1. Kamara, Dimitra (in progress). The impact of combining debating competitions, cooperative learning, and smart worksheets on the development of critical thinking and the improvement of students’ performance in German as a foreign language in secondary education (start date: 06.02.2025).
2. Kirikou, Konstantina (in progress). Linguistic autobiography as a teaching tool for the Greek language at the Ambetios School in Cairo (start date: 06.02.2025).
3. Sidopoulou, Glykeria (in progress). Language anxiety in learning German as a foreign language: A theoretical and empirical investigation (start date: 19.07.2021)
4. Tarenidou, Eugenia (in progress). The professional satisfaction of German language teachers in public primary and secondary education as a factor of quality improvement of German language teaching and learning in Greece (start date: 07.09.2022)
5. Vouri, Melina (in progress). Intercultural youth exchanges and the learning of German as a foreign language: An action research study (start date: 18.01.2024)

Within the framework of the Master’s Program “Language and Culture in the German-speaking World” of the School of German Language and Literature at Aristotle University of Thessaloniki (AUTH):

1. Gika, Styliani (2023). Διαπολιτισμική επάρκεια και ετοιμότητα φοιτητών/τριών του Τμήματος Γερμανικής Γλώσσας και Φιλολογίας του Α.Π.Θ. για τη διαχείριση του πολιτισμικού πλουραλισμού: Μια εμπειρική διερεύνηση
   (Intercultural competence and readiness of students in the School of German Language and Literature at AUTH to manage cultural pluralism: an empirical investigation)
2. Ioakeim, Ourania (2024). DaF-Unterricht in multikulturellen Klassen in der griechischen Grundschule
   (GFL teaching in multicultural classrooms in Greek primary schools)
3. Ioannidou-Tsiomou, Angeliki (2023). Through oculi and peepers: An eye-tracking study on the influence of register formality and verb constraints on spoken language comprehension – proposal for didactic intervention
4. Moucha, Maria (2024). Humor im DaF-Unterricht: Einstellungen von DaF-Akteuren in der Primarstufe in Griechenland
   (Humor in GFL classes: Attitudes of GFL practitioners in primary education in Greece)
5. Toufexi, Afroditi (2022). Kurzfilme als Lernmedium im DaF-Unterricht
   (Short films as a learning medium in DaF classes)
6. Tsoli, Raphailia (2023). Die Rolle und der gegenwärtige Stand der Ausspracheschulung im DaF-Unterricht in Griechenland: eine empirische Untersuchung
   (The role and current status of pronunciation training in GFL classes in Greece: an empirical investigation)
7. Vakaro, Laura (2023). Das Rollenspiel als Methode zur Förderung des freien Sprechens im DaF-Unterricht: eine qualitative Untersuchung
   (Role-playing as a method for promoting free speaking in GFL classes: a qualitative study)

Within the framework of the Master’s Program “Intercultural Communication” of the School of German Language and Literature at Aristotle University of Thessaloniki (AUTH):

1. Androni, Eleni (ongoing). Representations of Otherness in Contemporary Children’s Literature from the Perspective of Greek Authors and Illustrators.
2. Koutsoumouki, Georgia (ongoing). Contemporary educational challenges for refugee/migrant children and proposals for their effective management.
3. Kyriakidou, Zoi (ongoing). Best practices in managing cultural pluralism. Proposed educational scenarios for kindergarten.

Within the framework of the Interschool Master’s Program “Languages, Communication, and Management of Educational Services in the Contemporary Social, Economic, and Technological Environment” at Aristotle University of Thessaloniki (AUTH):

