Education In Germany Research Articles

Leading the AI transformation in schools: it starts with a digital mindset

AbstractRapid developments in artificial intelligence (AI) require dynamic adaptation in education to integrate new technologies timely and sustainably. In particular, the rise of generative AI requires leadership to implement it in a meaningful way for teaching and learning. School leaders have a special role to play in driving digital transformation. Based on a sample of German school leaders, this article explores how school leadership approaches and a digital mindset influence the implementation of AI in schools. Our findings provide initial and preliminary evidence that school leaders’ digital mindsets, particularly proactive agility and empathy, understood as perspective taking, influence the implementation of AI in schools. Furthermore, the findings highlight the effectiveness of ambidextrous leadership in driving AI implementation. As a consequence, our study paves the way for future explorations of the evolving landscape of AI in education and highlights the need for adaptive, empathetic, and proactive leadership in the digital age.

What does it mean to be(come) a professional bilingual education teacher?

ABSTRACT Due to the dual focus of content and language integrated learning on both content and language, bilingual teaching requires a profound level of teacher professionalism. This mixed-methods study aims to capture the beliefs of trainee teachers and educators regarding professional (bilingual education) teachers within the framework of teachers’ professional competence models. We analysed data from a questionnaire (n = 32) and interviews (n = 11) with teacher educators and trainee teachers involved in bilingual training programmes for secondary education in Germany. The findings emphasise the importance of high motivation, additional pedagogical/psychological knowledge, internationally oriented content knowledge and high language proficiency. These results yield important implications for bilingual teacher training.

Mind the gap: re-thinking digital skills in journalism education in Germany

ABSTRACT This study explores the intersection of technological advancements in the media industry and the realities of journalism education, aiming to align discussions on digital transformation in journalism with educational practices. An online survey of 228 young journalists from Germany was conducted to assess their editorial tasks, perceptions of technological change, and digital skills acquired during their journalism studies in the higher education sector. The findings indicate that content creation and writing are considered highly important by the majority of young professionals, with significant emphasis placed on integrating social media into their work. There is a broad acknowledgment of growing technical requirements, including mobile journalism, data journalism, and new content channels like blogs, newsletters, or podcasts, which reflects a shift towards a multi-skilled profile for journalists. However, the study also highlights that many journalists reporting insufficient exposure to critical digital skills such as search engine optimization, user metrics, data journalism, and coding. This indicates a need for journalism education programs in Germany to better address these emerging trends and prepare students for the demands of the digital media landscape.

ДУХОВНА ОСВІТА В ЧЕСЬКІЙ ТА НІМЕЦЬКІЙ СПІЛЬНОТАХ ВОЛИНІ У ХІХ – НА ПОЧАТКУ ХХ СТОЛІТТЯ

The paper characterizes the peculiarities of the spiritual education of children and youth of the Czech and German communities of Volyn in the 19th – at the beginning of the 20th century. It was established that in these communities only the primary and non-institutional (religion education in families and thanks to the activities of public educational societies) level of spiritual educational institutions was represented. It was determined that the most important feature of the German community in Volyn was its socio-cultural isolation, as a result of which the model of German schooling (primary and secondary level) developed by the colonists was based on the Lutheran or Roman Catholic religion followed by the Germans of Volyn. Throughout the entire period of their stay in the Volyn region, the German colonists relied on religion and the church in the education and upbringing of children, therefore the entire process of education was characterized by a spiritual and religious character. In German parochial schools, children studied, in addition to purely religious disciplines, Latin and German, arithmetic, writing, geography, history, music and singing. However, the imperial authorities made sure that secular subjects were taught in russian; it was also one of the main subjects in colonial schools. It has been proven that religious practices played an important role in the schooling of German colonists: the whole Sabbath day was devoted to the so-called «confirmation instructions», i.e. reading and discussing religious texts; Sunday, in addition, included «reading services» and various religious rites - christenings, visits to the elderly and the sick, confession and communion. It was established that spiritual education in the primary schools of the Czech community in Volyn consisted of the study of russian-czech writing, reading in russian and Czech, russian history, arithmetic, sacred history, and prayers. During the 19th century, most Czech schools were transformed into russian parochial schools, and Czech churches became Orthodox churches.

