Research
The following pages provide information on international cooperations of the Faculty of Philosophy and Social Sciences, on publications of researchers at the Faculty with foreign colleagues and/or in non-German-speaking publications, as well as on funding opportunities (personal and project funding) to support internationalisation in research and teaching.
International Cooperations
The Faculty of Philosophy and Social Sciences maintains active international exchange and research collaborations worldwide. This includes research activities and cooperation with renowned universities in the USA, Canada, Brazil, El Salvador, Switzerland, Norway, Russia, China, and Korea.
Particularly noteworthy is the cooperation (guest lecturer and student exchange, German program, summer school, exhibitions, research) with Shandong University, Jinan, China, which has existed since 1987. The framework is formed by a city (Jinan/Augsburg) and country partnership (Shandong/Bavaria).
International Publications
In the following, you will find editorships of international journals and book series as well as publications from the current year, which were created together with international colleagues and/or in non-German-speaking publications of researchers of the Faculty of Philosophy and Social Sciences.
Note: Publications from the past years can be found at the link "Overview of international publications of the past years".
Editorships of international journals and book series
Since December 2022: editor of the „International Journal for Lifelong Education“
The International Journal of Lifelong Education is an international, scholarly peer-reviewed journal dedicated to advancing the theory and practice of lifelong learning. The journal provides a professional forum for international debate on the principles and practices of lifelong education and adult learning in formal, institutional, or informal environments.
https://www.tandfonline.com/journals/tled20
Since 2013: Founder and co-editor of the international German-English journal "Journal for Discourse Studies". Weinheim: Beltz
2025
Ohl, Ulrike; Backhouse, Maria; Schlögl-Flierl, Kerstin; Kalch, Anja; Bilandzic, Helena (2025): Bioplastics versus conventional plastics: an analysis from a sociological, ethical, and educational perspective. In: Simone M. Müller, Matthias Schmidt, Kirsten Twelbeck (Hg.): Ecological ambivalence, complexity, and change: perspectives from the environmental humanities. Abingdon: Routledge, S. 193-209. DOI: 10.4324/9781032627984-15
Ohl, Ulrike; Backhouse, Maria; Schlögl-Flierl, Kerstin; Kalch, Anja; Bilandzic, Helena (2025): Bioplastics versus conventional plastics: an analysis from a sociological, ethical, and educational perspective. In: Simone M. Müller, Matthias Schmidt, Kirsten Twelbeck (Hg.): Ecological ambivalence, complexity, and change: perspectives from the environmental humanities. Abingdon: Routledge, S. 193-209. DOI: 10.4324/9781032627984-15
Daumiller, Martin, Putwain, David W., & Nett, Ulrike (in press). Complex dynamics: investigation of within- and between-person relationships between achievement emotions and emotion regulation during exam preparation through dynamic network modeling. Journal of Educational Psychology. https://doi.org/10.1037/edu0000883
Stockinger, Kristina, Nett, Ulrike E., & Dresel, Markus (2025). Commonalities and differences in strategies for regulating motivation and emotion in academic settings: a within-person approach. Learning and Instruction, 95,102009. https://doi.org/10.1016/j.learninstruc.2024.102009
Gegenfurtner, A. (2025). Cognitive theory of visual expertise: Implications for research on teacher noticing and professional vision. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances (pp. 71–85). Routledge. https://doi.org/10.4324/9781003370901-8
Gegenfurtner, A., Bedenlier, S., Ebner, C., Keskin, Ö., & Händel, M. (2025). Designing effective synchronous online learning. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments (pp. 241–254). Routledge. https://doi.org/10.4324/9781003386131-23
Gegenfurtner, A., & Kollar, I. (Eds.). (2025). Designing effective digital learning environments. Routledge. https://doi.org/10.4324/9781003386131
