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ICAP is a framework that classifies learning processes based on students' explicit behaviors. The framework is developed for testing the hypothesis that interactive exercises are better than constructive exercises, and active exercises are better than the passive exercises for higher cognitive engagement and better learning outcomes. The ICAP Framework is intended to assist researchers, instruction designers and instructors in determining the activities appropriate for the aimed research and teaching. This study aims to evaluate articles based on or supported by the ICAP Framework from various aspects. In the study, employing the descriptive survey method, data collection was conducted through document analysis, while content analysis was utilized to analyze the data. The 71 articles reviewed within the study's scope were examined through the "data collection form" developed by the authors. In this context, the articles' general and methodological characteristics and themes and the findings related to ICAP contexts are presented. As a result of the research, no study regarding the ICAP Framework was conducted in Turkey. It was revealed that most of the studies, which have increased in number since 2017 in various countries, utilize the ICAP framework at the analytical level or create models-modules and develop toolsscales based on the ICAP Framework. Additionally, it was observed that mostly undergraduate and K12 students were studied in face-to-face education, with social sciences as the leading disciplinary field and teaching-learning approaches and design-development-evaluation as the most frequently studied topics, while in studies in which mixed and qualitative methods were the leading methods, exploratory and experimental approaches were more preferred. In line with these results, recommendations are presented to contribute to the field.

The SSIS SEL Brief + Mental Health Scales (SSIS SELb+MHS) are multi-informant assessments developed in the United States to assess the social and emotional learning (SEL) competencies and emotional behavior concerns (EBCs) of school-age youth. Although there are translations of the SEL items of the SSIS SELb+MHS available in other languages, a German translation has never been completed and validated, despite the growing need for SEL and mental health assessment in German-speaking countries. To address this need, this study's primary purpose was the examination of a German translation of the assessment with a specific focus on measurement invariance and concurrent validity invariance testing with 821 3rd through 6th-grade students in Austria and Germany. Results indicated that the SELb+MHS items clustered into 2 SEL factors and 2 EBC factors. With regard to measurement invariance, the SELb+MHS functioned similarly across both Austria and Germany and full scalar invariance was achieved. Additionally, the overall pattern of concurrent validity relationships was as expected and similar across countries. Implications and future directions are discussed.

Convinced of the major advantages and effectiveness of an interdisciplinary approach in teaching, colleagues from American Studies, Economics, and Greek Studies offered a joint seminar for master's degree students on "Individual Goals and the Common Good: Perspectives on Utility Concepts from Ancient Greek Literature, American Studies, and Economics." We intended to expose the students to a new approach to significant texts and authors that address these key economic concepts and to integrate the perspectives from the three disciplines. In this essay, we describe the development of our methodological approach, the individual and common goals that guided us, the challenges that we encountered, and the extent to which we achieved our goals.

Most chemistry students struggle with interpreting and understanding NMR (nuclear magnetic resonance) spectra and the general concepts of NMR spectroscopy. NMR spectroscopy seems to be difficult to both teach and learn. Therefore, the corresponding courses should be investigated in more detail. We conducted a survey with N = 39 German university lecturers in NMR spectroscopy on their course content as well as on their estimations on the importance of certain topics for understanding NMR spectroscopy in detail and found the most recent problems, conceptions, and content structure. The participants were asked to rate a list of items (belonging to [superscript 1]H NMR spectroscopy) twice: First in terms of appearance in their lecture or course and second according to their personal relevance. Our results showed that, on the one hand, students learn about the physical and chemical backgrounds and theoretical basics for understanding [superscript 1]H NMR spectroscopy and, on the other hand, about essential knowledge for practical analyzing and interpreting [superscript 1]H NMR spectra. The most covered and most important topics are the practical ones related to spectra interpretation, e.g., chemical shift, spin-spin coupling, and further background knowledge for peak analysis. Therefore, most lecturers focus on teaching usage-oriented conceptual knowledge more than theoretical backgrounds, which means that analyzing spectra is paramount, especially for beginner students. Furthermore, this review visualizes an evidence-based ranking for the most covered and as most relevant estimated NMR spectroscopy lecture contents as well as students' greatest learning difficulties in Germany. Lecturers and students are now able to validate their lectures or course structure.

Artificial intelligence becomes increasingly prominent in digital language teaching and learning and it will gain even more significance in the future of EFL education (cf. Schmidt & Strasser 2022). Therefore, it is key to explore how those who will shape this future perceive the newest development: pre-service EFL teachers. As Zheng puts it: "EFL pre-service teacher beliefs are the focus of change in the process of education" (2009), consequently their perceptions and beliefs regarding this evolving area of teaching and learning are of utmost importance. Focussing on the latest developments in ChatGPT, this paper aims to give a first insight into the potential and limitations of this AI platform from the perspectives of pre-service teachers in Germany. Therefore, this research project explores the following research questions: (1) Do student teachers consider ChatGPT relevant for their future teaching practice? (2) In which areas of language education do they see potential changes due to ChatGPT? In what ways? and (3) Are there any differences in the perception of ChatGPT between tech-savvy and non-tech-savvy student teachers? The research instrument is a combination of the "technology commitment" scale (Neyer et al. 2016) and items developed specifically for this research project. For RQ3, the analysis refers to existing preliminary work that was able to establish a relationship between technology commitment and the probability of technology application (cf. Knetzek & Christensen 2016). Based on the results of the survey, this paper then aims to offer new perspectives for EFL teacher education and outline concrete reflection activities that further pre-service teachers' critical engagement with AI in language education.