1. Angelostogianni, Ourania-Maria (2023). Exploring representations of otherness in primary education textbooks: The case of Modern Greek Language courses.
2. Chrysani, Aikaterini (2022). The intercultural dimension in the new Modern Greek Language and Literature textbooks for the third grade of Lyceum.
3. Emexezidou, Ioanna (2024). Attitudes and views of foreign language teachers regarding bilingualism and its management in foreign language teaching in Greek public schools: A qualitative study.
4. Fountoukidou, Anastasia (2022). The intercultural dimension of the Greek Kindergarten and Primary School Language Curricula for Grades 1 and 2.
5. Karvella, Irini (2022). Inclusive education for refugee children in Greece: A theoretical approach.
6. Katrana, Konstantina (2021). A critical analysis of anti-racist videos on the refugee crisis.
7. Mavridou, Eleni (2024). Managing linguistic and cultural pluralism in kindergarten: Perspectives of kindergarten teachers.
8. Moisidou, Vasiliki (2024). The contribution of Erasmus+ programs (for studies) to the development of linguistic and cultural competence and the personal growth of young people: An empirical investigation.
9. Rammou, Dimitra (2024). Educational and social inclusion of Roma students: The case of Greece.
10. Samara, Elpida (2021). Opinions of secondary school philologists on enhancing interculturality in high school: The case of Florina Prefecture.
11. Sotiropoulou, Galatea Eleni (2024). Bilingualism and family language policy: The case of first-generation immigrant families in Greece.
12. Theologi, Evangelia (2021). The contribution of cooperative learning to fostering interculturality in the classroom: Views of primary education teachers.
13. Vassiliadou, Panagiota (2024). Strategies for understanding written texts in Greek as a second language: The perspective of kindergarten and early primary school teachers.
14. Xioufi, Sofia (2021). Teaching practices in Greek as a second/foreign language with applications on Moodle.

Within the framework of the Interschool Postgraduate Program “Psychopedagogy of Inclusion: A School for All” at Aristotle University of Thessaloniki (AUTH):

1. Andritsou, Maria (2019). From Language Practices to Language Policy: The Case of Greek and Mixed Greek Families in the UK.
2. Bostantzi, Elpida (2019). The Role of Verbal and Non-Verbal Communication in Fostering Empathy: A Case Study in a First Grade Primary School.
3. Christodoulou, Ilia (2015). Representations of Socially Excluded Groups in Children’s Novels from 2004–2014.
4. Gounopoulou, Irene Efstathia (2019). Interpersonal Relationships Between Native and Immigrant Students in Primary School: A Case Study.
5. Iakovidou, Anastasia (2015). Study of Educational Interventions in the Dietary Habits of Greek and Immigrant Students in Schools of Thessaloniki: A Critical Evaluation.
6. Kekeli, Chrysavgi (2015). Social Interactions of Greek Adults with Culturally Different Individuals: An Exploratory Approach.
7. Kiosse, Eleni (2016). The Implementation of Research Projects in Multicultural High School Classes from the Perspective of Teachers.
8. Kirikou, Konstantina (2020). Linguistic Autobiography as a Tool for Intercultural Approach in the Second Grade of General Lyceum: A Case Study.
9. Papadimitriou, Ioanna (2015). Otherness in Literature: The Image of the Albanian Migrant in Greek Literary Narratives for Young People.
10. Papageorgiou, Andromachi (2014). Collaborative Teaching and Learning Forms in Multicultural Classrooms in Primary and Secondary Education: Teachers’ Opinions.
11. Papakosta, Giannitsa (2019). Highlighting Otherness in the Work of Eugene Trivizas: “The Last Black Cat”.
12. Papazoglou, Ioanna (2019). Primary School Teachers’ Views and Practices on Teaching Greek as a Second Language.
13. Popontopoulou, Christina (2015). The Syndrome of Burnout Among Mental Health Workers in a Multicultural Context: Opinions of Greek and Foreign Counselors-Therapists.
14. Poulouchidou, Viktoria (2019). Otherness in Language Textbooks of the Third and Fourth Grades of Primary School.
15. Pyloridou, Theocharoula (2019). Intercultural Teaching Practices in Foreign Language Contexts: An Action Research in a Kindergarten in Poland.
16. Sachou, Maria-Eleni (2014). Comparative Study of Native and Immigrant Parents’ Attitudes Regarding Their Engagement in School and Extracurricular Activities: The Case of Magnesia Prefecture.
17. Sapanidis, Alexandros (2015). Graduates’ Views from the Faculty of Education of AUTH on Their Training in Intercultural Education Issues.
18. Sidopoulou, Glykeria (2017). Collective Self-Esteem and Ethnic Identity of Native and Immigrant Teenage Students: A Case Study.
19. Tsela, Dimitra (2015). The Formation of Social Relationships in a Pluralistic Educational System: Social Interaction Between Native and Culturally Different Students in the Greek School.
20. Vassiliadou, Euterpi (2015). Addressing School Bullying Through Student Working Groups: Teachers’ Perceptions.

