Conference Program

The German higher education system is frequently characterized as resistant or slow to change (Mergner, Peksen & Leišytė, 2026). At the same time, growing diversity among both students and teaching staff gives rise to new pedagogical challenges, especially within a contemporary context marked by populism and anti-DEI sentiments (Wild & Esdar, 2014).

Although existing scholarship frequently examines individual dimensions of diversity in isolation, social identities are inherently multidimensional and shaped by the interaction of various categories, a phenomenon conceptualized as intersectionality (Crenshaw, 1991). Focusing on single categories therefore risks overlooking the complexity of lived experiences within higher education contexts.

This contribution addresses the following research question: To what extent professional development intersectionality training enables teaching staff to advance intersectionality in their pedagogical practice? The study adopts a convergent mixed-methods design that combines quantitative and qualitative approaches (Creswell & Clark, 2017). Pre- and post-training surveys assess changes in participants’ knowledge and practices, while a focus group provides in-depth qualitative insights into their experiences and implementation efforts. The findings highlight the potential of professional development trainings to promote intersectionality in higher education teaching and to empower teaching staff as agents of change, thereby strengthening institutional resilience within democratic societies.