This paper approaches AI in TEFL teacher education from a perspective of digital text sovereignty (digitale Textsouveränität). Digital sovereignty (digitale Souveränität) is a concept that goes beyond media literacy and data literacy as a set of skills, to include personal competences in a more Humboldtian vision of education. Digital text sovereignty focuses on all those aspects of digital sovereignty that apply to the reception and production of texts, from the ability to produce and consume digital texts to the development of a critically-reflexive attitude to these texts (Frederking, 2022; Frederking & Krommer, 2022), making it especially useful in contexts of TEFL teacher education. This paper is based on an empirical study conducted within the EFL teacher education department of a German metropolitan university during the 2023 summer term. It analyzes 21 student essays written after an interactive 90-minute training session on ChatGPT, conducted in three intact TEFL teacher education seminars. Qualitative content analysis is used to identify domains of digital text sovereignty discussed in these essays, and to identify key themes related to four aspects of digital text sovereignty: Mediality, Source Code, Intentionality, and Veracity. The findings might be of interest for researchers and teacher educators interested in (a) modelling digital text sovereignty as it applies to AI; and (b) developing teacher education material and programs that target digital text sovereignty in an AI context, or that aim to support (future) teachers in developing an AI-informed pedagogy.

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

This article analyses the extent to which German history curricula address aspects of diversity. The curricula are analysed in terms of whether they include diagnostic phases to identify students' individual interests. It also examines whether the historical experiences of minorities and the agency of subaltern groups are addressed. The extent to which the curricula abandon a Eurocentric perspective and integrate global historical aspects will also be considered. Methodologically, the curricula of two main school types in all German states were analysed by means of a qualitative content analysis. The focus was on curricula for lower and upper secondary schools. The results show that diversity is usually addressed only from the perspective of established narratives. A national and Eurocentric history continues to dominate the curricula. Only a few curricula explicitly address the diagnosis of students' performance and ideas. Finally, the paper discusses the evolving nature of curricula, influenced by societal needs and growing sensitivity to social diversity. It highlights the need for future research on diversity in teacher education and the practicality of implementing complex concepts such as postcolonial thought in the classroom. More empirical research is needed on current curricula and the teaching of history in different regions and types of school.

Purpose: This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers' positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure: 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings: The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers' beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice: The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students' language learning outcomes.

Context: Active engagement and participation in professional practices are an important requirement for expertise development in vocational domains. However, not much is known about how work contexts foster or hinder such expertise development. To further fill this research gap, this study investigates two vocational domains, namely sales representatives and leadership coaches, using the Workplace Curriculum Approach. This approach focuses on three aspects. First, how novices get access to certain tasks. Second, which tasks at work are especially conducive to learning, referred to as pedagogically-rich activities. Third, what knowledge is hard-to-learn through practice alone. By focusing on these three aspects, the Workplace Curriculum Approach helps to understand learning. Method: Eleven highly competent sales representatives and ten highly competent leadership coaches from German organizations participated in an interview study. A thematic qualitative text analysis was applied using deductive and inductive coding. Results: For sales representatives, task sequencing is different across organizations due to structural factors, particularly products, and infrastructure. Ideally, apprentices start by getting to know the customers by selling products on site at a counter and by getting to know the products in the warehouse. challenging interactions with customers on the phone are most conducive to learning. The scope of the product portfolio and the amount of technical knowledge are hard to learn. Leadership coaches are encouraged by peers to start at team leader and smaller team levels before moving on to more senior executives and larger team levels. Weekly team meetings offer important social learning opportunities similar to informal discussions among peers. Methodological and organizational knowledge are hard to learn. Conclusion: Regardless of differences between both domains, the Workplace Curriculum Approach proved useful for analyzing learning and expertise development in the different workplace contexts. The approach proved to be a fairly tangible and easy-to-use tool to investigate how workplaces support expertise development and how workplace learning regimes might be changed to further foster novices' learning and development. Researchers and practitioners alike can utilize the Workplace Curriculum Approach to analyze learning in different domains in their respective organization. However, individual factors of the learners such as motivation to participate in activities in the workplace are not explicitly included in this approach to investigate professional learning and development. They should be of additional focus in any study interested in vocational expertise development.