Within the framework of the Master’s Program “Teaching German as a Foreign/International Language” (GER) at the Hellenic Open University (HOU):

1. Kasdanastasi, Vasiliki (2022). Sprachvermittlung durch Bewegung im DaZ-Unterricht (Language Teaching Through Movement in German as a Second Language Instruction).
2. Kyriakouli, Anastasia (2021). Einstellungen und Motivation von SchülerInnen zum DaF-Unterricht in der griechischen Grundschule: Eine Fallstudie (Attitudes and Motivation of Students Towards German as a Foreign Language Instruction in Greek Primary Schools: A Case Study).
3. Papakotsi, Fotini (2022). Förderung der Fertigkeit “Sprechen” im DaF-Unterricht: didaktische Vorschläge (Promoting the Speaking Skill in German as a Foreign Language Instruction: Didactic Proposals).
4. Pelechra, Zoe (2022). Produktive Fertigkeiten testen und bewerten im Rahmen des DaF: Das Beispiel der Fertigkeit “Sprechen” auf Niveaustufe B (Testing and Assessing Productive Skills in the Context of German as a Foreign Language: The Example of the “Speaking” Skill at Level B).
5. Rendziou, Argyro (2021). Erstellung von ausgedruckten und digitalen Arbeitsblättern im DaF-Unterricht an griechischen Primarschulen (Development of Printed and Digital Worksheets in German as a Foreign Language Instruction in Greek Primary Schools).
6. Visviki, Paraskevi-Despoina (2022). Evaluation des Prüfungsteils “B2-Leseverstehen” des österreichischen Sprachdiploms (Evaluation of the “B2 Reading Comprehension” Section of the Austrian Language Diploma).
7. Vouri, Melina (2022). Die differenzierte Bewertung im DaF-Unterricht mit Erwachsenen (Differentiated Assessment in Teaching German as a Foreign Language with Adults).

Within the framework of the Postgraduate Programme “Psychopedagogical, Didactic and Intercultural Approaches in the Humanities” (School of Language, Literature and Culture of the Black Sea Countries, Democritus University of Thrace):

1. Derdelakou, Aikaterini (2024). Intercultural Teaching Approaches in the German Language Textbook for Lower Secondary Education. Case Study: Views of Teachers in Komotini’s Junior High Schools.

2. Bezergianni, Georgia (2024). Teaching German in Public Vocational Training Institutes (Formerly IEK). Views and Concerns of Adult Learners and Instructors in Institutes of the Xanthi Prefecture.

3. Mavridou, Maria (2025). Alternative Forms of Learning in the Teaching of German as a Foreign Language.

4. Vamboula, Danae (2023). Principles of Intercultural Education and Intercultural Didactics in the Current Curriculum for French Language in Lower Secondary Education and in the Textbook for the 1st Grade.

Within the framework of the Master’s Programme “Language and Culture Sciences” of the School of Italian Language and Literature at the Aristotle University of Thessaloniki (AUTH):

• Adamakou, Eugenia (2019). Language Learning Through Mobile Phone Use: The Example of the ISpring Talkmaster Simulation Software.

• Spyrou, Paraskevi (2019). Vocabulary Acquisition in the Context of Greek as a Foreign Language Through Asynchronous Learning on Moodle.

1. Chatzigiannidou, Christina (ongoing). Constructions of German Identity in Educational Materials for Learning German as a Second Foreign Language and Teaching Proposals for Developing Critical Literacy.
2. Chatzivasileiou, Eleni (ongoing). Code-Switching in University Classrooms of German Language and Literature Schools.
3. Euthymiadou, Melina (ongoing). Teaching German as a Foreign Language Using Artificial Intelligence Technologies.
4. Liakou, Charikleia (ongoing). Inclusive Education of Refugee Students in Greek Schools: The Case of Teaching German as a Foreign Language.
5. Logzka, Evangelia (2020). Educational Administration in Higher Education: The Example of Rectorial Authorities.
6. Meditskou, Evdoxia (ongoing). Innovative Actions in Learning German in Primary School and Their Contribution to Shaping Students’ Positive Attitude Towards the German Language: A Case Study.
7. Perperidis, Giorgos (ongoing). Information and Communication Technologies (ICT) in Foreign Language Teaching: Attitudes and Training Needs of German Language Teachers in Secondary Education in Greece.
8. Tsapara, Xanthi (ongoing). Creating Short Films in German Lessons in Secondary Education as a Tool for Developing 21st Century Skills (4Cs Skills).

