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10.10.2025. Auf einem interaktiven Streifzug über Bayerns großes Wissens- und Erlebnisfestival für ALLE sind Jung und Alt wieder drei Tage lang eigenen Talenten, Chancen und Perspektiven für Schule, Ausbildung und Studium auf der Spur. Aus erster Hand und eigenem Erleben holen sie sich Antworten zu Fragen nach innovativen Lösungen für globale Herausforderungen, zündenden Ideen für eine nachhaltige, lebenswerte Zukunft. Experten und Expertinnen aus Forschungs- und Bildungseinrichtungen, Unternehmen und Verbänden teilen Einsichten, Erkenntnisse und Kreativität mit allen, die wissen wollen, wohin die Reise geht. Bei altersgerecht inszenierten Mitmachaktionen, in Workshops, Vorträgen, Diskussionen bei Science-Shows und Science-Slam, ermutigen sie generationenübergreifend - schon ab demVorschulalter- dazu, den Dingen auf den Grund zu gehen. Sie wecken Begeisterung für MINT und mehr und liefern neue Impulse zur naturwissenschaftlichen Bildungsarbeit. Veranstalter: i!bk Ideenwerkstatt für Bildung und Kommunikation gGmbH. Link: https://forscha.de/fo/news/Ueberflieger_2025 .

21.01.2026. Der Paderborner Mathezirkel richtet sich an Schülerinnen und Schüler (Vorkenntnisse Mittelstufenmathematik, Teilnahme normalerweise ab 9. Klasse möglich), die Interesse haben, spannende Mathematik jenseits der Schule kennenzulernen. Die Teilnahme ist kostenlos. Anmeldung mit dem Anmeldeformular von der Webseite bis Dienstag 11:00 Uhr vor dem Termin. Beschreibung dieses Mathezirkel-Treffens: Auf wie viele verschiedene Arten lässt sich ein ebenes konvexes n-Eck durch Verbindung von Eckpunkten in Dreiecke zerlegen? Dabei werden Zerlegungen, die durch Drehung oder Spiegelung in einander übergehen, als unterschiedlich betrachtet. (Ein Dreieck hat nur eine Zerlegung, und ein Viereck kann auf zwei Arten mit einer Diagonalen in jeweils zwei Dreiecke zerlegt werden. Bei einem Fünfeck gibt es fünf Zerlegungen in jeweils drei Dreiecke. Danach wird es komplizierter.) Die Antwort auf diese Fragestellung führt zu der Folge der catalanschen Zahlen: 1, 2, 5, 14, 42, 132, …. Die catalanschen Zahlen treten überraschenderweise noch bei vielen anderen Problemstellungen auf, z.B. bei Entscheidungsbäumen oder bei gewissen minimalen Gitterwegen im rechteckigen Straßennetz oder bei einem Problem mit Vorwärts- und Rückwärtsschritten. Die Teilnehmenden lernen fünf verschiedene Problemstellungen kennen, bei denen die catalanschen Zahlen auftreten, und in den Zusatzaufgaben wird auch bewiesen, dass diese Problemstellungen alle äquivalent sind. Veranstalter: Universität Paderborn Warburger Straße 100 33098 Paderborn. Link: https://math.uni-paderborn.de/studieninteressierte/mathezirkel .

24.01.2026. Der Paderborner Mathezirkel richtet sich an Schülerinnen und Schüler (Vorkenntnisse Mittelstufenmathematik, Teilnahme normalerweise ab 9. Klasse möglich), die Interesse haben, spannende Mathematik jenseits der Schule kennenzulernen. Die Teilnahme ist kostenlos. Anmeldung mit dem Anmeldeformular von der Webseite bis Dienstag 11:00 Uhr vor dem Termin. Beschreibung dieses Mathezirkel-Treffens: Auf wie viele verschiedene Arten lässt sich ein ebenes konvexes n-Eck durch Verbindung von Eckpunkten in Dreiecke zerlegen? Dabei werden Zerlegungen, die durch Drehung oder Spiegelung in einander übergehen, als unterschiedlich betrachtet. (Ein Dreieck hat nur eine Zerlegung, und ein Viereck kann auf zwei Arten mit einer Diagonalen in jeweils zwei Dreiecke zerlegt werden. Bei einem Fünfeck gibt es fünf Zerlegungen in jeweils drei Dreiecke. Danach wird es komplizierter.) Die Antwort auf diese Fragestellung führt zu der Folge der catalanschen Zahlen: 1, 2, 5, 14, 42, 132, …. Die catalanschen Zahlen treten überraschenderweise noch bei vielen anderen Problemstellungen auf, z.B. bei Entscheidungsbäumen oder bei gewissen minimalen Gitterwegen im rechteckigen Straßennetz oder bei einem Problem mit Vorwärts- und Rückwärtsschritten. Die Teilnehmenden lernen fünf verschiedene Problemstellungen kennen, bei denen die catalanschen Zahlen auftreten, und in den Zusatzaufgaben wird auch bewiesen, dass diese Problemstellungen alle äquivalent sind. Veranstalter: Universität Paderborn Warburger Straße 100 33098 Paderborn. Link: https://math.uni-paderborn.de/studieninteressierte/mathezirkel .

03.12.2025. Der Paderborner Mathezirkel richtet sich an Schülerinnen und Schüler (Vorkenntnisse Mittelstufenmathematik, Teilnahme normalerweise ab 9. Klasse möglich), die Interesse haben, spannende Mathematik jenseits der Schule kennenzulernen. Die Teilnahme ist kostenlos. Anmeldung mit dem Anmeldeformular von der Webseite bis Dienstag 11:00 Uhr vor dem Termin. Beschreibung dieses Mathezirkel-Treffens: Vielfach bekannt ist das einfachste der Schachbrettprobleme: Wir schneiden die beiden gegenüberliegenden weißen Eckfelder aus einem Schachbrett aus. Kann man den Rest des Schachbretts mit Dominosteinen (die immer jeweils zwei Felder eines Schachbretts ohne Überlappung überdecken) kacheln? Wenn ja, wie geht es? Wenn nein, warum geht es nicht? – In diesem Mathezirkel-Treffen werden weitere Kachelungsprobleme des Schachbretts untersucht, bei denen das Schachbrett mit bestimmten Polyominos gekachelt werden soll. Ein Polyomino ist eine ebene Figur, die aus mehreren längs kompletter Kanten zusammengefügten gleich großen Quadraten besteht. Aus zwei Quadraten erhält man nur das Domino. Aus drei Quadraten kann man ein längliches Tromino (alle drei Quadrate liegen nebeneinander) oder ein eckiges Tromino (die Quadrate formen ein L mit gleich langen Seiten) bilden. – Alle betrachteten Kachelungsprobleme lassen sich mit elementarer Logik mit Hilfe einer geeigneten Nummerierung oder Einfärbung des Schachbretts lösen. Veranstalter: Universität Paderborn Warburger Straße 100 33098 Paderborn. Link: https://math.uni-paderborn.de/studieninteressierte/mathezirkel .

29.11.2025. Der Paderborner Mathezirkel richtet sich an Schülerinnen und Schüler (Vorkenntnisse Mittelstufenmathematik, Teilnahme normalerweise ab 9. Klasse möglich), die Interesse haben, spannende Mathematik jenseits der Schule kennenzulernen. Die Teilnahme ist kostenlos. Anmeldung mit dem Anmeldeformular von der Webseite bis Dienstag 11:00 Uhr vor dem Termin. Beschreibung dieses Mathezirkel-Treffens: Vielfach bekannt ist das einfachste der Schachbrettprobleme: Wir schneiden die beiden gegenüberliegenden weißen Eckfelder aus einem Schachbrett aus. Kann man den Rest des Schachbretts mit Dominosteinen (die immer jeweils zwei Felder eines Schachbretts ohne Überlappung überdecken) kacheln? Wenn ja, wie geht es? Wenn nein, warum geht es nicht? – In diesem Mathezirkel-Treffen werden weitere Kachelungsprobleme des Schachbretts untersucht, bei denen das Schachbrett mit bestimmten Polyominos gekachelt werden soll. Ein Polyomino ist eine ebene Figur, die aus mehreren längs kompletter Kanten zusammengefügten gleich großen Quadraten besteht. Aus zwei Quadraten erhält man nur das Domino. Aus drei Quadraten kann man ein längliches Tromino (alle drei Quadrate liegen nebeneinander) oder ein eckiges Tromino (die Quadrate formen ein L mit gleich langen Seiten) bilden. – Alle betrachteten Kachelungsprobleme lassen sich mit elementarer Logik mit Hilfe einer geeigneten Nummerierung oder Einfärbung des Schachbretts lösen. Veranstalter: Universität Paderborn Warburger Straße 100 33098 Paderborn. Link: https://math.uni-paderborn.de/studieninteressierte/mathezirkel .