Public speaking often imposes a nerve-wracking atmosphere in the L2 classrooms. Consequently, an alternative to the anxiety-arousing activity by using advanced technology for pedagogy is urgent. Prior publications reported the use of virtual reality (VR) for training public speaking and alleviating students' public speaking anxiety (PSA). However, no latest review in this area has been published. This present study employed a systematic review to delineate the trends in the latest decade (between 2011 and 2023), synthesizing research outcomes, methodologies, loci, participants, treatment duration, and research focuses. This systematic review was based on inclusion and exclusion criteria. Conceptual and theoretical studies were removed, yielding 16 studies with empirical data to be thoroughly examined. Most studies indicated the effectiveness of VR for teaching public speaking and reducing speech apprehension. Several gaps were disclosed, such as the inconsistency of the research findings regarding whether the short duration of VR exposure resulted in the statistically non-significant effects, the unequal distribution of research loci which were mostly reported from the US, the UK, and Europe, and the major focus on English as L1 instead of L2 public speaking training. The results of this review suggest that more pertinent studies in countries with EFL or L2 learning contexts and longer treatment duration be conducted and reported in the globally renowned English-language journals to verify the effectiveness of VR technology in treating PSA.

Values such as peace, mutual understanding, and solidarity have long been subsidiary to the aim of pursuing competition and revenue through the internationalization of higher education (HE). With the full-scale Russian invasion of Ukraine in February 2022, higher education institutions demonstrated strong support for peace and solidarity. Yet, the extent to which we are witnessing a return to an international politics rationale driving HE internationalization remains unclear. Using Canada and Germany as case studies, this paper compares how international conflict impacts HE internationalization practices from a host institution perspective. The developed theoretical framework connects HE crisis literature with novel approaches to HE institutions in global geopolitics. Data were analyzed through critical policy analysis, focusing on university presidents' statements and institutional press releases. The key finding suggests the dominance of the logic of appropriateness whereby a geopolitical rationale governs institutional responses in a context where widely shared democratic values are under attack.

The 2018 International Computer and Information Literacy Study (ICILS) provides a comprehensive dataset with contextual information on German school environments. The data comes from responses by eighth-grade teachers and principals to a questionnaire about Information and Communication Technology (ICT) for teaching. We performed an exploratory re-analysis examining what influences teachers' adoption and use of ICT by employing six factors -- Social Influence, Effort Expectancy, Performance Expectancy, Facilitating Conditions, Behavioural Intention, and Use Behaviour -- from the Unified Theory of Acceptance and Use of Technology (UTAUT). We measured relationships between these constructs with a Structural Equation Model (SEM) consisting of 15 indicators provided by the ICILS study. The goodness of fit measures indicated confirmation of the model (RMSEA = 0.05, SRMR = 0.05, CFI = 0.93, TLI = 0.91). Our findings show that teachers' attitudes toward ICT and the school administration's support affected how ICT was applied in the classroom.

This study aims to look at research trends on inquiry and socioscientific in the last 2 decades from 2004 to 2023. The PRISMA method is a reference in determining inclusion and exclusion criteria, as many as 449 articles were synthesized using bibliometric analysis. The result synthesis refers to the distribution of articles per year, research themes, affiliations, countries, authors, and productive journals. The inquiry and socioscientific research trends will peak in 2022, affiliated with the University of Wisconsin-Madison and the University of Southampton. Productive country United states and United Kingdom. Best author Laursen S. and Zeidler D.L. Productive journal CBE Life Science Education from United Kingdom and International Journal of Science Education from United States.

The implementation of educating "Basic Life Support (BLS) competences" in German schools is particularly affected by the often reported "implementational gap" --limited transfer of empirical findings into practice. This Design-Based Research (DBR) study evaluates two different methodologies for BLS teaching, generating implications for transfer. Students (N = 136) of a secondary school (11-13 years) were assigned to different methodological approaches. A test group (TG) received intervention implemented into regular biology lessons (10 units; n = 48); the control group (CG) participated in a basic instruction (2 units; n = 68). Both large-scale methods -- subject-matter teaching (TG) and project activity (CG) -- were compared regarding current motivation, self-efficacy, constructivist instruction, cognitive load, and practical skills. Data from n = 125 students (TG=48; TG=68) could be included into analysis (Mage=11,16; SD=.45; 55.2% female). Probability of success and interest increased, anxiety perception decreased (no group-interaction effect), whereas challenge perception remained constantly. Self-efficacy overall improved from before to after intervention, with TG reporting higher social self-efficacy and less negative outcome expectancies. No differences were found for practical BLS performance. MANOVA (after intervention) showed higher values for anxiety in TG, and for self-efficacy, CG has higher values for negative outcome expectancies (post hoc analysis). For cognitive load and constructivist instruction, no differences between groups were found. In conclusion, both methodological approaches seem to have their own pedagogical justification. Schools' implementation processes may benefit from combining (subject-matter) curriculum content with BLS information or content to facilitate time and resource-saving realization.

The flipped classroom approach has increasingly been implemented in higher education and has shown promise for enhancing learning processes across many domains. In this instructional method, learners use certain learning materials to prepare for in-class lessons focusing on a deeper understanding and application of knowledge. Feedback and peer interaction are known to be able to facilitate such higher-order processing. However, questions remain about the extent to which they can enhance the effectiveness of flipped classrooms in higher education. To examine these questions, we employed a 2 × 2 quasi-experimental design in a flipped classroom course on empirical research methods in the social sciences (N = 105). We investigated the effects of the type of feedback (knowledge of correct response vs. elaborated) during a quiz on declarative knowledge, and peer interaction during an application-oriented exercise (individual learning vs. cooperative learning). Elaborated feedback exerted a significant, medium-sized effect on declarative and application-oriented knowledge. A mediation analysis showed that about half of the effects of the type of feedback on application-oriented knowledge were mediated by declarative knowledge. The results implicate elaborated feedback as an effective tool for fostering declarative knowledge acquisition in flipped classrooms. Subsequently, this process also positively influences the formation of application-oriented knowledge during the in-class learning phases.

