Nachrichten aus der Bildungsforschung
Auszug aus dem Veranstaltungskalender des Deutschen Bildungsservers
- Flucht und Vertreibung – Was hat das mit uns zu tun?
- KI als Gegenüber
- https://www.gmk-net.de/veranstaltungen/kwarum-uns-ki-nicht-weiterbringt/
- MINTCafé: 10 Fakten – KI in der MINT-Bildung
- Kommunikation und Zusammenarbeit als Motor der Schul- und Unterrichtsentwicklung
- SPOT ON. Kunstpraxis in der Lehrer*innenbildung – #Raumpraxis
- SWK Talk Datengestützte Entwicklung und Steuerung
- MLB Talk: Demokratie lehren lernen – Kompetenzen im Lehramtsstudium entwickeln
- XX. Theodor-Litt-Symposium: "Deutschland und die Zeitenwende – Generationendialog über Sicherheit, Freiheit und politische Bildung"
- Bildungspolitisches Forum 2026: "Sprache(n) als Potential gesellschaftlicher und ökonomischer Teilhabe"
Frühe Bildung
- Zukunft in der Schultüte: Nachhaltig und Hand in Hand von der Kita in die Schule starten
- Das Kita-Vernetzungstreffen – Klimaschutz im Kita-Alltag wirksam gestalten
- Das Konzept Bildung für eine nachhaltige Entwicklung als Kompass für Bildungsarbeit entdecken
- „Lasst doch die Kinder Kinder sein!?“ – Fachkräfte-Fortbildung: Geschlechterreflektierte Pädagogik
- BILDUNG.DIG!TAL – Kongressmesse für digitale Bildung in Erfurt
Berufliche Bildung
- MINTCafé: 10 Fakten – KI in der MINT-Bildung
- BILDUNG.DIG!TAL – Kongressmesse für digitale Bildung in Erfurt
- Kinder- und Jugendbeteiligung im Strukturwandel (Modul 1/3)
- XX. Theodor-Litt-Symposium: "Deutschland und die Zeitenwende – Generationendialog über Sicherheit, Freiheit und politische Bildung"
- Game Days Osnabrück 2026
Erwachsenenbildung
- Das Konzept Bildung für eine nachhaltige Entwicklung als Kompass für Bildungsarbeit entdecken
- Flucht und Vertreibung – Was hat das mit uns zu tun?
- Gemeinsam den Weg bereiten - Für eine dekoloniale Organisationsentwicklung
- XX. Theodor-Litt-Symposium: "Deutschland und die Zeitenwende – Generationendialog über Sicherheit, Freiheit und politische Bildung"
- 7. EdTech Research Forum
- FREI DAY Hospitation an Beruflicher Schule im Saarland
- FREI DAY Infoveranstaltung
- FREI DAY Infoveranstaltung
- FREI DAY Infoveranstaltung
- Zukunft in der Schultüte: Nachhaltig und Hand in Hand von der Kita in die Schule starten
- Das Kita-Vernetzungstreffen – Klimaschutz im Kita-Alltag wirksam gestalten
- Klimabildung für alle - einfach, inklusiv, wirksam
- Das Konzept Bildung für eine nachhaltige Entwicklung als Kompass für Bildungsarbeit entdecken
- Flucht und Vertreibung – Was hat das mit uns zu tun?
- KI als Gegenüber
Ausgewählte Zeitschriften aus dem Bereich Educational Technology und Bildungsforschung
- Game-based learning for ethics: benefits, challenges, and dilemmas
- Exploring AI-enhanced design education in China: a quasi-experimental study of traditional, chatbot-assisted, and fully integrated AIGC conditions
- Flipped classroom and learning outcomes: a second-order meta-analysis
- A robot-assisted multimodal health education model for primary school students based on the ARCS framework
- Educating educators for artificial intelligence in education: curricular design and pedagogical approaches
- Cultivating inclusive mindsets exploring faculty’s and students’ perspectives on using online simulations for inclusive pedagogy in teacher education
- Comparing perceptions of the school librarian using the future ready school—librarian framework
- Shaping computational thinking through tangible user interfaces. A systematic review of educational contexts and impacts
- An exploration of the importance of instructional design competencies in the field
- Human- or AI-delivered praise? The moderating role of praise publicity in synchronous video-based instruction
- Measuring civic competence in digitally mediated civic learning: evidence from a participatory online education model
- Policy analysis of artificial intelligence in social science research at higher education institutions: problems and possibilities
- Not all self-regulated learning support levels are equally beneficial: a meta-analysis of affective, behavioral, and cognitive learning effects of SRL interventions with different level of SRL support
- Tailoring assistive technology training for ASD: a moderated mediation model of students’ perceived needs and disciplinary contexts
- Automated software scoring of senior school certificate examination mathematical items in economics using a contextual similarity model
- Generative AI use, self-regulation, and Neuro-AI Pedagogical competence in higher education: a comparative study of undergraduate and graduate students in Uzbekistan
- Does artificial intelligence predict scientific productivity? Machine learning evidence from university research seedbeds
- Digital participation outside institutional provision: implications of the access–competence gap for digital transformation in Ghana's basic education system
- Immersive learning promise and classroom practice: a qualitative study of cultural barriers and human factors in UAE VR integration
- Speaking with AI: the impact of microsoft 365 copilot voice chat on EFL learners’ fluency, interactional competence, and autonomy
- 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
- Effects of a literary intervention on teachers’ monologic and dialogic practices and the quality of students’ contributions
- Self-study followed by discussion enhances learning for high school students
- The effects of focused and unfocused written corrective feedback and teacher instruction on L2 writers’ accuracy in using countable and uncountable nouns
- 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