19.11.2025. Der Paderborner Mathezirkel richtet sich an Schülerinnen und Schüler (Vorkenntnisse Mittelstufenmathematik, Teilnahme normalerweise ab 9. Klasse möglich), die Interesse haben, spannende Mathematik jenseits der Schule kennenzulernen. Die Teilnahme ist kostenlos. Anmeldung mit dem Anmeldeformular von der Webseite bis Dienstag 11:00 Uhr vor dem Termin. Beschreibung dieses Mathezirkel-Treffens: Aus dem Film "Die Vermessung der Welt" über den Naturforscher Alexander von Humboldt und den Mathematiker Carl Friedrich Gauß kennen die Schüler*innen vielleicht die Frage, was der Wert der Summe 1 2 … n für eine beliebige natürliche Zahl n ist. Carl Friedrich Gauß löste dieses Problem als junger Schüler ungeheuer innovativ. Aber was ist eigentlich der Wert der Summen 1^2 2^2 … n^2 und 1^3 2^3 … n^3? Diese und ähnliche Fragen sollen in diesem Mathezirkel-Treffen beantwortet werden, indem sich die Teilnehmenden mit pythagoräischen Zahlenmustern die Werte solcher Summen überlegen. Dann lernen sie das Prinzip der vollständigen Induktion kennen, mit dem man solche Summenformeln elegant für jede beliebige natürliche Zahl n beweisen kann. Veranstalter: Universität Paderborn Warburger Straße 100 33098 Paderborn. Link: https://math.uni-paderborn.de/studieninteressierte/mathezirkel .

15.11.2025. Der Paderborner Mathezirkel richtet sich an Schülerinnen und Schüler (Vorkenntnisse Mittelstufenmathematik, Teilnahme normalerweise ab 9. Klasse möglich), die Interesse haben, spannende Mathematik jenseits der Schule kennenzulernen. Die Teilnahme ist kostenlos. Anmeldung mit dem Anmeldeformular von der Webseite bis Dienstag 11:00 Uhr vor dem Termin. Beschreibung dieses Mathezirkel-Treffens: Aus dem Film "Die Vermessung der Welt" über den Naturforscher Alexander von Humboldt und den Mathematiker Carl Friedrich Gauß kennen die Schüler*innen vielleicht die Frage, was der Wert der Summe 1 2 … n für eine beliebige natürliche Zahl n ist. Carl Friedrich Gauß löste dieses Problem als junger Schüler ungeheuer innovativ. Aber was ist eigentlich der Wert der Summen 1^2 2^2 … n^2 und 1^3 2^3 … n^3? Diese und ähnliche Fragen sollen in diesem Mathezirkel-Treffen beantwortet werden, indem sich die Teilnehmenden mit pythagoräischen Zahlenmustern die Werte solcher Summen überlegen. Dann lernen sie das Prinzip der vollständigen Induktion kennen, mit dem man solche Summenformeln elegant für jede beliebige natürliche Zahl n beweisen kann. Veranstalter: Universität Paderborn Warburger Straße 100 33098 Paderborn. Link: https://math.uni-paderborn.de/studieninteressierte/mathezirkel .

21.10.2025. Das Seminar stellt die erforderlichen Bestandteile von zielgruppen- gerechten und zulassungsfähigen Maßnahmenkonzeptionen für die abschlussorientierte Nachqualifizierung zum Berufsabschluss vor. Es wird erörtert, wie Hürden für die Teilnahme verringert und letztendlich eine größere Zahl von Personen erfolgreich bis zum Berufsabschluss qualifiziert werden können. Dazu gibt es einen Einblick zu individualisierten Lernmethoden. Themen sind:Individualisiertes Lernen ermöglichen – Überblick über Praxisbeispiele und MethodenLernen im Arbeitsprozess fördern – in Kooperation mit Betrieben und BeschäftigungsträgernBerufsbezogene Allgemeinbildung integrierenFach- und Sprachlernen integrierenLernprozessbegleitung sicherstellen und sozialpädagogische Begleitung ermöglichenLernen mit digitalen Medien Veranstalter: Facharbeitskreis Nachqualifizierung e.V.. Link: https://berufsabschluss.net/2025/06/30/praesenz-seminar-individuell-und-differenziert-am-21-22-102025-in-frankfurt/ .

24.10.2025. Wenn Menschen an Spiele im Bildungsumfeld denken, fällt den meisten vermutlich spielerisches Lernen und Lernspiele ein. Wer sich tiefer auf moderne Brettspiele und ihre Einsatzmöglichkeiten einlässt, entdeckt jedoch schnell, wie breit das Angebot ist: Seien es Spiele zur Integration, zur Stärkung kognitiver Fähigkeiten, zur Entwicklung gemeinschaftlicher Problemlösungen, zur Förderung sozialer Kompetenzen und vieles mehr. Beim Educators Day geben Expert*innen, Wissenschaftler*innen und Praktiker*innen aus der ganzen Welt Einblicke in die Vielfalt von Spielen und Bildung. Mit dem Eintrittsticket zur SPIEL haben die Teilnehmenden freien Zutritt zu den Vorträgen auf der Bühne in Halle 4 als auch zur Ausstellung, in der Spiele und Projekte für den Bildungssektor von Ausstellern präsentiert werden. Das genaue Programm folgt in Kürze über die Internetseite der SPIEL. Veranstalter: Merz Verlag (SPIEL Essen). Link: https://spiel-essen.de/de/programm/educators-day .

22.09.2025. Bei I’m a Scientist steht vom 22. September bis 1. Oktober 2025 wieder das Thema Künstliche Intelligenz im Mittelpunkt: Schüler*innen wird die Möglichkeit gegeben, ihre Fragen zur aktuellen Forschung direkt an Wissenschaftler*innen zu stellen und dabei zu erkunden, welche Rolle Künstliche Intelligenz in unserem Leben bereits spielt. Dabei können Fragen wie z. B. diese diskutiert werden: Wird sich KI weiterhin so schnell entwickeln wie bisher? Haben KIs menschliche Gefühle? Wie schlau ist eine KI? Welche Berufe kann KI übernehmen? Darüber hinaus soll es bei dem Austausch auch um den Berufsalltag und den Werdegang in der Wissenschaft gehen. Ab sofort können Lehrkräfte ihre Klassen online anmelden. Der Anmeldeschluss für Lehrkräfte ist am 7. September. Veranstalter: Wissenschaft im Dialog. Link: https://imascientist.de/ .

18.09.2025. Kinder und Jugendliche mit ADHS, Autismus-Spektrum-Störung oder einer fetalen Alkoholspektrumstörung (FASD) stellen pädagogische Fachkräfte häufig vor besondere Herausforderungen. Neurologischen Entwicklungsstörungen beeinflussen das Verhalten, Lernen und die soziale Interaktion der Betroffenen auf vielfältige Weise. Um ihnen gerecht zu werden, ist ein fundiertes Verständnis der Störungsbilder und der passenden pädagogischen Ansätze unerlässlich. Die Fachtagsreihe beleuchtet daher diese Themen im Detail und bietet praxisnahe Strategien für den Umgang mit betroffenen Kindern und Jugendlichen. Ziel ist es, das Verständnis für ihre besonderen Bedürfnisse zu vertiefen und gezielte Handlungsoptionen für den pädagogischen Alltag zu entwickeln. Termin 1 - 18.09.2025 - 9:30-16:30 Uhr (Präsenz, Augsburg): "ADHS im Kindes- und Jugendalter" Termin 2 - 09.10.2025 - 10-13 Uhr (Online): "Kinder mit FASD – verhaltensauffällig durch Alkohol" Termin 3 - 23.10.2025 - 10-13 Uhr (Online): "Das Autismus-Spektrum – Eine andere Wahrnehmung" Veranstalter: albakademie GmbH - Fort- und Weiterbildung in der Kinder- und Jugendhilfe. Link: https://albakademie-institut.de/2024/09/26/kombi-fachtage/ .

17.09.2025. Was zeichnet mathematische Aufgaben aus, die sowohl anspruchsvoll als auch lehrreich sind? Und wie entstehen kreative Lösungsansätze für diese Herausforderungen? Die Livestream-Fortbildung „Spotlight Mathe – Einblicke in den Bundeswettbewerb Mathematik“ für Mathematik-Lehrkräfte im Schuldienst und andere mathematisch Interessierten widmet sich diesen Fragestellungen mit spannenden Diskussionen und vielfältigen Perspektiven. Dieser Livestream verspricht, Lehrkräfte nicht nur zu inspirieren, sondern auch wertvolle Impulse für die Begleitung mathematisch interessierter Jugendlicher zu geben.Die Veranstaltung wird in verschiedenen Bundesländern als offizielle Lehrkräftefortbildung anerkannt. Veranstalter: Bundesweite Mathematik-WettbewerbeBIldung und Begabung gemeinnützige GmbH. Link: https://www.mathe-wettbewerbe.de/spotlight-mathe .

