Cristina Alarcon Lopez (EEPP): My research is located in the intersection of international comparative and history of education. My interests include history of assessment, especially standardized testing, policy analyses of large scale assessments and privatization, memory pedagogy related to military dictatorships, with a spatial reference to Latin America, Europe and the USA.


Branko Andic (TLCS): Branko Andic is interested in researching the application of emerging technologies (3D printing, augmented reality, virtual reality and artificial intelligence) in STEM and biology education. He has published research on the application of emerging technologies in STEM education, biology and inclusive education. In his research, he uses qualitative, quantitative and mixed research approaches. He potentially can provide support in developing research approaches in educational research, processing qualitative and quantitative data, and selecting appropriate theoretical frameworks for educational research and support in academic writing.


Ece Cihan Ertem (TLCS): My general research area is Sociology of Education and I work in the sub-area of Comparative and International Education. My research revolves around “neoliberal turn in universities, academic precarity, and academic freedom”, “academic migration, internationalization, diversity and inclusion in academia”, “contemporary authoritarianism and education” “Turkish diaspora in Europe, and democratic integration and inclusion through education”.


Dominik Fröhlich (TLCS)


Barbara Göbl (TLCS): I research and teach in the field of game-based learning, digital fabrication and educational technology. My core interests in all this fields are how to employ participatory practices (especially in formal education), engage with digital technology in creative and critical ways and ensure meaningful learning.


Nicole Gotling (EEPP & TLCS): My research is often international and comparative in scope and has covered a range of interests: especially history of education, curriculum studies and reform, educational historiography, textbook and discourse analysis, nationalism and nation-state studies, multilingual education and linguistic and cultural alterity, and the historic development of modern education philosophies and theories. My research has focused on the regions of Europe, the United States, and East Africa. And I would be happy to act as a sounding board for fellows doing any similarly related research.


Elisabeth Anna Günther (EEPP): Elisabeth Anna Guenther's research addresses the intersectional situatedness of digital empowerment by examining the link between organization, technology, and education. She combines her profound knowledge of quantitative and qualitative methodologies with social theories to unveil implicit inequality practices. 


Oliver Hödl (TLCS): Oliver Hödl is interested in research and teaching on STEAM education. The acronym STEAM combines STEM (Science, Technology, Engineering and Mathematics), and the Arts (and Humanities). His foci in this regard are didactic approaches to combine Computer Science and music or rather digital musical instruments (DMIs) for STEAM education in university teaching (see and school education (see


Rahel More (EPHD): My research interests are in the fields of Dis/Ability Studies, Social Pedagogy and Social Work, with a focus on feminism, intersectionality, and international perspectives. I also have a particular focus on children, families, and parents in the child welfare system. My expertise is in qualitative research and participatory methodology.


Synne Myrebøe (EEPP): My research involves the intellectual history and philosophy of education, where I´m interested in the ethical and political ideas on higher education in particular. I have also conducted research on feminist philosophy, theories on love and emotions, educational utopias and critical theories of the university.


Marvin Rost (TLCS): I am working as post-doctoral researcher at the Austrian Educational Competence Centre Chemistry where I teach pre-service chemistry teachers from the perspective of chemistry education. I also work as a school teacher where I teach a course on basic chemical lab techniques. In my research, I focus on making sense of how students in schools and universities can use models to, in turn, make sense of chemistry. I implement epistemological considerations as well as quantitatively driven methodologies when I approach my research questions, meaning I can offer advice with respect to epistemological reflections in science education, learning chemistry, and quantitative research. I am fluent in the statistical programming language "R" and I know how to circumvent typical obstacles when it comes to psychometric modeling and natural language processing in science education because I frequently crashed into those obstacles myself in the past.


Hans Schildermans (EEPP): My research interests include educational philosophy and theory, history and politics of higher education, critical university studies, and the historical epistemology of the educational sciences.


Kata Sebök (EPHD): I deal with (university) didactics of mathematics (especially in the field of teacher education), the learning biographies of mathematics students and their relationships to mathematics, as well as the philosophy of mathematics didactic research.


Olga Sparschuh (EPHD): My research focuses on migration and mobility, with a particular interest in the impact of transnational movements on individual educational mobility opportunities as well as the international standardisation of educational systems. As a historian of the 19th/20th century, I can provide insight into historical contextualisation, offer methodological support when working with different types of sources and give ample advice on academic writing techniques.


Denis Weger (EPHD): Denis Weger is postdoctoral researcher at the Language Learning and Teaching Research Unit at the Centre for Teacher Education at the University of Vienna. His research focuses on the professionalization of pre- and in-service teachers to teach in linguistically diverse contexts. Within this area, he is interested in the structure of professional competence and certain facets of it (e.g. professional knowledge and beliefs) as well as their development in the context of pre- and in-service teacher education. He is particularly interested in the design and evaluation of pre- and in-service teacher training initiatives to promote inclusive education.


Felix Woltron (TLCS): My primary research interest focuses on pre-service and in-service teachers' beliefs regarding learning, teaching, and (mathematical) epistemology. In addition, I am particularly interested in domain-specific mathematical didactics, such as constructivistic theories and their integration into regular classroom practice.


Flora Woltran (EPHD): My research focuses on education in the context of inclusion and diversity. I am interested in structural discrimination and its operation through policies and institutional practices. I am also involved in projects exploring the impact of changing frameworks on teaching and learning in times of crisis. Based on my previous experience, I can offer fellows support with scientific writing and publication strategies, as well as methodological support with systematic reviews and qualitative research.


Roman Zviagintsev (EEPP): My research interests are mostly connected to the topic of educational inequality and educational systems assessment. Right now I am interested in teacher education research and most of my projects are dedicated to this topic. However, some of my side projects are related to the post-Soviet research and extracurricular education. 

I prefer to use quantitative research methodology and have a background in psychometrics.



EEPP = Educational Epistemologies, Policies, and Practices

EPHD = Educational Professionalism and Human Development

TLCS = Teaching, Learning and Curriculum Studies