Prof. Dr. Anke Uhlenwinkel

Austria

Anke Uhlenwinkel is a professor for Didactics of Geography and Economics at the Paris Lodron University in Salzburg. Her focus is on argumentation competence, progression and concepts for powerful disciplinary knowledge as well as thematically in the area of gray spaces.

Prof. Dr. Tatjana Resnik Planinc

Slovenia

Prof. Dr. Tatjana Resnik Planinc works full-time at the Department of Geography, Faculty of Arts, University of Ljubljana, where she received her PhD in 2001 in the field of Geography Education. She conducts research in the field of Geography Education and training, focusing on sustainable development, sustainable mobility, the development of values, identity, and digital humanities. She has participated in numerous international and national projects and collaborates extensively in research groups dealing with the development of the national education system and the current renewal of curricula in primary and secondary schools. 

Prof. Dr. Daniel Scholl

Germany

Work Package Leader Teaching & Learning

Daniel Scholl is a professor of Education Studies at Siegen University. His research fields are, among others, curriculum studies and teacher professionalism.

Dr. Erika Homoki

Hungary

Erika Homoki is Head of the Teacher and Kindergarten Training Institute at Eszterházy Károly Catholic University, in Eger. Her PhD dissertation (2016) focused on the relationship of geographical knowledge and skills with everyday life in different social groups. She has been a member of the MTA-SZTE Research Group on Geography Teaching and Learning since 2023. Her fields of interest include environmental education at kindergarten and elementary school levels and complex development of young children’s scientific thinking.

PD Dr. Steffen Sammler

Germany

Work Package Leader Educational Media

Steffen Sammler works at the Department of Knowledge in Transition at Georg Eckert Institute for Educational Media. As of 2016, he has been investigating the development of new teaching material for the Social Studies classroom in a time of changing media and an increasingly open society in the twentieth century within the project ‚New Knowledge in New Media?‘, funded by the MWK Pro Niedersachsen initiative. He studied history and French studies at the Universities of Leipzig, Rouen and at the European University Institute in Florence. He obtained his PhD. in modern history in 1995 with a dissertation about 1789 and the transformation of political culture in France.

Dr. Anett Kádár

Hungary

Anett Kádár is a secondary grammar school teacher of Geography and English as a Foreign Language, currently teaching a primary school. Her PhD dissertation (2019) focused on primary and secondary school students‘ geographical misconceptions. She has been a member of the MTA-SZTE Research Group on Geography Teaching and Learning since 2017. Her main fields of interest include climate change education, special needs education in Geography, map and spatial skills education, textbook writing, and curriculum development.

Prof. Dr. Eric Bruillard

France

Details will follow shortly.

Prof. Dr. Chantal Déry

Canada

Chantal Déry is professor of History and Geography Education at Université du Québec en Outaouais in Canada. Her specializations and research interests include the teaching of social studies at the elementary level, the didactics of geography, the transfer of learning and multi-age classes, and interdisciplinarity teaching and learning. She is president of the Regroupement des géographes du Québec (RGQ) and co-leader of the Canadian Association of Geographers (CAG) study group on geographic education. She is also a member of the RIISQ Network in Québec (Quebec Flood Inter-Sector Network).

Prof. Dr. Christoph Bläsi

Germany

Work Package Leader Publishing Studies

Christoph Bläsi is a professor for book studies at Johannes Gutenberg University Mainz, Germany (since 2009).

His current research areas include artificial intelligence applications in publishing, (particularly economic aspects of) educational publishing as well as mixed-methods approaches (including digital humanities ones).

In his work package educational media (by publishing houses and other agents) come into focus. For this, school education and eductional media approaches have to be combined with ones from publishing studies, the network or researchers and other stakeholders extended in this direction. Since structures, processes, etc. of educational publishers in general, their particular role between school authorities, authors, teachers, pupils, etc. as well as possibly corresponding theoretical models have to be charted as a sort of a baseline first (even if many questions seem to be unanswered). Research problems with respect to compound subjects materials include the question, which institutions have the agency for those materials, where central ideas for these materials originate and what the workflows inside the publishing houses and with authors, vendors, distributors, etc. are. Moreover, it is interesting to examine, if the products in this particular segment have identifiable features that seperate them from other educatinal material (e.g. with respect to the scale of content reuse, the use of media beyond text or the relevance of the digital) and what the role of competition and risk is in this segment. On the basis of a correspondingly wide literature review, we will try to chart the current discourse and define research tasks to be followed up in the form of projects to be developed by the evolving network.

Prof. Dr. Riem Spielhaus

Germany

Work Package Leader Educational Media

Riem Spielhaus is head of the department Knowledge in Transition and Professor of Islamic Studies with a focus on education and cultures of knowledge at Georg-August-Universität Göttingen. Her research fields are, among others, the representation of Islam in textbooks and the production of knowledge about Muslims in Europe.