18.09.2025. Was zeichnet mathematische Aufgaben aus, die sowohl spannend als auch lehrreich sind? Die nicht nur zur Beschäftigung mit der Mathematik ermuntern, sondern auch die Förderung begabter SchülerInnen ermöglicht? Und wie entstehen kreative Lösungsansätze für diese Herausforderungen? Die Livestream-Fortbildung „Spotlight Mathe – Einblicke in die Mathematik-Olympiade“ richtet sich an Mathematik-Lehrkräfte im Schuldienst und andere mathematisch Interessierte und informiert zu diesen Fragestellungen mit spannenden Interviews und Diskussionen aus vielfältigen Perspektiven: Von der Begeisterung für die Mathematik bis zur Spitzenförderung. Durch das Programm führen Thoralf Räsch von der Universität Bonn und Patrick Bauermann, Leiter der Bundesweiten Mathematik-Wettbewerbe.Die Veranstaltung wird in verschiedenen Bundesländern als offizielle Lehrkräftefortbildung anerkannt. Veranstalter: Bundesweite Mathematik-WettbewerbeBIldung und Begabung gemeinnützige GmbH . Link: https://www.mathe-wettbewerbe.de/spotlight-mathe .

16.09.2025. In Kinder- und Jugendmedien (KJM) werden häufig auch Machtverhältnisse, Teilhabe und Partizipation sowie demokratische Prozesse thematisiert. Damit eröffnen KJM Potenziale für Demokratiebildung in allen Bildungseinrichtungen, von der Kita über die Grundschule bis zur Oberstufe, aber auch in außerschulischen Bildungskontexten. Die digitale Vortragsreihe „Mitreden – mitmachen – mitbestimmen. Demokratiebildung in und mit Kinder- und Jugendmedien“ der AJuM findet vom 16. September bis zum 2. Dezember 2025 findet an folgenden Terminen jeweils 17:00 Uhr bis 18:30 Uhr zu folgenden Themen statt:16. September: "Was WÜRDEst du tun?" - Potenziale von Kinder- und Jugendmedien für die Politische Bildung07. Oktober: Literaturunterricht als demokratische Praxis28. Oktober: Das demokratische Quartett - im Gespräch über ein demokratisches Kinderbuch, Jugendbuch, Bilderbuch und einen Comic8. November: Das Demokratische im Unterricht - eine Podiumsdiskussion25. November: Wo gelesen wird, da lass dich nieder? - Der kinder- und jugendliterarische Kanon als Gegenstand neurechter Hegemoniepolitik02. Dezember: Als ich mit Hitler Schnapskirschen aß Veranstalter: Arbeitsgemeinschaft Jugendliteratur und Medien (AJuM) der Gewerkschaft Erziehung und Wissenschaft gew. Link: https://www.gew.de/aktuelles/detailseite/demokratiebildung-in-und-mit-kinder-und-jugendmedien .

16.09.2025. Die am 16. September startende digitale Vortragsreihe „Mitreden – mitmachen – mitbestimmen“ versteht sich als Teil eines gesellschaftlichen Diskurses über Demokratiebildung und untersucht darin die Rolle von Kinder- und Jugendmedien. In Kinder- und Jugendmedien (KJM) werden häufig auch Machtverhältnisse, Teilhabe und Partizipation sowie demokratische Prozesse thematisiert. Damit eröffnen KJM Potenziale für Demokratiebildung in allen Bildungseinrichtungen, von der Kita über die Grundschule bis zur Oberstufe, aber auch in außerschulischen Bildungskontexten.  Die digitale Vortragsreihe besteht aus sechs Veranstaltungen (von jeweils 17 bis 18:30 Uhr):16.09: „Was WÜRDEst du tun?“ - Potenziale von Kinder- und Jugendmedien für die Politische Bildung:07.10: Literaturunterricht als demokratische Praxis:28.10: Das demokratische Quartett - im Gespräch über ein demokratisches Kinderbuch, Jugendbuch, Bilderbuch und einen Comic:18.11: Das Demokratische im Unterricht - eine Podiumsdiskussion:25.11: Wo gelesen wird, da lass dich nieder? - Der kinder- und jugendliterarische Kanon als Gegenstand neurechter Hegemoniepolitik:02.12: Als ich mit Hitler Schnapskirschen aß Veranstalter: Arbeitsgemeinschaft Jugendliteratur und Medien (AJuM). Link: https://www.gew.de/aktuelles/detailseite/demokratiebildung-in-und-mit-kinder-und-jugendmedien .

15.11.2025. Das Onlineseminar vermittelt praxisnah den Einsatz des Book Creators im Unterricht. Lehrkräfte lernen die Grundfunktionen des Tools kennen, erstellen eigene multimediale Inhalte und entwickeln didaktisch sinnvolle Einsatzideen z. B. für Lerntagebücher oder Projektarbeiten. Vorkenntnisse sind nicht erforderlich. Veranstalter: Verband Sonderpädagogik e.V.. Link: https://www.verband-sonderpaedagogik.de/termine/einfuehrung-in-den-book-creator/ .

18.09.2025. Mit dem Startchancenprogramm werden bundesweit gezielte Investitionen in eine chancengerechte Bildungsinfrastruktur ermöglicht. Im Mittelpunkt der Online-Veranstaltung steht die konkrete Ausgestaltung der Säule I (Schulische Infrastruktur): Welche baulichen Maßnahmen sind vorgesehen, welche Kriterien gelten, und welche Handlungsspielräume ergeben sich für Kommunen, Schulen und Planungsverantwortliche? Darüber hinaus wird die Verbindung zur Säule II (Chancenbudget) erläutert, um ein integriertes Verständnis von Infrastruktur- und pädagogischer Entwicklung zu ermöglichen. Die Veranstaltung richtet sich an Vertreter:innen von Kommunen, Architekturbüros, Schulleitungen sowie an Akteure im Bereich Schulentwicklung und Bildungsplanung. Ziel ist es, über aktuelle Entwicklungen, Anforderungen und Gestaltungsmöglichkeiten zu informieren und den Wissenstransfer zwischen den beteiligten Akteuren zu unterstützen. Veranstalter: Netzwerk Nachhaltige UnterrichtsgebäudeGeschäftsstellec/o Öko-Zentrum NRW GmbH . Link: https://www.netzwerk-nachhaltige-unterrichtsgebaeude.de/aktuelles/detail/neues-format-ausser-der-reihe .

21.08.2025. Der Bund fördert die energetische Sanierung von Wohn- und Nichtwohngebäuden über die Bundesförderung für effiziente Gebäude (BEG). Das Online-Seminar legt einen Schwerpunkt auf die Sanierung von Unterrichtsgebäuden und erläutert sowohl die Förderung für Einzelmaßnahmen bei Nichtwohngebäuden als auch die Förderung einer Sanierung zum Effizienzgebäude. Dabei geht es neben den Förderkonditionen insbesondere auch um die technischen Anforderungen und die Rahmenbedingungen der Förderung. Veranstalter: Netzwerk Nachhaltige UnterrichtsgebäudeGeschäftsstellec/o Öko-Zentrum NRW GmbH . Link: https://www.netzwerk-nachhaltige-unterrichtsgebaeude.de/aktuelles/detail/neues-format-ausser-der-reihe .

17.07.2025. Der Beginn von Planungsleistungen bei der in der HOAI definierten Phase 1 lässt wesentliche Erkenntnisse und Entscheidungen außer Acht. Dabei können in der sogenannten „Phase 0“ Weichenstellungen erfolgen, die das nachhaltige Bauen befördern und sich in den folgenden Phasen im wahrsten Sinne des Wortes auszahlen. In der Bedarfsplanung können projektspezifische Standards im Einklang mit Nachhaltigkeitsanforderungen abgestimmt und berücksichtigt werden. Die Referentin ist Nachhaltigkeitsberaterin im Kommunalen Immobilien Service der Landeshauptstadt Potsdam und stellt beispielhaft am Schulbau mögliche Verfahren für eine suffiziente Herangehensweise in der Bedarfsplanung vor. Veranstalter: Netzwerk Nachhaltige UnterrichtsgebäudeGeschäftsstellec/o Öko-Zentrum NRW GmbH. Link: https://www.netzwerk-nachhaltige-unterrichtsgebaeude.de/aktuelles/detail/neues-format-ausser-der-reihe .

01.10.2025. Inhaltlich widmet sich das diesjährige Forum einem der drängendsten Themen unserer Zeit: der Transformation des Arbeitsmarkts im Kontext von Dekarbonisierung, Digitalisierung und demographischem Wandel. Diese drei tiefgreifenden Veränderungen beeinflussen nicht nur unsere Wirtschaft und Gesellschaft, sondern auch die Art und Weise, wie Bildung gestaltet und erlebt wird.  Veranstalter: Leibniz-Forschungsnetzwerk Bildungspotenziale (LERN). Link: https://www.die-bonn.de/weiterbildung/veranstaltungskalender/4240 .