Although it is a highly developed industrial country and generally known as technologically savvy, Germany lags internationally in digital transformation. Moreover, Germany's progress in Higher Education (HE) is uneven since 16 federal states have responsibility for education, including Higher Education. The pandemic has reinforced the importance as much as accelerated the transition to digitalization in HE. Although HE leaders see digitalization as important for research, service, and management, they emphasize that digital transformation has meaning for teaching and learning. The new digitally-based formats of teaching and learning--for example "blended learning" and so-called "inverted classroom" formats--benefit students most as they motivate and engage them more than does traditional classroom-based education. As Germany is a member of the European Union (EU) and a signatory of the Bologna Process, European policies, programs, guidelines, and agreements also affect Germany's digital transformation.

Purpose: The digital transformation and the increased use of technologies have changed the world of work severely. With it, collaboration and cooperation methods among employees. Therefore, new ways of working together must be applied to work in an international and digital working environment. For Vocational Education and Training (VET), developing new (transversal) competencies to engage in virtual teamwork is necessary to adequately prepare young professionals for the present and future labor market. However, there is little research on the current situation in VET regarding virtual teamwork. Approach: We deployed a cross-sectional design and collected data from N = 181 commercial apprentices in Germany regarding virtual teamwork. We analyze our data using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the interrelationships between input, process, and outcome variables to foster satisfaction and innovative learning in virtual teams as desired targets of VET. To assess these results regarding virtuality, the complexity of tasks, gender of the apprentices, and the size of the training firms, we derived a multigroup analysis (MGA) of our model. Findings: The results indicate that organizational factors have the most significant influence concerning the relationship between input and process factors. Surprisingly, the technical affinity of individuals has only a minor effect. Regarding the relationship between process and outcome factors, motivation and responsibility have the highest impact on innovative learning, whilst communication culture severely affects the perceived satisfaction in virtual teamwork. Conclusion: The findings lead to valuable insights on factors influencing virtual teamwork in VET and can help to design learning programs to prepare young professionals to smoothly transition to and successfully master their future working environments by using new ways of collaboration and cooperation. This is particularly relevant for VET, as prior research has focused primarily on primary and secondary education. Lastly, we identify potential scales and items that help capture some of the inherent constructs of virtual teamwork.

Learning strategies are important factors for students' academic success. Motivation and self-efficacy influence the choice and the use of specific learning strategies (Entwistle & Ramsden, 1983). In this study, we want to assess how these three factors and their interaction are determined by the cultural setting (eastern vs. western culture). Therefore, we tested 271 Japanese students (198 men, age: M = 19.74, SD = 1.39) and 300 German students (177 men, age: M = 21.84, SD = 1.83). The results show that Japanese students have lower motivation and self-efficacy and choose different learning strategies from German students. Even when (it is) not totally fitting the theoretical construct, the choice of learning strategies can be better explained in Japan (R[superscript 2] = 0.10 to 0.33) by motivation and self-efficacy than in Germany (R[superscript 2] = 0.01 to 0.26). In summary, it is shown that the cultural setting has an influence on the three components and also on their interaction.

This single case study (multiple baselines) evaluates the efficacy of an intervention called "reading racetracks" among three eight-year-old boys with diverse backgrounds, including learning disabilities, limited language proficiency due to migration, and socio-economic challenges. Conducted over three weeks, the training demonstrated notable improvements in the participants' ability to recognize and pronounce words quickly. Statistical analysis confirmed these results, with no baseline trends detected and a significant overall treatment effect indicated by a high Tau-U score. This finding suggests that reading racetracks can be an effective, universally applicable method of improving reading performance in diverse student populations.

The increasing number of students who lack proficient reading skills is well known in Germany, as well as globally. Students with learning disabilities (LD), problem behavior, and German as a second language (L2) may face even greater hurdles. However, it is essential for teachers to provide adequate support to maintain equal educational opportunities. Word recognition is fundamental to reading, and thus, we designed lexical and sub-lexical unit training through a peer-tutorial repeated reading racetrack and evaluated the effects on student proficiency with trained and untrained words. A multiple-baseline design was implemented (N = 8), and the intervention took place three times a week over six weeks. The results show promising indications that the intervention is an effective tool to improve reading in a short time, yielding moderate to strong effects on trained and untrained words.

Little is known about OCD in people with learning disabilities (LD) in general and in terms of current and professional support. In this study, we examined caregivers' perceived challenges and strategies practiced in institutionalized settings in managing OCD in people with LD and derived implications for research and practice. We studied individual cases of people with LD (n = 7). Each case included group discussions (n = 28) and semistructured interviews with caregivers (n = 20). We used qualitative content analysis to analyze the data. Our findings reveal the following challenges for caregivers: recognizing and classifying ambiguous behaviors, recognizing emotional well-being and needs through nonverbal signals, finding and applying effective strategies, being unqualified regarding additional needs, managing inappropriate institutionalized conditions, and lacking external specialization. We identified five strategies for dealing with compulsive behavior: tolerating and allowing, accepting and supporting, involving, limiting the compulsive act, and stopping the act. Collaboration among psychiatric, therapeutic, and caregivers in institutionalized settings is critical for early identification and support of OCD. Challenges arise from caregivers' lack of training on the additional needs of people with LD and OCD, highlighting the urgent need for disorder-specific guidelines for identification and support.

