Abstract
AbstractThe influence of digitalisation on society and the workplace require stakeholders in school development to incorporate digital competencies into school curricula. This study examines the occurrence of digital components in 831 curricula of the vocational schools in Baden-Württemberg, Germany with a text mining approach and the analysis of keywords in context. In total, 200 curricula containing digital features could be identified. The occurrence of digital terms differs notably between the different types of vocational school. The distinct characteristics of digital competencies are represented to a varying degree within the curricula, with a strong focus on the usage of tools for profession-specific tasks and the deployment of the internet as a gateway to information. Ongoing reforms of school curricula need to widen their view on digital competencies and integrate these competencies more broadly into the different types of vocational schools.
Highlights
School curricula are a fundamental connection between a society’s beliefs and its educational system (Pahl, 2014)
The corpus for this research project consists of the curricula of all types of vocational schools in the federate state of Baden-Württemberg, which have been acquired through the process of web scraping (Ignatow, 2019)
The number of curricula in the corpus for each of the types of vocational school is shown in the column Curricula
Summary
School curricula are a fundamental connection between a society’s beliefs and its educational system (Pahl, 2014). They are a condensed version of what is deemed as worthy competencies for learners by the society (Ellis, 2004). Teacher education is influenced by the content of school curricula to a large extent and inservice teachers develop their classroom teaching in accordance to the requirements of the school curricula (Chan, 2010). The influence of digitalisation on the modern society requires students and teachers to develop digital competencies as a prerequisite for participation processes in the society and the workplace (Fraillon et al, 2020; Roll & Ifenthaler, 2020). Elements of digitalisation have to be integrated into school development processes
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