To promote deeper cognitive interactions and positive socio-emotional interactions among group members, thereby achieving high-quality collaborative outcomes, researchers have endeavored to develop conversational agents (CAs) that provide adaptive support to small groups. However, existing CAs for supporting collaborative learning struggled to integrate and analyze multi-source learning data throughout the collaborative learning process and to offer comprehensive and personalized scaffolding based on diagnostic results. To address these issues, this study designed a CA named CollaBot, based on the contingent teaching model, which has been used in the past to guide teachers on how to provide adaptive scaffolding to small groups. CollaBot integrates AI technologies, including retrieval-based models, generative AI models, and retrieval-augmented generation techniques, to offer adaptive cognitive, metacognitive, and social scaffolding to groups engaged in online collaborative learning. A randomized controlled experimental design was employed, recruiting 78 undergraduate students who were randomly divided into two groups: the experimental group (n = 39) utilized a co-writing platform with CollaBot, while the control group (n = 39) used the platform with task scripts. Results indicate that students supported by CollaBot demonstrated significantly better learning performance. In addition, both CollaBot and task scripts significantly enhanced students’ self-efficacy for writing. Furthermore, analysis of the interview data revealed both positive perceptions about CollaBot, such as aiding group members in regulating their own and the group’s learning processes and supporting the development of writing skills, as well as negative perceptions, including causing anxiety and providing ambiguous feedback. This research provides guidance for the design of CAs and offers insights into harnessing hybrid intelligence between teachers and GAI to support collaborative learning.

Badminton is one of the most popular student sports, but it is challenging to increase learning efficiency by observing learners using the naked eye without assistive tools. Therefore, this study proposes an auto-feedback badminton teaching app integrated with an auto-feedback-based WISER model. Learners could conduct self-learning with the functions of the badminton teaching app, including automatic grading, automatic feedback, and professional player demonstration videos. This study adopts a quasi-experimental design. The proposed App and model were applied in the experimental group, while the control group used traditional teaching and mobile devices with a video recording function. Both groups of learners learned serve and clear skills for 6 weeks each. The increase in post-test scores of the experimental group was significantly higher than that of the control group, though post-test scores of both groups were significantly higher than pre-test scores. The proposed method demonstrates its efficiency for self-learning, as confirmed by interviews. Future work can apply the integration of motion recognition and the auto-feedback-based WISER model across diverse educational disciplines to personalize students’ learning.

Experiential learning and online learning platforms are increasingly being recognized as important in contemporary vocational language education and research. However, vocational language education has been criticized for its lack of connection with current technological developments. To address this issue, the study aims to determine the effects of “Experience-Based Cyclical E-Curriculum Design” on learners’ vocational second language performance and language learning experiences. The study utilized a design-based research approach. Quantitative data from the Vocational Second Language Skills Assessment Test were analyzed using ANCOVA, and qualitative data from Reflection Form were analyzed using Strauss and Corbin’s coding technique. The results indicate that the experiential learning curriculum, developed using the E-Curriculum Design framework, had a positive impact on learners’ vocational second language performance and vocational second language learning experiences. Thus, this study suggests that E-Curriculum Design, when integrated with an online learning environment, can effectively support learners in constructing knowledge through practical experience.

This study aimed to examine writing performance, critical thinking tendency, and research writing reflection among postgraduates with different reading levels across different subject professional backgrounds. A problem-based flipped classroom learning environment was implemented to enhance graduates' research writing performance and perceptions. A total of 28 first-year postgraduates participated. The result revealed significant differences in research writing performance and critical thinking tendency between students with low reading levels (LRL) and those with high reading levels (HRL). Additionally, an interaction effect was observed between reading level and subject professional background on graduates' critical thinking tendencies. In the LRL group, the critical thinking tendency of students in this major is significantly higher than that of students in non-majors. Furthermore, Epistemic Network Analysis (ENA) indicated significant differences in research writing reflections between students with different reading levels and pre-test and post-test. However, no significant differences were found across different subjects professional backgrounds. These findings demonstrate that problem-based flipped classroom learning can improve research writing performance and perception. From the teaching perspective, it provides a reference for writing instruction.

Advances in educational research and technology provide educators and learning and development (L&D) specialists with powerful tools to innovate health professions education (HPE) and address the relentless growth of content information. Yet, traditional practices often hinder the critical appraisal and application of evidence-based educational methods. While systematic models ground the instructional design of learning experiences in research and theory, they are frequently perceived as too rigid, time consuming, and resource intensive for widespread adoption in clinical education settings. This article introduces an agile, evidence-informed approach to instructional design tailored for HPE. The Agile eVidence-Informed Design (AVIDesign) model was developed to streamline the design and continuous improvement of educational interventions. AVIDesign aligns with evidence-based medicine by offering a systematic yet flexible process for designing instruction, incorporating design sprints, transdisciplinary collaboration, and contextually relevant appraisal of research evidence. We present the core principles and practices of AVIDesign, including strategies to right-size instructional design initiatives, formulate targeted LICO (Learner, Intervention, Context, Outcome) questions, appraise evidence using QSR (Quality, Strength, Relevance) criteria, and evaluate outcomes through formative and summative assessments. The application of AVIDesign is illustrated through three real-world design projects in HPE involving curriculum development, branching scenarios, and ePortfolio systems. Each case highlights how AVIDesign promotes compatibility, trialability, and reduced complexity to facilitate adoption. Key lessons learned from the projects are distilled to inform future applications of AVIDesign and guide continued research on agile, evidence-informed instructional design practices in health professions education.

Developing digital literacy (DL) is essential for older adults to keep pace with the rapid advances of technologies. This review took an evidence-based approach to examine the effectiveness of digital training programs designed for older adults. Adopting the PRISMA guideline, a systematic search was conducted on Web of Science, Scopus, and EbscoHost, which yielded a total of 4552 empirical articles. Of these, 46 were further examined based on the DigComp 2.2 Framework to identify digital competencies for older adults. Results showed that wealthier nations have greater technological adoption, with their older adults having better access to learning resources and training. Despite various barriers faced by some older adults, it would be beneficial to design exemplary solutions that group learners with similar levels of digital competency. This review identified that providing step-by-step instructions and pacing the lessons carefully can greatly enhance the learning experience. Other approaches, such as intergenerational learning, personal tutoring, game-based learning, dialogic learning, and peer learning, can effectively address the cognitive, social, attitudinal, and health-related needs of older adults. In future lesson design, it is worth implementing training on a long-term basis, personalizing the learning experience, and eliminating any practical barriers that might hinder the learning process. Moreover, future research should consider geographic diversity when recruiting participants, customize lessons for different cultural backgrounds, integrate technologies further into the daily life of older adults, and examine how emerging technologies could enhance the health of older adults.

Generative Artificial Intelligence (AI) has introduced a new tool to the educational environment that can be used in multiple ways by both teachers and students. This study employed a within-subjects design to verify whether Generative AI can enhance students’ learning satisfaction, self-efficacy, and learning outcomes. Twenty college students participated in two rounds of experiments: the Teacher Assistance Group, where 20 students completed the test with the assistance of one teacher; the Generative AI Assistance Group, where 20 students could all have a Generative AI tool to assist in completing the test. The results showed that there was no significant difference in students’ learning satisfaction between the Teacher Assistance Group and the Generative AI Assistance Group. Furthermore, students in the Teacher Assistance Group demonstrated higher self-efficacy. However, students achieved higher learning outcomes with the assistance of Generative AI. This study highlights the potential of Generative AI in enhancing students’ learning and test completion and provides insights into the future application scenarios of Generative AI in education.

This investigation considers the relationship between test scores and a sorting task conceptual macrostructure measure based on topic-level term-term distances as Pathfinder networks. In Study 1 (n = 255), grade 7 Chinese students completed a sorting task 1 month after the traditional in-class lessons and exam. In Study 2 (n = 220), grade 8 students completed the sorting task immediately after self-directed study of a history text. In addition, a month later 68 of the students in Study 2 were further instructed to write a short essay about this content. Study 1 results showed significant correlations between the sorting task macrostructure network measures and both lesson and unit test scores. Study 2 obtained the same significant correlations between sorting task macrostructure network measures and performance on tests. In addition, in Study 2, essay conceptual networks of historical content were better for the high prior knowledge students. Both the sorting task and the essay writing task measures can complement traditional exam measures so that conceptual knowledge structure aspects of students’ learning can be identified for formative and summative purposes.