In the last decade, Europe has welcomed numerous migrants and refugees from Arab countries. The presence of these migrants and refugees in schools has posed the challenge of unfamiliar realities for teaching staff. The issue has been addressed from the perspectives of sociology to psychology, providing insights into the nature of intercultural education. Few studies have delved into pupils' cultural backgrounds, and the history of one's country of origin is seldom regarded as a decisive factor in the formation of identity. The Arabic-speaking Moroccan and Syrian communities are the most significant and have interesting histories and education systems. Using Nussbaum's (2010) multifactorial analysis, this research aims to better understand the educational background of Arabic-speaking pupils, focusing on humanities and religious education of those from Morocco and Syria. The methodology embodies qualitative empirical research conducted in Europe that addressed the main factor identified by Nussbaum (2010). The results show the education experience of Syrian and Moroccan pupils was affected by their home country education policies, especially where minority and relationship issues with Europe, the West and Israel were concerned.

The study compared two survey datasets from higher education students in Germany and Ghana regarding access to digital devices; perceived value of digital media, tools, and services used for learning; gap analysis of the actual and desired use of digital teaching and learning formats; and types of media usage profiles among students. The findings underscored commonalities between the two groups, revealing that students in both contexts are equipped with mobile devices, and are highly utilized for their learning. Similarly, both student groups exhibit a preference for utilizing external media, tools and services not owned nor administered by their respective universities. However, a stark contrast emerged in terms of the provision of, and expressed demand for digital teaching and learning formats, attributable to significant disparities in the underlying internet infrastructure and service provision between the two countries. The high intensity in the use of videos, social networks and messaging applications means majority of the students in both contexts were classified as entertainment users of media by means of a latent class analysis. While students in Germany showed differentiation between non-traditional and traditional students in terms of their media usage patterns, there was little differentiation among Ghanaian students. The study concludes by offering suggestions for enhancing support for non-traditional learning and improving digital education in Ghana and similar contexts.

Throughout the world, schools are visited by students with different native languages. Therefore, the linguistic competencies of the students are diverse. Dealing with this diversity is a great challenge for teachers in general, including in science subjects. To face this challenge, all institutions involved in education should adapt their teaching and learning to linguistic diversity to foster student's language competencies. Non-formal education, such as student laboratories, could enhance formal chemistry education and support students in learning the subject's contents and acquiring language competencies. To this purpose, language-sensitive and language-supportive learning settings for different chemical topics and contexts are developed to enable all students to participate actively and foster language competencies. The learning settings are implemented and evaluated at the Ludwigsburg University of Education (Germany) using a cyclical approach based on Participatory Action Research. Data from 147 students from seven learning groups of various grade levels and school types were collected before and after they experienced the work in student laboratories. The focus was on students' situational interests and their views on offered language-sensitive and language-supportive methods, tools, and activities. The data shows that the approach has a positive effect on students' situational interest. Methods that were especially helpful for the students are filtered. On this basis, implications are drawn for the application to other non-formal education offers

Over the past decades, the demand for scientific research to link theory and practice so that innovative solutions can be developed through research has steadily increased (Klees & Tillmann, 2015; Sandoval & Bell, 2004). In this context, the design-based research (DBR) approach was developed, which examines the research object and the research setting from multiple perspectives through a cyclical-iterative process (Shavelson et al., 2003; Reinmann, 2005). The connection between research and practice is not only relevant for school contexts, but also for early childhood education (Schäfers & Wegner, 2021a). Therefore, the project "Kleine BegInNa" utilizes the DBR approach. A preliminary examination revealed that early promotion has a great influence on the children's later school performance, yet that there is not any test to survey their competences. However, this is essential in order to be able to offer appropriate support. In the prototyping phase, a scientific talent test for pre-school aged children was developed. This test was validated in several cycles in the assessment phase (Schäfers & Wegner, 2022a). The last validity test for the elicitation of the internal structure by an exploratory factor analysis shows that both the loadings and the screeplot, output one factor. This one factor solution explains 43.56% of the variance. This may be the "scientific talent" factor, which needs to be verified in further studies and by confirmatory factor analysis. While Reinmann (2022) has established comprehensive standards for science and methodology in DBR, we also focus on what extent conventional quality criteria for qualitative and quantitative research can be applied to a DBR approach.

