Éva Kaczkó, MSc PhD

Peer-reviewed journal articles and book chapters::

• Kaczkó, É., Ivanjek, L., Norz L-M. & Ammenwerth, E. (2026). Thinking along the Lines Generated by GenAI? A Systematic Mapping Study on Academic Writing. In: Hagedorn, Schmid, Winter, Woltran (Eds.). Digital Humanism. DIGHUM 2025, LNCS 16319, pp. 467–482, Springer Nature. https://doi.org/10.1007/978-3-032-11108-1_35
• Kaczkó, É. (2025). Pragmatistische pädagogische Ansätze zur Förderung des kritischen Denkens in kollaborativen (E-) Lernumgebungen. In H. Welte, M. Thoma, H. Hautz & B. Gössling (Hrsg.), bwp@ Profil 11: Lern- und Forschungsräume im Wandel – Perspektiven der Wirtschafts- und Berufspädagogik. Digitale Festschrift für Annette Ostendorf zum 60. Geburtstag, 1–9.https://www.bwpat.de/profil11_ostendorf/kaczko_profil11.pdf
• Norz, L-M., Kaczkó, É., Netzer, M., Ammenwerth, E. (2024). Quantifying social presence in online-based learning: a statistical and pedagogical analysis of indicators from social network analysis. Online Learning 28 (4), 414–467. https://doi.org/10.24059/olj.v28i4.4134
• Kaczkó, É., Ostendorf, A. (2023). Critical thinking in the community of inquiry framework: An analysis of the theoretical model and cognitive presence coding schemes. Computers & Education, Vol. 193, 104662, https://doi.org/10.1016/j.compedu.2022.104662.
• Dornauer V., Netzter, M., Kaczkó, É., Norz, L-M., Ammenwerth, E. (2023). Automatic Classification of Online Discussions and Other Learning Traces to Detect Cognitive Presence. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-023-00335-4.
• Kaczkó, É., Razen, M. (2022). Experiential learning in finance education – Applying experimental finance methodology. In Füllbrunn, S., Haruvy, E. (Ed.) Handbook of Experimental Finance. Edward Elgar Publishing.
• Kaczkó, É. (2022). Möglichkeiten und Herausforderungen der Gestaltung des sozioökonomischen Unterrichts anhand des Community-of-Inquiry-Rahmenwerks: fachdidaktische Überlegungen. In: bwp@. Berufs- und Wirtschaftspädagogik Spezial AT-4, S. 1 - 18.https://www.bwpat.de/ausgabe/wipaed-at4/kaczko

Hochschulschriften:

• Kaczkó, É. (2023). Fostering critical thinking in collaborative (e-)learning environments: pragmatist pedagogical approaches. Dissertation. https://digital.obvsg.at/urn/urn:nbn:at:at-ubi:1-129701
• Kaczkó, É. (2018). Chancen und Risiken von Learning Analytics in der österreichischen Hochschullehre : eine (wirtschafts-) pädagogische Diskussion. Masterarbeit. https://diglib.uibk.ac.at/urn:nbn:at:at-ubi:1-39209

Other Publications:

• Kaczkó, É. (2025) Conceptions of financial education for “consumers” and “citizens” and their implications for pedagogical action: a discussion. OeNB Financial Literacy Evaluation Series, 121-143. https://www.oenb.at/Publikationen/finanzbildung/financial-literacy-evaluation-series.html
• Kaczkó, É. (2023): Prüfen im digitalen Zeitalter. In: FNMA Magazin 2023/1, S. 23 - 25.https://www.fnma.at/medien/fnma-magazin.
• Kaczkó, É., Norz, L-M., Dornauer, V., and Ammenwerth, E. (2022). Community-of-Inquiry-Rahmenwerk: Deutschsprachiger Kodierleitfaden zur Inhaltsanalyse der kognitiven und sozialen Präsenz. Austria, Hall in Tirol: UMIT. DOI: 10.13140/RG.2.2.15719.93605
• Dornauer, V.; Kaczkó, É.; Norz, L-M. (2021): Der Traum vom Dashboard – Einblicke in das Projekt LACOI. In: FNMA Magazin 02/2021, S. 11 – 15. https://www.fnma.at/medien/fnma-magazin

Area of Focus:

• Critical thinking and action in formal educational settings under the digital condition (secondary and higher education)
• Impact of generative AI as an epistemic technology on thought practices of students in academic writing
• E-learning-related pedagogical concepts, technologies, and ethical aspects, as well as Learning Analytics
• Business Education (especially general economic and financial literacy)
• Primarily qualitative methods of empirical social research

Ongoing Studies:

• Blended Community of Inquiry in Secondary Education (Case Study)

• Generative AI – Student survey at four Austrian universities (Knowledge of and use of generative AI, data collection between 13/05/2026 and 30/06/2026)

• Testing of data collection methods for capturing students' thinking practices and their use of generative AI in academic writing (pilot study)

Awards and Research Funding:

• EPoS Young Scholar Research Funding 2026. Project title: Methodological approaches to making thought traces visible in academic writing that involves generative AI. The purpose of this project is to explore qualitative (case reconstructive) research methods that may provide deep insights into the thought traces of students who use generative AI in their academic writing process. Project duration: September, 2026 – August, 2027. https://www.uibk.ac.at/de/epos/forderungen/
• Honorable Mention for the dissertation as part of the Award for Digitalization Research, sponsored by Be-terna, 2024. https://www.uibk.ac.at/en/disc/award/
• Scholarships for scientific theses at the University of Innsbruck for the academic year 2022/23 for the project “Enhancing Secondary School Students’ Good Judgment,” launched as part of the dissertation. https://www.uibk.ac.at/en/college-service-center/scholarships/scholarships-for-scientific-theses/