1. Alexopoulos, Christos-Panagiotis (2021). Gender Representations in the Language and Environmental Studies Courses of the First Two Grades of Primary School: Textbooks, Teachers’ Views, and Practices. School of Early Childhood Education, University of Western Macedonia.
2. Karamané, Eufimia (2019). Students’ and Teachers’ Perceptions of Teachers’ Interpersonal Behavior in the Classroom. School of Philosophy and Pedagogy, Aristotle University of Thessaloniki.
3. Karastergiou, Eleni (2023). Achievement Goal Orientations of Adolescent Students and Their Relations with Perceived Teacher Goals, Engagement, and Performance in the Ancient Greek Course: A Longitudinal Study. School of Philosophy and Pedagogy, Aristotle University of Thessaloniki.
4. Koliousi, Panagiota (2022). Errors of Primary School Students in the Use of the Greek Language: From Katharevousa to Demotic. School of Primary Education, University of Ioannina.
5. Papadopoulou, Anthoula (2019). The Modern Greek Language Course in Contemporary Gymnasium: Discourses and Practices. School of Philosophy and Pedagogy, Aristotle University of Thessaloniki.
6. Passa, Eumorfia (2024). Teaching English as a Foreign Language in Greek Education: Views and Attitudes of Serving Teachers. School of Primary Education, Democritus University of Thrace.
7. Tsakalidou, Sofia (2020). Teaching Spelling to Primary School Students with Dyslexia in the Context of German as a Second Foreign Language. School of German Language and Literature, Aristotle University of Thessaloniki (AUTH).
8. Tzioga, Eirini-Maria (2021). The Evolution of Written Language of High School Graduates after the 1976 Language Reform: Aspects of Continuity and Change in the Proficiency of Processed Speech Production. School of Philosophy, University of Ioannina.
9. Vairamidou, Aikaterini (2020). Classroom Management: Perspectives of Primary and Secondary Education Teachers. School of Primary Education, Democritus University of Thrace.
10. Vourdoglou, Dimitra (2020). The European Union through School Textbooks and Innovative Programs in Primary Education. School of Language, Literature, and Culture of the Black Sea Countries, Democritus University of Thrace.

As the scientific coordinator:

December 1, 2020 – October 31, 2023:

Served as the scientific coordinator for Subprojects 6 (Central Macedonia) and 7 (Western Macedonia) within the framework of the project titled “Supportive Interventions in Roma Communities to Enhance Access to Education and Reduce Dropout Rates among Children and Adolescents.” This initiative was implemented under the Operational Program “Human Resources Development, Education and Lifelong Learning 2014-2020” and co-financed by Greece and the European Union (European Social Fund). The project’s website is: http://roma-mak.del.auth.gr/

February 20, 2024 – Today:

Scientific Coordinator of the Internship Program at the School of German Language and Literature at Aristotle University of Thessaloniki (AUTH)

As a scientific collaborator:

March 13, 2019 – April 30, 2019: I participated in the Foreign Language Teaching Program at Aristotle University of Thessaloniki (AUTH). My responsibilities included designing thematic units and teaching materials, as well as supervising microteaching sessions.

June 2007 – September 2007: I served as a member of two committees within the framework of the “Eurydice – Positive Actions for Women” program, implemented by the School of Primary Education at Democritus University of Thrace (DUTH).

a) Committee for Monitoring and Supporting Internships: My role involved conducting site visits to the workplaces of participating female students. I was responsible for delivering control forms for practical exercises and compiling a comprehensive report on the monitoring of the internship program.

b) Committee for Supporting the Establishment of Agreements with Enterprises: During July and August 2007, I contributed to facilitating partnerships between the program and various businesses to implement the internship activities effectively.

The “Eurydice – Positive Actions for Women” project was part of the Operational Program for Education and Initial Vocational Training (EPEAEK II), co-financed by the European Union and national funds.

It targeted young female students from Technical Vocational Secondary Education and Initial Vocational Education and Training across Greece, aiming to support their efforts in securing employment.

1. Abatzi, Meropi (2021). Motivations of adult learners for learning German as a foreign language through the lens of self-determination theory: An exploratory study.
2. Dekaltsidou, Eleni (2020). Meinungen von DaF-Lehrkräften zum Lernprozess Deutsch als Fremdsprache muslimischer SchülerInnen in Thrakien (Opinions of DaF teachers on the learning process of German as a foreign language among Muslim students in Thrace).
3. Karagiannidou, Maria (2025). Aktuelle Trends im Bereich Deutsch als Zweitsprache für Erwachsene (Contemporary Trends in the Field of German as a Second Language for Adults).
4. Kolezaki, Panagioula (2021). The intercultural dimension of German as a foreign language textbooks in Greek secondary schools: A case study.
5. Konstantelos, Michail (2022). Promoting students’ cultural awareness through visual arts in the teaching and learning of German as a foreign language.
6. Tsigkou, Anna (2020). Investigating teachers’ body language during German language instruction in secondary education: A case study.
7. Wendelstadt, Dafni (2025). Forms of Experiential Education in Learning German as a Foreign Language: A Small-Scale Empirical Investigation.

