After studying business education at the Universities of Mainz and Ghent/Belgium and working as a research assistant at the University of Kaiserslautern, Taiga Brahm complete her doctorate on the development of team competencies through computer-supported collaborative learning at the University of St. Gallen/Switzerland (2006-2010). At the same time, she worked as a scientific project manager at the "Swiss Centre for Innovations in Learning". Afterwards she was appointed to an assistant professor for higher education development by the University of St. Gallen. Since October 2016, Taiga Brahm holds the Chair for Economic Education at the University of Tuebingen.

Taiga Brahm’s research focuses the competency development of learners. For instance, she examines how students can cope with the transition from school to academic studies or vocational training. Furthermore, various studies investigate how (interdisciplinary) competences (e.g. financial literacy, entrepreneurial competences) can be promoted in business didactic learning environments and curricula.

From October 2019 to Seprember 2024, Taiga Brahm has been Dean of Studies at the Faculty of Economics and from October 2023 to September 2024 Dean of Studies at the Faculty od Economics and Social Sciences. Since September 2024 Taiga Brahm has been the Dean of the Faculty of Economics and Social Sciences in dual leadership together with Dominik Papies.

• Estler, V., & Brahm, T. (2025). Responsible behaviour in the context of utility maximisation - An intervierw study on pupils' business ethics conceptions. Social Sciences & Humanities Open, 11, 101386. https://doi.org/10.1016/j.ssaho.2025.101386
• Haag, L., & Brahm, T. (2025). The Gender Gap in Economic and Financial Literacy: A Review and Research Agenda. International Journal of Consumer Studies, 49, e70031. https://doi.org/10.1111/ijcs.70031
• Carmer, C., Brahm, T., Führer, C., Hapke, J., & Schweitzer, F. (2024). Zur Relevanz der Domäne für die Professionalität von Lehrpersonen. Ein Beitrag zu Kohärenz, Professionstheorie und Allgemeiner Fachdidaktik. Zeitschrift für Pädagogik, 70(3), 366-386.
• Zellweger, F., Brahm, T., & Kocher, M. (2024). Factors supporting the engagement of first-semester students in teacher education. Swiss Journal of Educational Research, 46(1), 47-60. https://doi.org/10.24452/sjer.46.1.4
• Schwerter J., & Brahm, T. (2024). Voluntary E-Learning Exercises Support Students in Mastering Statistics. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-023-09714-1
• Ring, M., & Brahm, T. (2024). Supporting preservice economics teachers in creating high-quality instructional videos. Journal of Digital Learning in Teacher Education, 40(1), 4-20. https://doi.org/10.1080/21532974.2023.2245064
• Brahm, T., & Wiepcke, C. (2023). Handbuch digitale Intrumente der Ökonomischen Bildung. Wochenschau Verlag.
• Pumptow, M., & Brahm, T. (2023). Higher education students differ in their technology use. Computers and Education Open, 5, 100149. https://doi.org/10.1016/j.caeo.2023.100149
• Oberrauch, L., & Brahm, T. (2023). Ökonomische Kompetenz und Geschlecht: Ausmaß und Hintergründe des Gender Gaps. Zeitschrift für Erziehungswissenschaft, 26, 949-974. https://doi.org/10.1007/s11618-023-01169-5
• Ring, M., & Brahm, T. (2023). A Rating Framework for Video Explanations in Economic Education. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-022-09635-5
• Scherzinger, L., & Brahm, T. (2023). A Systematic Review of Bilingual Education Teachers' Competences. Educational Research Review, 39. https://doi.org/10.1016/j.edurev.2023.100531
• Ring, M., Brahm, T., Richter, J., Scheiter, K., & Randler, C. (2021). Does active or passive signaling support integration of text and graphs? Applied Cognitive Psychology, 1-6. https://doi.org/10.1002/acp.3896
• Brahm, T., Ring, M., & Rudeloff, M. (2020). Mögliche Ausgestaltung der reflexiven Wirtschaftsdidaktik für der Lehrer*innenbildung an allgemeinbildenden Schulen. Zeitschrift für Pädagogik, 6, 873-893.