Psychometric properties of a COVID-19 health literacy scale in a sample of German school principals applying Rasch analysis

BackgroundDuring the COVID-19 pandemic, health literacy was found to be an asset to manage health-related information. The HLS-COVID-Q22 has been developed to measure COVID-19 health literacy. External validation needs to be assessed in different populations to verify the questionnaire’s functioning. The present study aimed to evaluate the psychometric properties of the HLS-COVID-Q22 in a sample of German school principals.MethodsThe sample consisted of 2187 German school principals who completed the HLS-COVID-Q22 online from April to March 2021. The data was analyzed using Rasch analysis, applying the Partial Credit Model for polytomous data. Dimensionality, item fit statistics and rating scale functioning was tested. Values for item difficulty and person ability as well as reliability indices were computed.ResultsUnidimensionality could be confirmed. The rating scale categories worked as intended, participants used every rating step category. Generally, item fit was verified. One item showed potential misfit but could remain in the questionnaire as excluding the item did not reduce reliability. A person separation index of 3.41 and person reliability of 0.92 showed excellent differentiation between COVID-19 health literacy levels. Furthermore, the values for item separation of 20.08 and item reliability of 1.0 indicate good construct validity.ConclusionsThe German version of the HLS-COVID-Q22 appears to be a reliable measurement tool for the target population. Evidence for construct, statistical and fit validity was collected. Future studies need to test additional types of validity like convergent and divergent validity to further evaluate the questionnaire. Moreover, the psychometric properties of the translated versions of the HLS-COVID-Q22 should be compared using Rasch analysis.

Between Tuition Fees and Trainee Allowances: Financing of Schools in the German Health Care System

Schools in the health sector play a significant role in the structure of the German education system. In addition to public schools, there are numerous schools, either substitute or supplementary, in the private sector. Many schools are directly attached to a hospital, in contrast to others operating financially independently having cooperation agreements with corresponding facilities for practical training. This article explains the differences between public, substitute and supplementary schools in the health care sector, with particular emphasis on their financing. It also shows the impact of the integration of a school at a hospital. The information regarding the types of schools was generated through expert interviews and by reviewing current laws. A schematic illustration is intended to promote further understanding of school financing in the health care sector, thus contributing to more transparency. The legal framework conditions for the professions of physiotherapy, occupational therapy and speech therapy are elaborated, as well as basic German Law forming the legal basis for the Hospital Financing Act (KHG). The financing of public schools is regulated by law and is carried by the respective state or municipality. This also applies to public schools in the health care sector. Uniform regulations are also applicable to replacement and supplementary schools falling under the KHG. Trainees receive a salary if their schools cooperate with hospitals with which corresponding funding agreements are in place. However, private schools not affiliated with the KHG training fund must rely on alternative sources of funding, ultimately leading to the necessity to charge tuition fees. Different federal/state-specific regulations contributing to the financing of health care education is often unclear and incomprehensible. Due to current laws, tuition-free education cannot be guaranteed in every federal state or at every school. It remains to be seen if or to what extent changes will take place leading to uniform, transparent and comprehensible financing of the training landscape in the health professions in the German education system.

Special Education in Germany

Germany’s education system is continually evolving and advancing, especially within special education. The country’s history and the laws that have been implemented significantly shape special education as we know it today, yet unresolved issues persist in this field. One notable challenge is the divide between general education and special education, leading to limited inclusion of students with disabilities in schools. This article provides information about Germany’s demographics, the history of the country and its education system, and the laws and policies that affect people with disabilities in the country. Furthermore, it describes what the current systems look like, general and special education teacher preparation, and the issues found in the special education system today.

Making a case for computer literacy: the German Informatics Society and the emerging field of computer education, late 1960s–early 1990s

ABSTRACT This article examines the historical contribution of the German Informatics Society (GI) to the establishment of computer education in German schools. It highlights the role of societal interests, international developments, public and professional debates, and technological change in the GI’s educational policy recommendations. The historical source base consists of conference proceedings, position papers and other publications by key actors within and outside the GI. Methodologically, the article refers to the concept of strategic fields of action. The article shows how the GI’s understanding of computer science played an important role in its initial policy recommendations. With increasing computerisation and then the World Wide Web, the GI had to adapt its recommendations to the now more complex situation in Germany and the polyphonic debate.

Migration & the Quest for Educational Equity in Germany

Abstract Germany has undergone a significant transformation from a nation that saw itself as culturally homogeneous to a society characterized by diversity and immigration. The education system, however, continues to struggle to meet the needs of children and young people from diverse backgrounds. This manifests in forms of unequal treatment and discrimination that impede the effective integration and education of students from different ethnic, linguistic, cultural, and religious groups. This is particularly true for students from nonacademic, low-socioeconomic status backgrounds, as well as for students from immigrant families: categories that frequently overlap. However, there are promising educational interventions and initiatives that address issues of democracy, diversity, and equal opportunity in schools. I provide an overview of select issues in the production and reproduction of inequality in the German school system and in everyday teaching practices, with a focus on including students of immigrant origin.