At the School of German Language and Literature, Aristotle University of Thessaloniki (AUTH):

• Director of the Postgraduate Program “Language and Culture in the German-speaking World” (2022 – present)
• Member of the Coordinating Committee of the Postgraduate Program “Language and Culture in the German-speaking World” (2020–2022)
• Member of the Coordinating Committee of the Postgraduate Program “Intercultural Communication” (2022 – present)
• Department Representative in the Interschool Postgraduate Program “Languages, Communication, and Management of Educational Services in the Contemporary Social, Economic, and Technological Environment” (2023–2024)
• Participation in various departmental committees over time (internal evaluation group, internship committee, Erasmus Placement coordinator for internships, website committee, placement exams committee, language course review committee)

Participation in administrative boards of associations and societies:

• Elected member of the Board of Directors of the Hellenic Society for German Studies (Griechische Gesellschaft für Germanistische Studien), serving as treasurer (2019–2023)
• Member of the Board of Directors of the International Association for Microteaching, Simulation and Training (2021–present)

Between 2017 and 2019, I served as the lexicographical editor for the online “Dictionary of Sports Sciences,” which comprises over a thousand entries, each accompanied by an English translation and a concise definition. This dictionary is the result of collaboration among seven scientific, non-profit organizations:

• Hellenic Scientific Society of Psychomotor Education
• Hellenic Society of Biochemistry and Physiology of Exercise
• Hellenic Society of Biomechanics
• Hellenic Society of Coaching
• Professional Association “Exercise in Water and Swimming Fitness”
• Society of Sport and Exercise Psychology
• Group of Sports Nutrition Specialists of the Hellenic Dietetic Association

The dictionary aims to serve as a reference material for scholars and researchers in sports sciences, professionals in the field of exercise, as well as scientists from other disciplines interested in sports sciences.

I served as a subject proposer for the German language in the Central Examination Committee of the State Certificate of Language Proficiency (Kratiko Pistopoiitiko Glossomatheias) during the examination periods of November 2018 and May 2019.

From September 2004 to December 2007, I contributed to the publication of the Dictionary of Pedagogy, edited by Professor Emeritus Panagiotis Xoxellis of the School of Philosophy at Aristotle University of Thessaloniki. My involvement spanned the entire process—from initial design to final editing and publication in 2007 by Kyriakidis Brothers Publishing. This comprehensive lexicon includes contributions from over 100 experts, such as university faculty members from Greece and abroad, former educational advisors, officials from the Pedagogical Institute, and school counselors.

Since 2014, I have co-directed the educational series “Εducational Innovations” at Diadrassi Publishing in Athens, in collaboration with Dimitris Chatzidimou.

Additionally, since 2018, I have co-directed the educational series “New Paths in Education” at Afoi Kyriakidi Publications S.A. in Thessaloniki, also in collaboration with Dimitris Chatzidimou.

Participation in Scientific and Organizing Committees of National and International Conferences:

• Member of the Organizing/Scientific Committee of the 10th International Didactics Conference of the School of German Language and Literature at Aristotle University of Thessaloniki (A.U.Th.) (May 17, 2025), themed “Artificial Intelligence in Foreign Language Teaching/Künstliche Intelligenz im Fremdsprachenunterricht”
• Member of the Organizing/Scientific Committee of the 9th International Didactics Conference of the School of German Language and Literature at Aristotle University of Thessaloniki (A.U.Th.) (June 10, 2023), themed “Inclusion in Foreign Language Teaching/Inklusion im Fremdsprachenunterricht”
• Member of the Organizing/Scientific Committee of the 8th Didactics Conference of the School of German Language and Literature at A.U.Th. (June 4, 2022), themed “Individualized Learning and Internal Differentiation in Foreign Language Teaching/Individuelles Lernen und Binnendifferenzierung im Fremdsprachenunterricht”
• Member of the Organizing/Scientific Committee of the 7th Didactics Conference of the School of German Language and Literature at A.U.Th. (June 1, 2019), themed “Teaching Grammar Differently/Grammatik im DaF-Unterricht mal anders”
• Member of the Organizing/Scientific Committee of the 6th Didactics Conference of the School of German Language and Literature at A.U.Th. (June 16, 2018), themed “German in Primary Education/DaF im Primarbereich”
• Member of the Scientific Committee of the 6th Panhellenic Conference of the Educational Sciences Association of Drama, themed “Modern Trends and Practices in Classroom Management,” held in Drama on November 24-25, 2017
• Member of the Organizing Committee of the 3rd Panhellenic Conference of the Educational Sciences Association of Drama, themed “The Educator and Their Work: Past – Present – Future,” held in Drama on October 17-19, 2008
• Member of the Organizing Committee of the 12th International Conference of the Pedagogical Society of Greece, themed “Access to Higher Education,” held in Athens on December 14-16, 2007
• Member of the Organizing Committee of the 5th Panhellenic Conference of the Pedagogical Society of Greece, themed “Greek Pedagogy and Educational Research,” held in Thessaloniki on November 24-26, 2006
• Member of the Organizing Committee of the Conference celebrating 20 years of operation of the School of Primary Education at Democritus University of Thrace, themed “Pedagogical Departments – Past, Present, and Future,” held in Alexandroupolis on November 3-5, 2006