Tagungen

• Kaczkó, É., Thoma, M., Hautz, H. Kritisches Denken mit Inquiry Dialogue fördern: Ergebnisse einer Fallstudie an einer österreichischen Handelsakademie. LELEDITZ, Tagung der Sektionen LehrerInnenbildung und LehrerInnenbildungsforschung und Medienpädagogik der ÖFEB, 25. – 26. Februar 2026, Johannes Kepler Universität Linz.
• Kaczkó, É., Ivanjek, L., Norz L-M. & Ammenwerth, E. Thinking along the Lines Generated by GenAI? A Systematic Mapping Study on Academic Writing. Digital Humanism – Interdisciplinary Science and Research Conference, November 20-21, 2025, Vienna.
• EdTech Austria Summit 01.06.2023. Paneldiskutantin zum Thema „EdTech der Zukunft: Ein Blick durch die Forscher:innenbrille“. https://www.edtechaustria.at/summit/summit-2023/
• Kaczkó, É.: Gestaltung des betriebswirtschaftlichen Online-Unterrichts anhand des Community of Inquiry Rahmenwerks: Fachdidaktische Überlegungen. Vortrag auf dem 15. Österreichischen Kongress für Wirtschaftspädagogik, 01.04.2022, Wien (online). Link zum Vortrag:https://www.wu.ac.at/fileadmin/wu/d/i/wipaed/kongresse/wp15/folien/KACZKO_Online-Unterricht.pdf
• Lipp, S.; Dreisiebner, G., Kaczkó, É.: Learning Analytics – Überlegungen zum Janusgesicht der pädagogisch-didaktischen Datenverwendung digitaler Lehr-Lernsettings. Vortrag auf der Jahrestagung der Sektion Berufs- und Wirtschaftspädagogik der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), 15.–17. September 2021, Bamberg (online).
• Kaczkó, É. & Ostendorf, A.: Toward critical thinking using the Community of Inquiry framework in university online teaching. Vortrag auf der Konferenz EARLI, 23-27.08.2021, Gothenburg (online).
• Kaczkó, É.: E-Learning-Werkzeuge und Datenanalyse: Was könnte mit den Daten der Schüler*innen (und Lehrer*innen) passieren? Vortrag auf dem 14. Österreichischer Kongress für Wirtschaftspädagogik, 9. April 2021, Graz (online). Link zum Vortrag:https://static.uni-graz.at/fileadmin/veranstaltungen/wipaedkongress/unigrazform/Kaczko.pdf

University of Innsbruck

• Master's Programme in Educational Science; Compulsory Module: Professionalisation and Decision-Making Skills: VU: Action as Competence (Winter term 2026)
• Guest lecture on "Learning Analytics" (20/05/2026): within the compulsory module Research Competencies (Topic: AI in the pedagogical field) in the Master's Programme in Business Education
• Bachelor's Programme in Educational Science; Compulsory Module: Professionalisation in Fields of Activity of Education and Pedagogical Intervention: SE Fields of supportive action in education and pedagogical intervention - history, theories, developments (Summer term 2026)
• Bachelor's Programme in Educational Science; Elective Module: Topics in Educational Sciences and Pedagogical Topics of Contemporary Society: SE Topics in Educational Sciences and Pedagogical Topics of Contemporary Society: Scientific writing and critical thinking (Summer term 2026)
• Master's Programme in Business Education; Elective Module: VO: Current Topics in Business Education Research and Practice (Summer term 2025), Financial Education, as an OeNB employee, with Andrea Winkler.
• Teacher Education, Bachelor's Programme in Geography and Economics, VU: Economics Exercises for ESD, Course 3 (Summer term 2024), as an OeNB employee, with Rebecca Mayer, Maximiliam Estl and Stefan Wagner.
• Master's Programme in Business Education; Elective Module: Human-Technology-Relation-Management (I): E-Learning; VO teaching aspects of e-learning (from Winter term 2019 to Summer term 2024). Teaching Concept (2021): Atlas der guten Lehre: Interaktive Online-Vorlesungen: zeitgleich und zeitversetzt.

UMIT TIROL – Private University For Health Sciences and Health Technology

• Master's Programme in Nursing and Health Pedagogy; E-Learning Seminar (as part of Subject-Specific Didactics II, Winter term 2020)
• Professional Development Course in Higher Education Didactics: Planning a Course: What is the Use of Learning Theories & Co (Winter term 2020)
• Professional Development Course in Higher Education Didactics: Designing a Blended Learning Course (Summer term 2021)
• Professional Development Course in Higher Education Didactics: Current Topics in eLearning (Summer term 2022, Summer term 2023, Summer term 2024)

University College of Teacher Education Tyrol

• Professional Development Course in Higher Education Didactics: Using ChatGPT in Higher Education Teaching (Winter term 2023, Summer term 2024)

Paris Lodron University of Salzburg

• Teacher Education, Bachelor's Programme in Geography and Economics, GWB.812 SE: Financial Education (Winter term 2024), as an OeNB employee, with Maximiliam Estl and Stefan Wagner.