Nachrichten aus der Bildungsforschung
Auszug aus dem Veranstaltungskalender des Deutschen Bildungsservers
- Save the date: didacta – die Bildungsmesse
- Damit Lernen gelingt: Lernstrategien neu denken!
- Selbstregulation fördern - Superkraft fürs Lernen
- Sozial-emotionales Lernen: Basis für Lernerfolg und Wohlbefinden
- Professionalisierung in der Frühpädagogik: Digitale Kompetenz von Fachkräften und Weiterbildenden
- Extremistische Aktivitäten und Präventionsmöglichkeiten im Gaming-Bereich
- HateAid Aktionstag: Online nicht allein – Vernetzt gegen digitale Gewalt und Desinformation
- Fachtag Medienkompetenz verbindet 2026: Jugend(arbeit) im digitalen Wandel Verantwortung gemeinsam gestalten
- Soziale Netzwerke, Werte und „rechte Orientierung“
- Von Sensibilisierung und Solidarität. Queerness in der Praxis begegnen.
Frühe Bildung
- Save the date: didacta – die Bildungsmesse
- Professionalisierung in der Frühpädagogik: Digitale Kompetenz von Fachkräften und Weiterbildenden
- Was ist Mobbing und was können wir in Bildungseinrichtungen dagegen tun?
- "Wie spreche ich mit jungen Menschen über die Klimakrise?"
- Regionale Methodenwerkstatt Kita Südwest: "Die Entdeckung der Langsamkeit in der Prozessbegleitung"
Schule und Lehrerbildung
Berufliche Bildung
- Save the date: didacta – die Bildungsmesse
- Digitale Informationsveranstaltung zum Projekt "Verrückt? Na und! Seelisch fit in der Schule"
- "Wie spreche ich mit jungen Menschen über die Klimakrise?"
- Von Sensibilisierung und Solidarität. Queerness in der Praxis begegnen.
- Fachtag: Antisemitismus und Rassismus im Kontext von Polarisierung und Emotionalisierung
Erwachsenenbildung
- Save the date: didacta – die Bildungsmesse
- KI - zwischen Fortschritt und Kontrollverlust
- Professionalisierung in der Frühpädagogik: Digitale Kompetenz von Fachkräften und Weiterbildenden
- HateAid Aktionstag: Online nicht allein – Vernetzt gegen digitale Gewalt und Desinformation
- Soziale Netzwerke, Werte und „rechte Orientierung“
- Save the date: didacta – die Bildungsmesse
- Konferenz #TUN26: Transformieren – Unterricht entwickeln – Netzwerken
- #GenBD Offsite 2026
- Damit Lernen gelingt: Lernstrategien neu denken!
- Selbstregulation fördern - Superkraft fürs Lernen
- „Was hat das mit Demokratie zu tun?" - Demokratiebildung im Schulalltag
- Sozial-emotionales Lernen: Basis für Lernerfolg und Wohlbefinden
- KI - zwischen Fortschritt und Kontrollverlust
- Vormarsch der künstlichen Intelligenz - Wie Digitalisierung die (Arbeits-)Welt beeinflusst
- Professionalisierung in der Frühpädagogik: Digitale Kompetenz von Fachkräften und Weiterbildenden
Ausgewählte Zeitschriften aus dem Bereich Educational Technology und Bildungsforschung
- Comparing the effectiveness of mind mapping and guided worksheets as scaffolding strategies in VR music education
- Toward a framework of uncertainty in ill-structured problem solving
- AI-enhanced legal pedagogy: a case study of generative AI integration in property law courses
- What makes flipped learning effective? A meta-analysis of teaching and learning factors
- Effects of GAI-supported scenario inquiry-based learning in multiplayer VR on pre-service teachers’ instructional design skills
- Adaptive dialogic feedback in AI-enhanced serious games: examining effects on motivation and learning processes in digital literacy education
- Predicting student churn in subscription EdTech: explainable machine learning for improving retention
- Co-constructing concepts: a participatory inquiry into slow learners’ engagement with an adaptive AI tutor
- Investigating students’ self-efficacy, cognitive load, and emotions across motivational clusters in the metaverse project-supported ICAP model approach
- Fostering computational thinking skills through unplugged debugging activities using gestures and embodiment
- Examining AI-assisted writing revision through assignment design and implementation in an undergraduate course
- “Should I tell my teacher?” Student AI disclosure practices, stigma, and self-regulated learning in higher education
- Joy of moving: feasibility and fidelity of a child-led setup for mobile ‘phygital’ play
- Automating language input: investigating the effect of AI-generated contextual flashcards delivered via Anki on EFL learners’ sentence-level fluency