Reviewer for academic journals, publishing houses, and collective volumes:

• Educational Research
• Basic Research Journal of Education Research and Review
• African Educational Research Journal
• Παιδαγωγική Επιθεώρηση (Pedagogical Review)
• Peter Lang Verlag
• “Fokus Deutsch als Fremdsprache/Deutsch als Zweitsprache – Gegenwärtige Tendenzen in Forschung und Lehre” (International conference, March 11-12, 2019, School of Applied Humanities and Languages, German-Jordanian University, Jordan)

Participation in associations and societies:

• Member of the Pedagogical Society of Greece
• Member of the World Education Fellowship (Weltbund für Erneuerung der Erziehung)
• Member of the Alumni Association of the German School of Thessaloniki
• Member of the Association of Greek Scholars of the German Academic Exchange Service (DAAD) Greece
• Member of the Hellenic Society for German Studies (Griechische Gesellschaft für Germanistische Studien)
• Member of the International Association for Microteaching, Simulation and Training
• Member of the European Association for Lexicography (EURALEX)

I have participated in specialized scientific seminars, including:

• August 12–25, 2018: Attended a training program organized by the Goethe-Institut in Munich, titled “Neues für erfahrene Fortbildner/innen,” focusing on:
  • Current trends in teacher training and relevant literature.
  • Integration of digital media and blending online with in-person sessions.
  • Utilization of innovative tools like the European Profiling Grid for language teachers.
  • Development, simulation, and reflection on training modules supported by learning platforms.
  • Reflection on the role of trainers and enhancement of moderation and presentation skills.
  • Presentation and discussion of previously conducted training modules.
  • Planning, execution, evaluation, and presentation of individual practical exploration projects.
• Academic Year 2014/15: Completed a 360-hour, semester-long specialized training seminar titled “Educating Adult Educators: Developing Teaching Skills,” conducted under the scientific supervision of the Laboratory of Social and Experimental Psychology of the School of Psychology at Panteion University.
• September 3–13, 2012: Participated in a 35-hour specialized seminar on Medieval Lexicography using New Technologies, organized by the Centre for the Greek Language in Thessaloniki.

As the academic coordinator for the School of German Language and Literature at Aristotle University of Thessaloniki (AUTH), I oversee the Erasmus+ agreements between our School and the following institutions:

• Pädagogische Hochschule Heidelberg (Heidelberg University of Education)
• Universität Bielefeld
• Otto-Friedrich-Universität Bamberg

These partnerships facilitate student and staff exchanges, fostering academic collaboration and cultural exchange.

English:

• Proficiency Level (C2): Certificate of Proficiency in English, University of Cambridge (Grade: A); Teaching certification from the Ministry of Education.

German:

• Abitur: German secondary school leaving certificate (Grade: 1.1).

French:

• Proficiency Level (C2): Sorbonne 2, Diplôme de langue et littérature françaises – 2ème Degré (Grade: Assez bien); Teaching certification from the Ministry of Education.

Turkish:

• Proficiency Level (C2): Institut Dilmer, Istanbul (Grade: 78/100).

Information and Communication Technologies (ICT):

• ECDL Core Certification: Proficient in Windows, Word, Excel, Access, PowerPoint, Internet, and basic concepts of informatics.
• SPSS: Proficient in using the Statistical Package for the Social Sciences.