Due to its constructivist nature, interdisciplinary teaching appears ideal for increasing students' interests in subjects (Brassler, 2020; Kramer & Wegner, 2021). Although many argue in favor of a more comprehensive implementation of interdisciplinary teaching in schools, many practical barriers arise during the realization that need to be resolved following the design-based research approach (DBR) (Kramer & Wegner, 2022b). Especially at the upper secondary school level, implementation seems to be difficult. The question arises of how interdisciplinary instruction can be usefully implemented in the upper grades. As a first potential solution, interdisciplinary project days were developed in the subject combination of biology and physical education and evaluated with the help of an initial study. The prototypes developed increased both students' situational interests and their perceptions of the utility value of the subjects involved (Kramer & Wegner, 2021; 2022a). However, the implementation process could be optimized, as it currently depends on reducing other school subjects. Therefore, following the iterative cycle of DBR, a new prototype was developed involving interdisciplinary units within the regular subject lessons. The second prototype was empirically evaluated with a control-group design. In contrast to the first prototype, only descriptive trends were found, indicating that the interdisciplinary units trigger situational interest and stabilize individual interest. However, this cannot be supported statistically. Due to a high data dropout, the sample size should be increased, and the trends should be further investigated. In terms of practical feasibility, the second prototype has an advantage as it does not require any cancellation of subject lessons. However, implementing a second subject may reduce the time available for subject-specific content.

This paper presents a replication study investigating the effectiveness of a strategy to assist students with learning difficulties in adding fractions. Drawing on the research conducted by Grünke et al. (2023), this single-case analysis extends the application of the "Look, Ask, Pick" (LAP) mnemonic technique initially introduced by Test and Ellis (2005) to struggling sixth-grade students. Employing a multiple-baseline design, we implemented the LAP strategy with four participants in a time lagged fashion. Significant improvements were observed in their fraction performance, demonstrating the intervention's potential to enhance understanding and proficiency. The students highly appreciated the strategy, deeming it of great importance. In conclusion, we address the limitations of our study, propose directions for future research, and delve into the implications for teachers. This research contributes to the understanding of fraction interventions and offers valuable insights into facilitating the mathematical progress of students facing challenges.

The current study evaluates effects of teaching factors and extended day programs regarding both average achievement and socioeconomic achievement gaps. Analyses are based on data from the National Educational Panel Study in Germany. The sample comprises 1523 students in 120 classes in 71 secondary schools. The investigation period covers fifth grade to seventh grade. The dependent variable is mathematics achievement. Data are analyzed using intercept-and-slope-as-outcome models. Analyzes on teaching factors reveal that classroom management and cognitive activation increase average achievement. Forming heterogenous groups within the classroom reduces socioeconomic achievement gaps. Analyzes on extended day programs reveal that tutoring reduces socioeconomic achievement gaps. Homework supervision reduces average achievement and increases socioeconomic achievement gaps. Enrichment programs increase socioeconomic achievement gaps. Implications for research, policy and practice are drawn.

Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

The following survey study uses a quantitative research design to investigate motivational and affective aspects of students (aged 14-17) in a mathematical workshop on graph theory. Motivational and affective aspects are related to heart rate measurement (using the digital medium of a pulse watch) in mathematical knowledge development processes in an empirical-oriented mathematics class. Interestingly, a link between constructs on motivational and affective aspects and a heart rate measurement is describable. This gives further impulses for investigation and could be used in the future to determine the teaching phases or tasks in which students are particularly motivated.

The ability to recognize and name the sounds of alphabet letters is a crucial prerequisite for students as they embark on their journey to learn how to read. Regrettably, some children face significant challenges in this area. In this single-case multiple baseline study, we utilized mnemonic pictures to facilitate the memorization of the grapheme-phoneme correspondence of ten target letters. Our aim was to empower four struggling first-grade students to quickly and confidently retrieve this information. The results reveal that the students significantly benefited from the intervention. Furthermore, the approach was perceived as attractive and helpful by both the four children and their teacher. The study concludes by reflecting on its limitations and discussing potential implications and future avenues of research.

ChatGPT has become a prominent tool for fostering personalized and interactive learning with the advancements in AI technology. This study analyzes 212 academic research articles indexed in the Scopus database as of July 2023. It maps the trajectory of educational studies on ChatGPT, identifying primary themes, influential authors, and contributing institutions. By employing bibliometric indicators and network analysis, the study explores collaboration patterns, citation trends, and the evolution of research interests. The findings show the exponential growth of interest in leveraging ChatGPT for educational purposes and provide insights into the specific educational domains and contexts that have garnered the most attention. Furthermore, the study reveals the collaborative dynamics and intellectual foundations shaping the field by examining co-authorship and citation networks. This bibliometric analysis contributes to a comprehensive understanding of the current state of ChatGPT research in education, offering researchers and practitioners valuable insights into evolving trends and potential future directions for this innovative aspect of AI and learning.

Dropout rates in engineering degree programmes at universities are high, and skilled workers are needed. Universities try to prevent dropouts with different offers one of which is attending bridging courses. Research on the effects of these programmes is rare, especially in subject-specific programmes and study formats like cooperative education. Furthermore, the results are contradictory. We focus our research on Germany and use data from the project "Study Process -- Crossroads, Determinants of Success and Barriers While Studying at the Baden-Wuerttemberg Cooperative State University", which included 963 participants from the first academic year and matched data from a survey with university administration data on dropouts two years after enrolment. Different propensity score matching algorithms and entropy balancing show small, non-significant negative effects. Results are reflected and embedded in the current state of the research. New research questions are discussed and practical implications are considered.