Gegenfurtner, A., & Kollar, I. (2025). Design of digital learning environments: Evidence from meta-analyses. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments (pp. 3–6). Routledge. https://doi.org/10.4324/9781003386131-2
Gegenfurtner, A., & Stahnke, R. (2025). Advancing research on teacher professional vision and teacher noticing. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances (pp. 3–10). Routledge. https://doi.org/10.4324/9781003370901-2
Seidel, T., Kosel, C., Böheim, R., Gegenfurtner, A., & Stürmer, K. (2025). A cognitive model of professional vision and acquisition of visual expertise using video excerpts in the teaching profession. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances (pp. 43–56). Routledge. https://doi.org/10.4324/9781003370901-7
Stahnke, R., & Gegenfurtner, A. (2025). Introduction to empirical perspectives on teacher professional vision. In R. Stahnke & A. Gegenfurtner (Eds.), Teacher professional vision: Empirical perspectives (pp. 1–9). Routledge. https://doi.org/10.4324/9781003370604-1
Stahnke, R., & Gegenfurtner, A. (Eds.). (2025). Teacher professional vision: Empirical perspectives. Routledge. https://doi.org/10.4324/9781003370604
Wagner, M., Gegenfurtner, A., & Urhahne, D. (2025). Effectiveness of flipped classrooms. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments (pp. 225–240). Routledge. https://doi.org/10.4324/9781003386131-22
Broihanne, M.-H., Plotkina, D., Kleimeier, S., Göritz, A. S. & Hoffmann, A. O. I. (2025). How COVID-19 illness perceptions and individual shocks are associated with trust during the COVID-19 pandemic in Australia, France, Germany, and South Africa. Health Policy, 151, 105178. https://doi.org/10.1016/j.healthpol.2024.105178
Ohl, Ulrike; Backhouse, Maria; Schlögl-Flierl, Kerstin; Kalch, Anja; Bilandzic, Helena (2025): Bioplastics versus conventional plastics: an analysis from a sociological, ethical, and educational perspective. In: Simone M. Müller, Matthias Schmidt, Kirsten Twelbeck (Hg.): Ecological ambivalence, complexity, and change: perspectives from the environmental humanities. Abingdon: Routledge, S. 193-209. DOI: 10.4324/9781032627984-15
Wekerle, Christina, Kiemer, Katharina, Wagner, Kai, Trempler, Kati, Krause-Wichmann, Theresa, Greisel, Martin, Stark, Robin, & Kollar, Ingo (in press). Comparing pre-service teachers', in-service teachers' and educational researchers' evidence-informed reasoning about classroom situations – results of a mixed methods investigation. jero - Journal for Educational Research Online, 16(1), 1-37.
Daumiller, Martin, Putwain, David W., & Nett, Ulrike (in press). Complex dynamics: investigation of within- and between-person relationships between achievement emotions and emotion regulation during exam preparation through dynamic network modeling. Journal of Educational Psychology. https://doi.org/10.1037/edu0000883
Stockinger, Kristina, Nett, Ulrike E., & Dresel, Markus (2025). Commonalities and differences in strategies for regulating motivation and emotion in academic settings: a within-person approach. Learning and Instruction, 95,102009. https://doi.org/10.1016/j.learninstruc.2024.102009
International Awards
Prof. Dr. Eva Matthes received the Comenius Medal for her services to historical educational research from the Czech National Pedagogical Museum and the J.A. Comenius Library in a ceremony at the Carolinum of Charles University in Prague.
Within the framework of an International Conference of Historical Researchers of Education, Prof. Dr. Tomás Kasper from the Faculty of Philosophy of Charles University in Prague held the laudation for the Augsburg professor on June 23, 2022: "Prof. Dr. Eva Matthes is one of the leading personalities in research and university teaching in the history of education." He emphasized, "She laid a clear and deep mark in education history research through her successful project work and through her very active publication activities." The Prague Charles University professor concluded his tribute by saying that it was his pleasure "to be able to present the Comenius Medal to colleague Prof. Matthes, who with her work and collegiality always stood by the side of democratic values."
