TY - JOUR A1 - Wulkow, Hanna A1 - Conrad, Tim A1 - Djurdjevac Conrad, Natasa A1 - Müller, Sebastian A. A1 - Nagel, Kai A1 - Schütte, Christof T1 - Prediction of Covid-19 spreading and optimal coordination of counter-measures: From microscopic to macroscopic models to Pareto fronts JF - PLOS One Y1 - 2021 U6 - https://doi.org/10.1371/journal.pone.0249676 VL - 16 IS - 4 PB - Public Library of Science ER - TY - JOUR A1 - Gonnermann-Müller, Jana A1 - Haase, Jennifer A1 - Leins, Nicolas A1 - Igel, Moritz A1 - Fackeldey, Konstantin A1 - Pokutta, Sebastian T1 - FACET: Multi-Agent AI Supporting Teachers in Scaling Differentiated Learning for Diverse Students JF - arXiv N2 - Classrooms are becoming increasingly heterogeneous, comprising learners with diverse performance and motivation levels, language proficiencies, and learning differences such as dyslexia and ADHD. While teachers recognize the need for differentiated instruction, growing workloads create substantial barriers, making differentiated instruction an ideal that is often unrealized in practice. Current AI educational tools, which promise differentiated materials, are predominantly student-facing and performance-centric, ignoring other aspects that shape learning outcomes. We introduce FACET, a teacher-facing multi-agent framework designed to address these gaps by supporting differentiation that accounts for motivation, performance, and learning differences. Developed with educational stakeholders from the outset, the framework coordinates four specialized agents, including learner simulation, diagnostic assessment, material generation, and evaluation within a teacher-in-the-loop design. School principals (N = 30) shaped system requirements through participatory workshops, while in-service K-12 teachers (N = 70) evaluated material quality. Mixed-methods evaluation demonstrates strong perceived value for inclusive differentiation. Practitioners emphasized both the urgent need arising from classroom heterogeneity and the importance of maintaining pedagogical autonomy as a prerequisite for adoption. We discuss implications for future school deployment and outline partnerships for longitudinal classroom implementation. Y1 - 2026 U6 - https://doi.org/https://arxiv.org/abs/2601.22788 ER -