This article uses fieldnotes along with student and practitioner feedback to recount the challenges, benefits, and broader learnings of engaging master's students in a participatory research seminar. The students developed research proposals about a real-world socioeconomic challenge with and for local practitioners. Proposals were consistent with the principles and practices of participatory action research (PAR). The planning, implementation, and assessment of this course was informed by feminist scientific philosophies of collaboration, situatedness, partiality, accountability, and a sensitivity to power dynamics. In line with both PAR and SoTL principles, there was an explicit emphasis on partnership, reflexivity, and broad forms of learning in both the classroom and practitioner meetings. The students were challenged by the unfamiliarity of the research approach, the need to navigate a new way of working directly with stakeholders, as well as the responsibility to the community that participatory approaches espouse. Despite the challenges, the students were eager to soak up local knowledges, reflect on their role as researchers, and contribute constructively if they could.

This research overview investigates the global impact of the COVID-19 pandemic on education, focusing on challenges encountered during the shift to online learning. Drawing insights from studies in New Zealand, Oman, Malaysia, and Germany, the overview explores diverse experiences of educators and students. The abrupt transition to online learning revealed significant challenges, as indicated by various studies. Opportunities for positive changes in education systems are emphasized, advocating for a reimagining of education through innovative practices. This literature review identifies practical and effective strategies for online education, including fostering a sense of community, providing personalized support and feedback, accommodating divers e-learner needs, and considering the learning environment and cognition. Insights from various studies underscore the importance of these practices in overcoming challenges and improving online education quality.

Germany is a non-English speaking country with a large and growing number of incoming international degree-seeking students. However, their estimated dropout rates are high. This study aims to investigate whether specific challenges faced by international students (e.g., social and academic integration, language learning, financial situation, residence-permit related regulations) are associated with major change and university dropout. The discrete-time competing risk analyses of the first three semesters of an online panel survey of international students in Germany (International Student Survey; N = 3,660) show that satisfaction with the degree program's content decreases the risk of major change and university dropout. Moreover, the nationality and the associated temporary or permanent residence permit are considered in the students' educational decisions. Based on the results, we recommend improving the match between students' interest and their fields of study. Measures to prevent international students from dropping out must thus begin before they start their studies.

This article casts light on informal caregiving, an essential aspect of the international postgraduate researcher (PGR) experience, but which is often invisible in literature and discourses on international education. Drawing from qualitative semi-structured interviews with international PGRs in a British university, it highlights their dual role as care recipients and lesser known caregivers across transnational and local spaces. It gives insights into the forms and dynamics of care that they give to and receive from family, friends and others, uncovering the emotional and affective aspects of undertaking a postgraduate research degree overseas which impact on their mental wellbeing. The findings have implications for the improvement of university support for international PGRs which has relevance for the wider international student community.

With more and more literature on international student mobility and migration (ISM), one area of focus has often been overlooked: the impacts of student visas and study permits. Examined through an institutionalist framework highlighting the influences of institutions on individuals and their agency, this study describes how visa and study permit policies pervades international students' lives in a variety of ways. Interview data collected from 40 international students who study in Australia, Canada, and the United States were analyzed to uncover themes from these host countries. Drawing on these interviews to outline the concept of ISM policy pervasion, the findings of this study show that visa policies affect international students in wide ranging ways. In addition to providing empirical evidence for ISM policy pervasion, this article also lays the groundwork for further studies that delve into the practical impacts of student visa and study permit policies around the world.

Following the gradual post-COVID-19 return of international student flows, it is important to examine how higher education institutions and international students are reacting to their new environment and how they relate to each other. Central to this relationship is the concept of "belonging"; what it means for international students, as newcomers and temporary residents in their host environment, to feel as if they belong. To address this question, and as a springboard from which further research into the topic can be undertaken, we examined the question of "belonging" within contemporary academic literature. We examined a broad range of literature to determine the key findings, as well as gaps in the implications for theory and practice. Our findings indicate that "belonging" is seldom clearly defined in the scholarly research. We also found that a proactive approach to student integration was the most common thread across the studies examined.

The Three Basic Dimensions model, theorizes three mediators for the effect of teaching quality dimensions on student outcomes. However, the proposed mediating paths and their effects have largely not been empirically tested. This study investigated the mediating role of depth of-processing, time-on-task, and need satisfaction between student-perceived teaching quality and student mathematics achievement and interest, expanding the TBD model to include mediation paths suggested by theories of motivation, cognition, and effort. Data from the TALIS Video Study for Germany, comprising 958 secondary school students in 41 classrooms, were used to run multilevel longitudinal and correlational mediation analyses. The results only found mediation effects at the student level; there were no mediating effects at the classroom level. Not all of the hypothesized relationships thought to exist between the mediators and achievement and interest outcomes were confirmed. The conceptual sequence of the variables, the choice of correlational vs. longitudinal evidence, and the level of analysis were all shown to have an impact on the results. The study thus confirms some of the assumptions of the TBD model, identifies new paths between teaching quality and student outcomes, and provides suggestions for how to proceed with further investigation of a model which should be expanded and more thoroughly empirically tested.

