workshop efficacy, and media-related attitudes in pre-service teachers. Seifert teaches courses including Quantitative Research Methods, Survey Design, and Media Education Research at Paderborn University, Leuphana University Lüneburg, and Bielefeld University. He has organized workshops on statistical methods, test theory, and qualitative research techniques since 2005. He serves on editorial boards for journals like Lehrerbildung auf dem Prüfstand and participates in professional groups such as the Competence Center for University Didactics in Mathematics (KHDM). His teaching portfolio includes innovative projects addressing intercultural education and refugee integration through language programs.
Andrew M. Drozd is an Associate Professor of Russian at the Department of Modern Languages and Classics, University of Alabama. He serves as the Russian Program Director and Russian Minor Advisor, specializing in 19th-century Russian literature, Czech-Russian literary interrelations, and Slavic folklore. PhD, Indiana University (1995) Teaches courses: First-Year/Second-Year Russian, Russian Phonetics, Business Russian, Russian Folklore, Dostoevsky, Tolstoy, and Russian Science Fiction His research examines the intersections of Russian and Czech literary traditions during political upheavals, with a focus on Chernyshevskii’s works and their ideological impacts. Recent publications include Modern Czech Literature: Writing in Times of Political Trauma (2025) and co-edited volumes on Russian radicalism and Darwin’s reception in Russia. The 15 most recent articles reveal a trajectory from 19th-century Russian critiques of Darwinism to contemporary Czech literary analysis, spanning dialectology, intertextuality, and ideological narrative structures. Dr. Drozd’s editorial work includes Revisiting Russian Radicals (2024) and Reading Darwin in Imperial Russia (2023), alongside contributions to journals like Slavic and East European Journal and Germano-Slavica .