Virtual reality (VR) is very promising for educational purposes but also presents learners with difficulties regarding orientation. Accordingly, VR environments should be designed to facilitate orientation, for example, by cueing. In a pre-registered laboratory experiment (between-subject design, 91 participants), we investigated the effects of a pedagogical agent cue compared to a light cue and a control condition without cues on search time, learning, mental representation, and perceived presence in a VR learning environment. Participants were tasked with locating tools in a virtual workshop environment, accompanied by a narration providing information about each tool. In the condition with the pedagogical agent cue, the agent was positioned close to the search objects and performed occasional gaze shifts to the object, whereas objects in the light cue condition were illuminated by a slightly reddish light. Both cueing methods significantly decreased search time but did neither affect learning outcomes nor the acquisition of the mental spatial representation of the learning environment. Additionally, the pedagogical agent cue reduced physical presence compared to the control condition and self-presence compared to both other conditions. In summary, these results imply that even with successful attention guidance, both types of cueing did not facilitate learning outcomes. It is an open question whether these effects generalize to larger VR environments and if different design choices regarding the pedagogical agent might influence presence positively, which might, in turn, lead to better learning outcomes.

This study aims to validate the existing Elementary Student Coding Attitudes Survey (ESCAS) in the Chinese context and explore the influencing factors of elementary students’ coding attitudes. ESCAS (Chinese) was created, and two survey distributions were administered, involving 1539 elementary students (Grades 3–6) from northern China. First, scale validation was performed with data from 808 students. Based on the validation results, the scale was adapted. The updated scale yielded adequate validity and reliability evidence, with 22 Likert-scale questions covering five factors (i.e., coding confidence, coding interest, utility, social influence, and perception of coders). Second, to investigate the influencing factors of coding attitudes, 731 survey responses were collected. Structural equation modeling (SEM) was conducted, and multiple factors were examined for predicting elementary students’ coding attitudes, embracing demographic features, coding participation, social influence, and cross-disciplinary effects. Affordances of ESCAS (Chinese) for research and education were discussed. Differences across studies were compared, and implications for computational thinking and coding education were suggested.

Generative Artificial Intelligence (GenAI) stands as a cornerstone of the technological revolution, significantly impacting the global educational landscape. This prompts worldwide governments and educational institutions to craft strategic frameworks. This study aims to analyze GenAI’s influence on the education system, particularly focusing on transformations in educational paradigms, modalities, pedagogical logics, and educational contexts. It seeks to establish a transformation action framework for the education system in the GenAI era. Utilizing Meta-ethnography, the research synthesizes, analyzes and interprets 11 policy and guideline documents from UNESCO, OECD, ministries of education and universities, which reveal trends towards personalized and interactive educational forms, shifts in the role of the teacher, and updates in student learning modes. The study explores GenAI’s integration into education at macro, meso, and micro levels. At the macro level, the framework identifies how GenAI drives a productivity revolution and reshapes human resource demands, alongside societal attitudes and educational actions adapting to this transformation. At the meso level, it reflects on educational pattern and logic shifts, delving into the evolution of educational modalities, entities, media and content. At the micro level, it deconstructs new teaching and learning scenarios in the GenAI era, closely examining the evolution of the role of the teacher and student learning modes, scrutinizing the core value of education as a fundamental human right and constructing a vision for future education in the GenAI era. The findings underscore the need for comprehensive transformation in the education system to adapt to GenAI-driven changes, updating educational content and methods to enhance teaching efficiency and quality as well as fostering holistic student development. These insights offer theoretical and practical guidance for the educational sector to respond to GenAI-driven technological changes, aiming to equip the education system to overcome challenges, seize opportunities and prepare talents needed for the future society.

This qualitative single case study examined to what extent two White female preservice teachers’ attributions to struggle during computational thinking tasks rely on stereotypical beliefs. Video recordings of participants’ discourse during computational thinking and transcribed one-on-one interviews served as data sources. Attribution theory served as the framework to guide this study. Critical discourse analysis was adopted with two overarching goals: first, to examine participants’ attributions based on the three dimensions of locus, controllability, and stability; and second, to examine the underlying assumptions in their attributions and assess whether they reinforce or oppose the dominant system of stereotypical beliefs about who can succeed in computer science. An intersectional approach was adopted to discuss the findings about stereotypical attributions as they pertain to participants’ age, gender, race, and socioeconomic status. Results showed prevalence of negative stereotypical attributions to causes of struggle that were dispositional, uncontrollable, and permanent. Fewer non-stereotypical attributions were identified, and those focused on situational, controllable, and temporary causes of struggle. Further, negative dispositional attributions persisted even after successful task completion. Results also pointed out that participants’ dispositional attributions often reinforce a system of stereotypical beliefs that has persistently excluded minoritized populations from computer science. Implications for computer science education are presented.

The integration of technology in the learning landscape has precipitated the need to understand its relationship with students’ cognitive processes. However, there is a gap in understanding how learning engagement interacts with two approaches to using technology and how these, in turn, impact higher order thinking skills (HOTS). This study aimed to explore the mediating role of learning engagement between approaches to using technology and HOTS within the technology-enhanced inquiry-based learning (T-IBL) framework. Data were collected from a sample of 160 college students experienced in T-IBL environments. Structural equation modeling was used to analyse the relationship between these key variables. The results showed that students’ deep approach to using technologies had direct and significant positive impacts on learning engagement and HOTS. While students’ surface approach to using technologies had direct negative influences on learning engagement and HOTS, they were not significant. What is more, learning engagement had direct and significant positive impacts on HOTS. In other words, learning engagement act as a mediator between students’ deep approach to using technologies and HOTS, but not between surface approach and HOTS. This research fills an existing gap by elucidating the intricate relationship between technology use, engagement, and cognitive processes in a T-IBL setting. The findings underscore the importance of fostering deeper engagement and mindful technology use to enhance HOTS in learners, offering invaluable insights for educators and curriculum developers in the digital age.

The study examines how Saudi Arabian higher education professionals use social media for informal learning and skill accession, exploring the effect on skill development, professional networking, and career highness. This study aims to recognize how these platforms contribute to professional development outside traditional educational contexts by inquiring about the skills and competencies obtained the role of professional networks, and the connected provocations. Social media platforms are understood as costly tools for informal learning, allowing Saudi Arabian professionals to acquire knowledge, build networks, and build up skills over conventional education. Professionals in Saudi higher education utilize social media for industry insights, digital literacy, and knowledge sharing through barriers like information overload and content quality arrest formal learning, encouraging institutions to help informal learning. The study employs a mixed methods approach; data were collected from higher education professionals in universities of Saudi Arabia through surveys, social media content analysis, and case studies. The study contributes to providing a foundation for developing effective strategies to enhance informal learning and professional development through digital education. The study findings reveal that professionals utilize social media to obtain different skills, increase competencies, and create valuable networks. However, it experiences barriers such as information excess and differing content quality. Social media programs assist informal learning and career evolution but need strategic support from higher education institutions to direct barriers and optimize welfare. The research provides actionable guidance for higher education institutions and enriches informal learning via social media, boosting professional development strategies in Saudi Arabian higher education settings.

Well-prepared medical first responders (MFRs) are indispensable for effectively managing mass casualty incidents (MCIs). Still, the gold standard for training, high-fidelity real-life exercises (RLEs), is infrequently implemented due to high organizational effort and costs. Mixed reality (MR), where MFRs train in a virtual environment with haptic feedback from manikins, may be a viable training alternative. This study aimed to explore strengths, limitations, and potentials for improvement of MR-MCI training in relation to two RLEs. Thirty-four MFRs (Mage = 29.7, SDage = 7.7, 82% male) participated in MR training, 14 MFRs in RLEs (RLE1, akin to MR: n = 4, Mage = 32.0, SDage = 9.5; RLE2, near-ideal: n = 14, Mage = 26.9, SDage = 6.7; 100% male). Stress, exhaustion, self-efficacy, presence, and perceived learning gain were assessed using questionnaires and analyzed descriptively. Participants further answered open-ended questions about perceived opportunities and limitations of virtual training. The MR and RLE groups reported similar stress, exhaustion, and self-efficacy levels. The MR group reported slightly lower physical presence but considerably lower social presence than the RLE groups. Perceived learning gains were moderate for MR participants and high for RLE participants. Qualitative data indicated a need to improve interaction opportunities with virtual patients. Also, participants viewed virtual training as a resource-efficient supplement, not a replacement for RLEs. Future studies should explore which content and groups benefit most from MR and further evaluate it through larger, experimental studies. MR-MCI training shows promise in preparing MFRs for MCIs and seems to be a valuable addition to RLEs, with the potential to increase training frequency and practice scenarios otherwise difficult to simulate.

The recent surge in the use of learning analytics in education has led to the development of more adaptive and personalized learning environments (APLE). A key feature of APLE is its capability to support learning tailored to various student needs and goals. Although educational studies emphasize goal setting as essential for effective student learning and self-regulation, current empirical research on APLE lacks clarity on how different learning activities (such as text reading and interacting with various task types) vary among students with different learning goals and outcomes, as well as what the specific thresholds and values for these activities are. To address this gap and support further research in APLE, this study aimed to examine how students with different learning outcomes (mastering, passing, and non-passing the course) differ in their learning behaviors and cognitive engagement with course materials, as indicated by their digital trace data obtained from APLE. Conducted within a formal asynchronous distance higher education program, the study grouped students based on their final exam scores and analyzed their digital traces. The findings highlight which aspects of digital trace data correlate effectively with student performance and identify parameters of various indicators that can be useful for guiding students’ behaviors towards desired academic goals. Additionally, the study offers valuable insights by challenging conventional assumptions about the uniform efficacy of different learning tasks (quiz tasks, self-assessment tasks and expert corrected tasks) in assessing student learning progress and outcome. It prompts a discussion about the role of student self-assessment, suggesting that while it is crucial for the self-regulation and learning process, it may not be the best indicator for students’ goal attainment.