Teachers with a refugee background work as educators in Germany

This study's focus is to determine refugee teachers' views regarding their ability to work as teachers in Germany, their initiatives, and the challenges they face. In this context, the study was conducted based on qualitative research methodology. In order to collect data a total of 265 teachers residing in the 16 states of Germany were reached. Upon examining the results, it is observed that the majority of participants express a desire to work as teachers in Germany, while only a few have actually obtained the opportunity to work as teachers in Germany. More than half of the participants who are currently working as teachers reside in the North Rhine-Westphalia state. When analyzing the results, it becomes evident that a significant portion of the participants are strongly inclined to pursue a teaching career in Germany. However, the data reveals that the actual attainment of employment as teacher in Germany remains relatively low among the respondents. Furthermore, it is noteworthy that a majority of the teachers currently employed in the profession are concentrated in the North Rhine-Westphalia state.

A Comparative Analysis of Collaborative Problem-Solving Skills Between German and Chinese High School Students in Chemistry

A Comparative Analysis of Collaborative Problem-Solving Skills Between German and Chinese High School Students in Chemistry

“Language means freedom to me” perspectives of Deaf and hard-of-hearing students on their experiences in the English as a foreign language classroom

IntroductionTeaching English as a foreign language (EFL) to Deaf and hard-of-hearing (DHH) students is regarded as a major challenge.The aim of the study is to examine the perspectives of DHH students regarding their experiences in the EFL classroom.MethodsUtilizing a qualitative design, semi-structured interviews were conducted with 17 former DHH students who learned English at German schools for the DHH.ResultsThe findings reveal various language combinations within the EFL classroom, which entirely depend on the teacher. Several critical aspects of the EFL classes were highlighted, including the insufficient foreign sign language competences of teachers, the juxtaposition of German Sign Language (DGS) signs and spoken English, and the lack of Deaf cultural content and awareness in the teaching. Additionally, the absence of interactive engagement in the EFL classroom was noted as a significant issue. Based on the DHH students’ EFL learning experiences, both English and American Sign Language (ASL) served as foreign languages for young DHH individuals, particularly in the context of international communication and social media engagement.DiscussionThis study underscores the importance of integrating ASL into EFL classrooms to better support DHH students’ language learning needs. The findings highlight the critical role of teacher training in ASL and the necessity for standardized approaches to EFL instruction. By aligning teaching practices with students’ lived experiences and incorporating sign language, educators can foster more inclusive, effective learning environments that not only enhance academic success but also affirm students’ identities and rights.

Perspectives of students with intellectual disabilities on Inclusive Physical Education in Germany

Perspectives of students with intellectual disabilities on Inclusive Physical Education in Germany

Educating youth who don’t have a place to sleep

Because housing instability can make it difficult for students to attend school, students experiencing homelessness (SEH) may become chronically absent. For this reason, SEH have lower graduation rates than their housed counterpants. Germany’s second-chance schools give students an opportunity to catch up on their learning so they can take final exams and earn diplomas. Kerri Tobin and Matthias Fischer studied 12 second-chance schools and found that they hold to four basic principles to counter the consequences of irregular attendance: low barriers, flexibility, a needs orientation, and positive motivation. While some of these principles may be difficult to implement in traditional U.S. and German schools, educators can adopt a more positive and compassionate attitude to encourage students to continue attending school, even when it’s difficult.

Economic cyber-physical space: theoretical and methodological genesis and modern trends of formation and development

In this scientific study, the socio-economic and technical and technological features of the new economic and technological paradigm are high lighted. As a result of the analysis of trends in the development of the Industry 4.0 market and digital initiatives adopted in the world, the prerequisites for the formation of an economic cyber-physical space at the national level have been identified, and the relevance of the subject of scientific research has been substantiated. Based on the analysis of the evolutionary development of spatial economics, the research of scientific schools is systematized and theoretical and methodological schemes belonging to representatives of the German, French (continental), Anglo-Saxon and Russian schools of spatial economics are analyzed. As a result, the postulates of the economic cyberphysical space are developed and the author's interpretation of the concept of economic cyber physical space is proposed.

Learning Strategies in Mathematics for Related Study Programs Focusing on Cooperative Education in Germany – Viewed from the Perspectives of the Academic Disciplines, Economics and Engineering, as well as Gender

AbstractCognitive learning strategies are seen as a central element for successful learning. Acquiring knowledge about its worth, can support persons in sophisticated groups in attaining academic success. Consequently, the authors are interested in domain-specific learning strategies for mathematics in the academic disciplines of economics and engineering in cooperative tertiary education, in addition to determining gender-specific preferences for particular learning strategies. Data from a cross-sectional design with N = 565 cooperative students from Germany are used. A 2 × 2 analysis of variance, with one repeated measure, show the impact of academic disciplines and gender on seven specific cognitive learning strategies in mathematics. Taken together, these results show the complexity of cognitive learning strategies in higher education learning.