- Neither Luddite nor enthusiast: interpreting teachers’ AI use in teaching
- Pedagogical prompting rather than technical mastery: Generative AI use by English and English-medium instruction teachers
- The relationship between critical thinking and education for sustainable development practices among teachers
- Digital reading didactics in primary education: insights into differentiated digital reading instruction
- From avoidance to adoption: strategies for integrating AI in higher education contexts
- Facebook as a learning node: a theoretical proposal of a private connectivist group for the collective construction of knowledge in higher education
- Infusing students’ everyday experiences in classrooms: a case study of classroom conversations in life skills education
- Incorporating instructor presence in a multimedia language learning context
- Sequential patterns of challenges and socially shared regulation of learning: a comparison of pre-service and in-service teachers’ collaborative learning
- Synergy and complexity: How teacher support modifies motivational pathways from cognitive activation to mathematics achievement
- Investigating Students’ Collaborative Problem-Solving Interactions during Scaffolded and Non-Scaffolded Ill-Structured Tasks
- Outspoken emotions – Emotion regulation during emotional challenges in collaborative learning
- Fifth graders study videos faster than illustrated texts: Studying rate, review strategies, and learning implications
- Pointing task to manage apprehension in dynamic visualization
- The illusion of personalization: An empirical study of self-reported learning styles in higher education
- Beyond small gains: how content-focused high-specificity peer feedback correlates with substantial provider benefits
- Fostering the collaborative diagnosis of cross-domain skills in video-based simulations: An analysis of collaborative diagnostic activities
- Mapping behavioral dynamics in AI-supported CSCL: Analyzing cognitive, task, and emotional regulation patterns and their impact on performance
- Exploring a constructive use of curriculum to sustain collective inquiry
- How students engage in opportunistic collaboration: A process-oriented study in a knowledge-building community
- Adaptive reorganization in knowledge building research (2014–2025): Continuity and change across the pandemic and post-AI era
- From individual annotations to shared attention: How re-annotation supports collaborative knowledge building in CSCL
- From dialogue to text: Linking peer interaction to real-time revisions during L2 collaborative writing
- Systematic peer back-evaluation was associated with higher-quality feedback and stronger task performance than sampled teacher monitoring in an EFL translation course
- Enhancing collaborative writing through scripted regulation: effects on regulation-related interactions and text quality in source-based tasks
- How do differences in prior knowledge influence students' visual search patterns and learning outcomes in immersive VR-supported collaborative learning?
- Rich clubs and engagement in online discussions: Implications for participatory learning design
- Peer faculty mentoring mediated by structured rubrics in virtual higher education settings: impact on professional development
- Reframing human–AI collaboration in higher education: behavioral pathways from generative AI to critical thinking and ethical creativity
- Gamification design strategies to support higher education students’ basic psychological needs: a scoping review
- Examining the ethics of generative artificial intelligence within the scope of awareness and behavior
- Enhancing visible learning in higher education through transparent and responsible AI: an empirical model based on cognitive load and creative self-beliefs
- Claiming professional status: identity work among instructional designers in higher education
- Reflecting on becoming a HyFlex instructor through TPACK: a qualitative study with mixed data analysis
- Profiling students who thrive in MOOCs: voluntary evaluators within a high-engagement cluster prioritize practical tools and structured content