In an educational landscape marked by diversity, from district mandates to curriculum, teachers’ needs vary based on school and classroom contexts as well as their experiences, necessitating tailored support. This study investigates the efficacy of a hybrid Lesson Study with Video Clubs (LSVC) professional development (PD) model over a year-long period. LSVC leveraged technology to address the distinct requirements of teachers across varying experience levels. Traditional PD modalities often struggle to accommodate the nuanced demands of educators in specialized contexts. Recognizing the pivotal role of technology in reshaping professional development, this study stresses the imperative of targeted, sustainable initiatives for bolstering teacher professionalism and improving student outcomes amid increasing classroom diversity. The LSVC hybrid model emerges as a promising framework, catering to educators' needs across the experience spectrum within specialized teaching contexts through the intentional use of technology. This study illustrates how novice and seasoned teachers experienced transformative professional learning, through synchronous and asynchronous collaboration with peers of diverse experiences, facilitated by the technology-enhanced PD format of LSVC. This model, characterized by adaptability, sustainability, and affordability through the strategic integration of technology, fosters the establishment of vibrant professional communities that propel long-term career development pathways for educators and administrators.

Virtual reality (VR) has been widely adopted in natural science education for learners to engage in inquiry-based learning in a safe and immersive environment. Also, the Predict-Observe-Explain-Evaluate (POEE) strategy is often used in inquiry-based activities to guide learners to understand and delve into their acquired knowledge during the inquiry process. However, the evaluation phase in conventional inquiry-based activities only provides feedback and solutions based on learners’ answers to the learning questions. Researchers have pointed out that without analysis and feedback on learners’ misconceptions, the learning effects of inquiry-based learning activities may be worse than expected. As a result, the present study proposed a Predict-Observe-Explain-Diagnose (POED)-based VR approach which could diagnose misconceptions and provide guidance. In VR learning activities, in addition to judging whether students’ answers are based on accurate reasons, it is helpful to further diagnose the possible misconceptions due to their wrong judgments so as to provide learning guidance. To explore the effectiveness of the proposed approach, the present study adopted a quasi-experimental design and recruited two classes of eighth graders as participants. One class was the experimental group adopting the POED-based VR approach, while the other class was the control group adopting the conventional POEE-based VR approach. The results showed that the experimental group had significantly better performance in learning achievement, problem-solving tendency, critical thinking tendency, and metacognition tendency than the control group. Besides, based on the behavioral analysis results, the POED-based VR approach could help students better understand their own misconceptions in learning, and then have more learning behaviors of reading supplementary materials, which was conducive to constructing accurate knowledge and improving learning performance.

The current study aimed to investigate the effectiveness of a technology-integrated hybrid literacy program on children's language abilities. One hundred fifty-nine kindergarteners from low SES backgrounds participated in the study. The intervention combined face-to-face and online lessons, delivered to 27 kindergarteners during the COVID-19 isolation period. Their results were compared to those of 71 children who learned in a face-to-face program before the pandemic. The performance of each intervention group, technology-integrated hybrid and face-to-face, was compared with that of a control group matched by demographic background and method of learning (27 for the technology-integrated hybrid, and 34 for the face-to-face). The findings indicated no significant differences in the positive changes observed in the language abilities of the technology-integrated hybrid and the face-to-face intervention programs. However, the score change in the examined language abilities of the comparison group was greater when the program was delivered face-to-face than in the technology-integrated hybrid program. Educational implications regarding the effectiveness of tailored intervention programs development, that take into account the use of technological tools, on children’s language development, are discussed.

Decision-makers are challenged by the inherent complexity and dynamic nature of human-induced changes when dealing with environmental issues. The process of thinking about the future and developing a ‘proactive strategy’ can better inform sustainability decision-making in the present. The use of AI-based models, particularly machine learning algorithms, may enable us to more accurate forecasting and response to future environmental change through the development of a series of scenarios. Therefore, we propose the application of AI technology in the formal school geography curriculum as a means of envisaging options for the future and evaluating such options to develop a set of alternative plans. Through the design experience of pedagogical ideas and learning activities, we identify how AI can be used to present options for the future, thereby engaging different teaching modes that encourage high school learners to make data-informed decisions and be more proactive in regard to anthropogenic environmental changes.

This paper provided new evidence on three kindergarten instructional practices that may be associated with better reading and math skills, particularly for children of less educated parents: (1) full-day kindergarten; (2) more instructional time; and (3) ability grouping. The analysis used Early Childhood Longitudinal Study Kindergarten Cohort 2010–2011 on a large and nationally representative sample of children (N = 14,350) who entered kindergarten in fall 2010 (mean age = 67 months) and hierarchical linear models. Results show that children of less-educated parents were more likely than their peers to experience these practices. Findings also reveal that the practices were positively associated with reading growth in kindergarten, regardless of parental education, but not thereafter. In terms of math, full day kindergarten, but not instruction time or ability grouping, was associated with higher growth rates during kindergarten, again regardless of parental education.

Two-phase instructional designs such as Productive and Vicarious Failure employ preparatory activities before explicit instruction. It is assumed that during this preparatory activity, students need to activate their prior knowledge in order to be prepared for subsequent instruction. However, empirical findings on this preparatory mechanism are scarce, and causal evidence is lacking. In an experimental design (N = 165), we manipulated secondary school students’ relevant prior knowledge activation by systematically varying the coverage of conceptual components of the targeted concept in solution attempts that students study in the preparatory phase: Students received solution attempts with either a high or a low coverage of conceptual components. The results reveal that students do not necessarily have to activate relevant prior knowledge covering all aspects of the targeted concept prior to instruction. Activating some relevant knowledge can prepare students for subsequent instruction and benefit students of all levels of prior knowledge. Moreover, we provide first evidence that students’ prior knowledge activation becomes visible in their intermediate knowledge.

As education systems confront the growing need for autonomous learners, the requirement from teachers to exhibit self-regulated learning and teaching (SRL&T) abilities intensifies. However, research investigating teachers’ roles as mentors for their students’ self-regulated learning (SRL), particularly regarding teachers’ SRL&T within schools, remains limited. Our research examines the relationship between teachers’ progression in SRL&T and the consequent impact on their students’ SRL. We emphasized reflection as the crucial skill that serves to enhance both teachers’ professional development and students’ SRL. We investigated two science teachers and 101 of their 10th, 11th, and 12th-grade students using a mixed-methods approach. We extracted themes and categories related to teachers’ perceptions of SRL&T change while implementing SRL&T in their classes, as well as their students’ reflection levels. A specially developed rubric helped determine the teachers’ assessment knowledge and reflection levels as expressed in their online assignments. Findings indicate a parallel progression in teachers’ SRL&T proficiency and students’ reflective capacities. Teachers’ efficacy in implementing SRL&T depended on the development of their understanding of SRL and their autonomy in designing the SRL-enriched modules. The study contributes both theoretically, by elucidating teachers’ role in fostering SRL&T, and methodologically, by introducing a novel approach for analysing reflections of teachers and students.

Expertise plays a significant role in shaping self-regulated learning (SRL) by influencing how individuals set goals, monitor progress, employ strategies, and reflect on their learning process. However, comprehensive data on this link is sparse in medical contexts. This paper investigates the transitions of SRL phases during clinical-reasoning tasks with a multimedia system, CresME, designed to elicit clinical-reasoning processes using illness scripts. We investigate whether experts utilize more frequent and diverse SRL phase transitions and have better diagnostic performance than novices. Thirty-four participants from a North American Medical School were trained to think-aloud and solved five clinical cases related to the common cough with CResME. Verbalizations were transcribed and coded for SRL phases based on Zimmerman and Moylan’s socio-cognitive model of SRL. Sequential pattern mining revealed that experts exhibited less frequent but more diverse SRL phase transitions than novices, yet these relations did not always result in better diagnostic performance. Instead, the relations between expertise, SRL, and diagnostic performance were dependent on the case. These insights hold implications for assessing SRL phases during clinical reasoning activities to guide just-in-time and personalized support with multimedia systems in medical education.