Travelling religion: dynamic processes of Orthodox religious education in Germany

ABSTRACT The Orthodox Church in Germany is characterised by its diaspora situation. Most of the Orthodox Christians are related with at least one other country from Eastern, South-Eastern Europe or the Middle East. This constellation has an impact on Orthodox religious education historically as well as in terms of structure and religious pedagogics. Beyond national backgrounds the curricula consider cultural diversity and a formation of an Eastern identity of a Western Orthodoxy in a fruitful dialogue with the concrete local surrounding. At the same time, it corresponds to the religious education models prescribed by the German federal states, which includes denominational religious education and expectantly forms of denominational cooperation. Orthodox religious education in Germany is characterised by a dynamic process that aims to the Orthodox identity, the contextual surroundings and current challenges.

Anti-Kurdish Racism in Germany: Decolonial Perspectives on the German Education System

Educational institutions are places of identity formation and reformation, contributing differently to existing identity politics. In the author's biographical narrative interviews with people who position themselves as Kurds, conducted as part of her PhD project, “Experiences of Racism among Kurds in Germany—Functions and Effects of (Not) Speaking About Anti-Kurdish Racism,” the author frequently encounters instances of devaluation of Kurdish identities due to racialization and everyday invisibilization. The professional demands on educational institutions, on the other hand, require them to give resonance and validity to the multitude of identities and diversity of experiences in society and to make these visible. A critical pedagogy of decolonization involves overcoming colonized perspectives and acquiring alternative forms of knowledge. The author adopts a decolonial perspective to acknowledge and problematize the mechanisms of invisibilization and identity erasure, and thus not only shifts the content of hegemonic orders of knowledge but also enables the recognition of different modes of articulation. This article asks, what characterizes anti-Kurdish racism, and how does it impact Kurdish individuals within the German educational system? Through interview excerpts, the author addresses how these questions can be structurally addressed through biographical clues in Germany.

International comparative analysis of the industry-education relationship in vocational education and training: From the perspective of economic sociology

The relationship between industry and education serves as a focal point in research on vocational education. Previous studies using rigid Weberian ideal types of behavior struggle to capture the complex realities and notable variations both within and across developing countries and often fail to consider the impact of educational systems and the connection between education and employment. This article endeavors to introduce a new framework for international comparative analysis through the lens of economic sociology. This analytical framework examines three key dimensions: the readiness and capacity of industries to engage in vocational education, the willingness of students to enroll in vocational education, and the influence of labor market and education institutions on both industries and students in relation to vocational education. Its purpose is to explore the relationships and critical factors that affect the interactions between industry and education in Germany, the US, and China. The findings can be summarized as follows: In the US, industry has a relatively low demand for a skilled workforce and a diminished inclination to invest in vocational education and training (VET), and the willingness of students to engage in VET is also relatively low. Certain characteristics of US labor market and education system also present significant challenges for the industry-education relationship in VET. In Germany, the industry has a relatively high demand for skilled workers, and there is an interest in investing in VET, and some students are willing to choose VET. The labor markets and education systems in each country also affect the involvement of stakeholders in VET. In China, a more mixed picture can be observed, with a closer similarity to the US in terms of the industry-education relationship in VET, with the exception that the government plays a more active role in this.

Undergraduate dental sleep medicine teaching at German university dental schools - a questionnaire-based survey

PurposeDiagnosing and treating obstructive sleep apnea (OSA) requires fundamental understanding of sleep medicine, including training and clinical experience. So far, dental sleep medicine (DSM) has not yet become a mandatory part of dental education in Germany. This questionnaire-based survey for both lecturers and students aimed to evaluate DSM education among undergraduate students.MethodsA structured questionnaire was sent to the managing directors and student councils of all 30 German university dental schools. The questionnaire contained 13 questions on teaching quantity and content, lecturers’ knowledge, and future interest in DSM. For each university dental school, only one questionnaire should be completed by the student council and the managing director. A scoring system assessed lecturers’ knowledge based on clinical experience and qualifications. Descriptive data and correlation coefficients were calculated (P < 0.05).ResultsThe responses of 24 lecturers (80%) and 28 students (93.3%) could be evaluated. DSM was reported to be included in the curriculum by 14 lecturers (58.3%) and 4 students (14.3%). Mean teaching hours per semester were 1.4 ± 1.4 h (lecturers) and 0.2 ± 0.6 h (students) accordingly. Greater knowledge of lecturers in DSM was positively correlated with the inclusion of DSM in the curriculum (P = 0.022) and with the number of teaching hours per semester (P = 0.001).ConclusionPostgraduate education and incorporating DSM knowledge into undergraduate education (“Teach the Teacher”) seems to play a key role in fundamentally training future dentists in this field.