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.

Since October 2019 Taiga Brahm has been Dean of Studies at the Department of Economics.

• 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
• Brahm, T., Iberer, U., Krämer, T., & Weyland, M. (2023). Ökonomisches Denken lehren und lernen. Theoretische, empirische und praxisbezogene Perspektiven. wbv.
• De Clercq, M., Jansen, E. P. W. A., Brahm, T., & Bosse, E. (2021). From Micro to Macro: Widening the Investigation of Diversity in the Transition to Higher Education. Frontline Learning Research, 9(2), 1-8. https://doi.org/10.14786/flr.v9i2.783
• 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
• Schuler, A., & Brahm, T. (2021). Financial Literacy in den Lehrplänen deutscher Schulen - eine bundeslandübergreifende Analyse. Zeitschrift für Ökonomische Bildung, 10, 1-63.
• 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.
• Brahm, T., & Jenert, T. (2019). Untangling Faculty Minsinformation From an Educational Perspective: Rejoinder to "The Menace of Misinformation: Faculty Misstatements in Management Education and Their Consequences". Journal of Management Education, 43(4), 446-453. https://journals.sagepub.com/doi/full/10.1177/1052562919843976