The effectiveness of science problem-based learning (PBL) is highly dependent on individual students’ variability. Researchers have shown the need for cognition (NFC) and motivation are significant factors. Despite the acknowledged impact of these constructs, there is a gap in understanding the relationships among NFC, motivation, and learning outcomes in science PBL for diverse students. To fill this gap, we conducted a correlational study in the southwestern United States and examined the influence of NFC on middle school students’ (n = 478) motivation and learning outcomes in science PBL, taking into account their varying NFC levels (measured by Cacioppo et al., 1984), motivation (measured by Ryan & Deci, 2000), race, and gender. Confirmatory factor analysis, two-step structural equation modeling (SEM), and multigroup SEM were used to analyze the data. The results indicated that NFC played a critical role in boosting motivation for both science learning in general and science PBL, ultimately leading to improved science knowledge. However, the direct link between motivation specific to science PBL and knowledge gains was statistically nonsignificant, suggesting other unmeasured factors may also influence how science PBL influences learning outcomes. Additionally, the significant impact of NFC on motivation for science learning was detected in the high NFC group but not in the low NFC group. Regarding the possible moderation of race and gender factors, only race showed a partial moderation effect. This study contributes to a more nuanced understanding of how NFC, motivation, and socio-demographic factors influence learning outcomes, offering directions that may foster more inclusive and effective science education strategies.

The multiple methods study was utilized to determine the following: (1) the relationship between reading/special education teachers’ instruction of processes designed to engage readers in thinking about what they read, (2) students’ use of the processes, and (3) comprehension development. This was followed by qualitatively examining performance utilizing contingent teaching and the self-direction dimension, and student application of 8 students. This is the first study to assess all three jointly. Moreover, this study is the first to examine instructional scaffolding of the engaged reader process in such depth. The study examined planned and interactional scaffolding in comprehension. Fidelity of implementation ratings and percentage of time allocated to the instruction of engaged reader processes were examined to see if they predicted comprehension post-test scores for 85 students. Adding the variables of instructional time and fidelity only increased the explanation of the variance by 2%, a total of 27% with the control variables. Qualitative results displayed the importance of explicit instruction in domain information on how and why engaged reader processes should be used. Additionally, providing feedback on domain information was a key ingredient in effective scaffolding.

Research review articles over the years have established that studies on teaching critical thinking suffer from methodological and theoretical deficiencies, making results unreliable. The methods have been criticized for not handling threats to internal validity (designs without control groups or proper randomization) and the theories have been criticized for conceptual vagueness. To address this, the study reported on here developed an experimentally robust intervention design to test a new theory for teaching critical thinking—the variation theory of learning and teaching. This theory focuses on opening up new aspects of the world for the learner through systematic variation in these aspects. In this study, an aspect of critical thinking was targeted: the aspect of alternating points of view on societal issues. 92 Swedish 9th grade students and 5 social studies teachers from a school in the commuting area of Gothenburg were randomly assigned to treatment, i.e. variation-theory-based teaching, and control group, i.e. “business-as-usual” teaching. The results were measured through essay tasks, in pre- and post-tests, showing significant gains in alternating points of view in favour of the treatment group, both on the issues taught and novel issues, i.e. transfer. The results suggest that, when put to the test in a methodologically robust intervention, variation theory is a powerful theory for teaching critical thinking, and in addition, it offers a way to theoretically explain the teaching and learning taking place. This suggests a need for further exploration of the theory in relation to research on and teaching of critical thinking.

Numerous studies have demonstrated that the retrieval of information through testing can enhance long term memory. Data has been less clear concerning the utility of concept mapping as an alternative retrieval practice technique. The study described here extended that research by matching the time for different study conditions, by utilizing matched questions during study across retrieval practice conditions, and by examining performance on transfer tasks, including far transfer. Seventy-five participants were randomly assigned to one of three conditions: (1) Re-Study: rereading the same information, (2) Retrieval Practice: answering questions on the reading material, and (3) Retrieval-based concept mapping: drawing a concept map responding to the same questions. During study, participants in the Retrieval Practice condition scored higher on responses to initial recall questions than those in the Concept Map condition. However, on the final transfer test a week later, Retrieval Practice and Concept Map conditions both resulted in higher performance than Re-Study, supporting concept mapping as an additional option for retrieval practice as a robust learning strategy for long term retention and transfer.

This study examined the moment-by-moment reciprocal relationships between teachers’ instructional moves and students’ social reasoning during collaborative small-group discussions. Social reasoning refers to students’ justification of knowledge and understanding of complex issues from the social world. Participants included 131 fifth-grade students and their teachers from two public schools. Students and teachers engaged in six weekly collaborative small group discussions. Students’ social reasoning and teachers’ instructional moves were coded from 24 discussions that occurred in the middle of the intervention. Statistical discourse analysis revealed that teachers’ high-level prompting, specific praise, and management moves immediately triggered students’ social reasoning, while specific praise and high-level prompting triggered social reasoning in later turns. Conversely, students’ social reasoning was less likely to be followed by teachers’ high-level prompting but was more likely to be followed by teachers’ use of specific praise. The findings extend our understanding of teacher-student interactions during the collaborative small-group discussion as a dynamic process driven by various pragmatic purposes.

This study examined how a middle school mathematics teacher implemented formative assessment lessons and how the classroom gradually transformed into an environment that encourages students' participation in mathematical discourse practices. Data were collected through year-long observations of a seventh-grade mathematics classroom and interviews. Using a discourse practice framework, the study analyzed the verbal interactions between the teacher and students. The findings draw a picture of the evolving dynamics of mathematical discourse, where students increasingly mirrored the teacher’s talk patterns and engaged in mathematical practices. The data suggest that while the teacher made efforts to develop discourse practices, the class exhibited varying levels of mathematical discourse, with more engagement in discourse occurring during closing sessions compared to opening sessions. These findings highlight the teacher’s important role in shaping students’ collective mathematical communication and the importance of strategically implementing discussions throughout different phases of a lesson to support students’ mathematical reasoning and cultivate discourse practices within the classroom community.

Despite the challenges posed by expository instruction materials, including unfamiliar text structure and abstracted and isolated representation of the contents, they constitute a primary means of studying scientific concepts in higher education. Conversely, utilizing narratives to present the to-be-learned content was conjectured to mitigate some of these limitations. Yet, empirical evidence at the undergraduate level remains inconclusive. In this design-based research experimental study, we examined the effects of expository and narrative instruction on the recall, understanding, and transfer of core biological concepts among 109 undergraduate natural science students. Moreover, we investigated diverse affective and cognitive mechanisms that may be differently influenced by the instruction. To enhance our analyses beyond traditional significance testing, we conducted complementary bootstrapped effect size comparisons and Bayesian analyses to be able to additionally quantify the results, estimate the uncertainty of the findings, and incorporate means to compensate for potential violations of normality and homogeneity assumptions. We found that learning with narratives resulted in higher knowledge transfer. Further, there was tentative evidence that students with less prior biology knowledge may benefit more from narrative instruction concerning understanding and recall, while expository materials appeared to rather support those with more background in biology. Furthermore, examining the learning mechanisms revealed that narratives may lead to higher self-efficacy and more effective working memory resource allocation. There was also some evidence for higher levels of satisfaction, cognitive engagement, and situational interest with less prior knowledge and narrative instruction. In contrast, the learning mechanism-related results for students with more prior biology education were comparable when reading the expository text. Overall, the study offers preliminary insights into when and why narratives might be better suited to teach scientific concepts than expository texts, also in light of closing achievement gaps in education, but underscores the need for additional research in this field.

In recent years, more science classrooms include inquiry-based approaches to learning in response to advances in education theory and science curriculum reform efforts. Yet, extant research indicates there are hurdles to fully actualizing those benefits: learners’ regulation of cognitive, social, and motivational processes can be challenging. To help clarify processes implicated in inquiry-based science learning, the current study integrated developmental psychology research on adolescents’ peer relationships and friendships to investigate early adolescents’ understandings of the role of peer social relationships and friendships in collaboration in middle school inquiry classrooms. We thematically analyzed 32 interviews with 7th grade students from a U.S. middle school. Interviews occurred at the end of a semester-long inquiry-based curriculum implementation designed to promote authentic inquiry and argumentation. Results suggest that early adolescents primarily viewed both peer relationships generally and friendships specifically as beneficial to prosocial behaviors such as helping and ensuring fair consideration of one’s ideas, supporting argumentation, and supporting motivation by minimizing the adverse impact of competence and peer group belonging concerns on learning and promoting group cohesion. Early adolescents viewed peers as important resources regarding accessing alternative perspectives, explanations, and counterarguments. Early adolescents also distinguished between types of friends, favoring those who support group function and noting greater prosocial behavior with friends than other peers in collaboration. Findings suggest a need to develop scaffolds to counteract favoritism toward friends and status problems, as well as intervention on broader school norms to support forms of motivation that are conducive to inquiry dialogues.

Debriefing sessions play a crucial role in enhancing the effectiveness of simulations for learning in professional education and training. In this paper, we focus on post-game debriefing sessions in military officer education, where wargames are used with the goal of enhancing students’ understanding of military tactics. The central focus of this article is how the concept of tactics is used in the debriefings. The study was undertaken at the Swedish Defence University, where video data were collected from a variety of wargaming-based tactics courses for navy and marine cadets (officer students). Using a microethnographic approach, we analyze a set of video-recorded post-wargaming debriefing sessions. In the examination of the practical reasoning present in the discussions, we find that participants engage with the concept of tactics in three main ways: (1) Delineating it from other forms of related but separate areas of military knowledge (such as team communication and leadership); (2) as part of “tactical reflections” on specific events in the game, by both students and teachers; and (3) as a generalizable and transferable military skill. The adversarial nature of wargaming plays a significant role, where the goal of creating dilemmas for the opponent is important throughout. Knowledge of tactics is found to not be transparently communicated through participation in the wargame, but to require unpacking in reflective discussions. The analyses show how the concept of tactics is articulated by teachers and appropriated in students’ post-game reasoning. We discuss these findings in terms of conceptual socialization.

The reflection on previous performance during debriefing plays an important role in learning from simulations. While debriefings are traditionally held as verbal debriefings (VD), advancements in video and software technology led to an increased use of video-assisted debriefings (VAD). Although VAD is nowadays considered to be the gold standard, prior research has found mixed results concerning the experiences connected to this form of debriefing. This study sheds light on the experiences of all the actors involved in the process, by including both participants and facilitators. A distinction between their experiences within VD, lower-tech and high-tech VAD was made. In total, 42 mountain rescuers and five facilitators participated in this study during three one-day-long simulation trainings. While participants shared their experiences in focus group interviews, the facilitators were invited for individual interviews. The results indicate that both participants and facilitators preferred high-tech VAD for its ability to objectively review their performance in detail. It was seen as beneficial to gain a deeper understanding of how mistakes occurred during the simulation and the visualisation improved the acceptance of feedback. However, it has also been found that VAD in general can be intrusive and cause additional cognitive demand, stress, and unpleasant emotions. The study shows that VAD can have advantages over VD but requires careful implementation by the facilitators to prevent the possible drawbacks.

The aim of this study is to find out what the effects of facilitated learning interventions in a simulation game (SG) are and what type of SG renders which type of learning. Therefore, we research the effects of facilitator interventions on learning in an analogue open SG (in which there are as few rules as possible) and an analogue rule based SG (in which every decision is rule based). In both SGs the learning goal was to increase participants’ adaptivity to changes in their environment. Qualitative coding was used to trace which interventions rendered which learning results during two reflective moments in the two SGs. The open SG mainly results in second order learning (process) and third order learning (learning to learn and how to add value from your role). The rule based SG rendered mainly first order learning (content/procedural), and second order learning (process level). Participants perceived the rule-based serious game as demanding, as learning and applying its procedures and rules often hindered them from investing their efforts in achieving their learning goals. This extraneous cognitive load triggered both participants and facilitators into more first order responses leading to a less optimal learning environment. Open SGs are more likely to provide opportunities for third order interventions, resulting in third order learning.

Participation in citizen science enables students to gain authentic research experience through collaboration with expert scientists. The purpose of this exploratory study was to investigate how the interactions between expert scientists and student citizen scientists were mediated through the collaborative investigation and co-creation of knowledge artifacts within a computer supported collaborative learning environment. Approximately 38 elementary students participated in a public citizen science project at the end of a school year. Their data (posts, comments, and photos) were downloaded for a post-hoc analysis. A mixed methods design, which merged quantitative SNA analyses and contextualized qualitative descriptions, provided an understanding of the interactions on the site. This analysis found that discussions related to knowledge artifacts that were novel or unexpected engaged a higher number of participants, but that the quality of scientific discussion was not related to the level of engagement. Expert scientists fulfilled a crucial role in generating scientific discussions about the artifacts. Students appeared to play moderating roles by asking questions and making assertions. However, they also were sometimes sidetracked by non-scientific interactions. The use of citizen science projects shows promise in engaging students in authentic research and providing a platform for expert scientists to demonstrate science practices for students. Recommendations for future research are offered to further enhance scientific discussions between all participants.

Understanding individual participation is critical for uncovering how individuals learn in collaborative learning as well as for providing personalized support to scaffold team success and individual gains. Modelling individual participation requires a process-oriented method rather than an outcome-focused approach. There is a need for a theoretical framework guiding the collection and analysis of process data for gauging individual participation in collaborative learning. This systematic review synthesizes theoretical aspects and analytical methods for modelling individual participation using process data in collaborative learning. It analyzes 66 studies published between 2005 and 2024, identified through the PRISMA process. Based on the analytical results, we propose a new theoretical framework, COMPAS, consisting of six components to model the multi-faceted and multi-level nature of individual participation in collaborative learning processes: Cognitive interactions, Coordinative interactions, Metacognitive interactions, Passive participation, solo Active participation, and Socio-emotional interactions. The six forms of individual participation were studied using various forms of collaborative learning process data—including oral conversational data, textual input data, log data, and non-verbal physical data—with analytical methods primarily involving descriptive analysis, content analysis, network analysis, and clustering. The synthesized factors influencing individual participation reflect a bi-directional relationship between individual participation and group performance in collaborative learning. This study contributes a new theoretical framework for understanding different forms of individual participation in collaborative learning, as well as highlights the need for and importance of multimodal process data in collaborative learning analytics.

This study qualitatively develops further understandings regarding knowledge and identity construction within computer-supported collaborative learning (CSCL) research by applying discourse analysis and the dialogical self theory (DST) to investigate the role of interpersonal and intrapersonal voices in facilitating knowledge construction. We analyzed and compared the audio recordings of ten students separated into two groups of five (group A and group B) as they engaged in dialogue to construct knowledge for a learning task on physics in a CSCL environment. We divided the dialogue of each group into dialogues by identifying their discourse functions (DF) on the basis of interactional events related to knowledge construction. We then grounded the I-positions of I–it, I–me, I–you and I–we at the utterance level so that we could visualize and describe them within the dialogues that were relevant during knowledge construction in each group. Results showed that the process of knowledge construction for collaborative learning related to DF as well as their use of I-positions. Group A, who failed the learning task, often employed interpersonal voices (I–it/I–me) in dialogues that focused on reviewing directions and strategies at the individual level rather than collective clarification and elaboration or empirical evaluation of knowledge. Group B, who succeeded with the learning task, employed both interpersonal (I–it/I–me) and intrapersonal voices (I–you/I–we) with intrapersonal voices peaking in usage during collective empirical evaluation of knowledge. Our findings underscore prior research that CSCL involves not only knowledge but also identity negotiation as well as demonstrating that DST can aid this exploration.

The development of immersive virtual reality (IVR) hardware and software has accelerated in recent years. The conceptual vocabulary has, however, not received the same amount of attention, especially in the context of collaborative learning settings. Existing concepts such as immersion, presence and interactivity focus predominantly on the individual user’s experience, neglecting the social and collaborative dimensions of learning supported by IVR. This limitation is particularly evident in the context of collaborative 360-degree virtual reality (360VR), in which learners must interact with each other to understand the recorded activity rather than interact directly with the environment itself. This paper challenges the current conceptualisations of IVR learning processes and proposes a new conceptual framework: Activity-based collaborative virtual reality (ABC-VR). ABC-VR builds on activity theory and is aligned with a dual sense of activity – the ‘original’ activity recorded with 360-degree video cameras and the activity produced by learners collaboratively and interactively immersing themselves in an ABC-VR session. In this dual sense of activity, ABC-VR is oriented to activities and the ways learners inhabit activities from educational, social and work practices, where actions and operations occur in a situated context shaped by the learners’ embodied actions and use of material resources. In ABC-VR, learners can question each other and imagine future actions – but they can also figuratively reason, imagine and reflect with the participants in the original activity. Through this paper, we unfold a conceptualisation of collaborative 360VR that can support the design of pedagogical activities and future research on IVR in collaborative learning activities.

Quality of collaborative group engagement (QCGE) is conceptualised as a complex, shared, and multidimensional construct critical to learning outcomes in collaborative learning. It is currently measured in a variety of ways, including rich observation-based methods. However, a standardised self-assessment method for the construct of QCGE has not yet been developed. This contribution presents a pragmatic self-assessment approach to QCGE for higher education contexts and a new self-assessment scale: the QCGE-SAS. Our findings from a study with N = 246 students support the four-factor structure of QCGE originally proposed by Sinha et al. (2015), namely behavioural, social, cognitive, and conceptual-to-consequential collaborative group engagement, and demonstrate that the QCGE-SAS can successfully capture the multidimensional nature of QCGE. Construct and criterion validity were supported by significant correlations with related scales and with self-reported and objective learning outcomes. However, while three subscales proved reliable, the social engagement dimension subscale showed unsatisfactory reliability, indicating further refinement of the scale in future research. Overall, our findings contribute to an accurate operationalisation of the QCGE construct and complement existing methods and comprehensive multi-method approaches to measuring QCGE, thereby informing CSCL research and practice.