In this paper, we present an extended evaluation of a course recommender system designed to support students who struggle in the first semesters of their studies and are at risk of dropping out. The system, which was developed in earlier work using a student-centered design, is based on the explainable k-nearest neighbor algorithm and recommends a set of courses that have been passed by the majority of successful neighbors, that is, students who graduated from the study program. In terms of the number of recommended courses, we found a discrepancy between the number of courses that struggling students are recommended to take and the actual number of courses they take. This indicates that there may be an alternative path that these students could consider. However, the recommended courses align well with the courses taken by students who successfully graduated. This suggests that even students who are performing well could still benefit from the course recommender system designed for at-risk students. In the present work, we investigate a second type of success--a specific minimum number of courses passed--and compare the results with our first approach from previous work. With the second type, the information about success might be already available after one semester instead of after graduation which allows faster growth of the database and faster response to curricular changes. The evaluation of three different study programs in terms of dropout risk reduction and recommendation quality suggests that course recommendations based on students passing at least three courses in the following semester can be an alternative to guide students on a successful path.

Various studies have shown that epistemological beliefs affect personal learning and teaching performances. Therefore, epistemological beliefs have become an attractive object of research with different methods of survey. A distinction can be made between denotative and connotative aspects of beliefs, the former being reflected upon, explicit beliefs, whereas the latter being associative and evaluative judgements on (in our case: mathematical) epistemological beliefs. The present study used the instrument Connotative Aspects of Epistemological Beliefs by Stahl and Bromme to collect data from university students in mathematics in the years of 2017, 2018 and 2019. The pseudo-longitudinal data analysis showed 1. that students hold different connotative beliefs regarding the two domains "mathematics at university" and "mathematics at school" regardless their study progress, 2. that the beliefs remain relatively stable within the domains overtime and 3. that -- considering the different mathematical programmes of study (e.g., pre-service teachers vs. mathematics majors) -- the students' connotative beliefs mainly differ regarding beliefs about the simplicity of mathematical knowledge at school.

This paper's purpose is to investigate the attitude of students in mathematical discovery processes in terms of the handling of counterexamples. By understanding this attitude as a kind of scientific attitude, it consists of different aspects that become visible in the behaviour during a mathematical discovery process. Since such a process is particularly complex, the author's interest is to use the concept of attitude as an explanation for students' behaviour that occurs when dealing with conflicts such as counterexamples. Semi-structured interviews with sixth graders of a German Gymnasium were conducted and analysed in a qualitative and interpretative way. As a result, the case study of Alex and Milo is presented. Based on the framework that observable behaviour is influenced by an underlying attitude, there are drawn conclusions about Alex's and Milo's attitudes adopted in the mathematical discovery process and their impact on the process is elaborated.

This paper presents a modified approach to subject-matter didactics, in which the focus is not on the content itself, but on the students' view of the content. The introduction deals with an overview of subject-matter didactics and the notion of beliefs used in this paper. The main portion of the paper deals with presenting the concepts of a book and a seminar based on the student-centered subject-matter didactics approach. For the first qualitative evaluation, selected reflections of students are analyzed. Finally, initial findings are summarized and an outlook is provided.

The abrupt shift to online instruction that occurred in spring 2020, often referred to as emergency remote teaching (ERT), caught many world language educators off guard. To prepare for future disruptions to face-to-face learning and illustrate promising online teaching practices that emerged during this extended period of time that could serve to expand and enhance world language instruction, it is important to understand how ERT influenced K-12 world language programs around the world. To help the world language teaching community better understand how ERT influenced world language instruction, a team of researchers collected interview data from world language teachers and students in the United States and Germany. Results confirmed that instruction was negatively impacted by the sudden shift to online formats, explained how and why instruction was influenced, and identified promising practices exhibited by teachers to mitigate the negative impact of ERT. World language teachers, stakeholders, and school leaders may wish to consider the results of this study to lessen the impact of future disruptions to on campus learning and to enhance the growing presence of online learning in schools.

This paper explores ways to integrate social justice issues pertaining to decolonization and anti-racism into the world language classroom at all levels of instruction. It describes tasks designed to introduce language learners briefly to German colonialism, raise awareness of colonial legacies in contemporary German-speaking societies, and familiarize students with current decolonization initiatives. By engaging students with the complex diversity of German-speaking societies, the tasks provide examples for diversifying and decolonizing the language curriculum while fostering collaboration, critical thinking, and transcultural sensitivity. The examples highlight approaches to anti-racist pedagogies and ways of incorporating social justice practices across all levels of instruction and applicable to all languages.

In this study I examine the academic self-concept (ASC) of students who changed from vocational to academic tracking at the transition to upper secondary education in Germany. I ask (1) how their ASC differs to the ASC of their established peers in academic tracking, and (2) how their ASC is affected by the change in the learning environment. Using a subsample of the German National Educational Panel Study (NEPS; N = 4109), findings show that newcomers to academic tracking have a stronger ASC than their peers. However, social differences between the social milieu of origin and the one prevailing at school significantly reduce the ASC. These differences are interpreted as being social-habitual and tested via socioeconomic status, cultural capital, and parental solidarity expectations at the school level. Results differ according to immigrant origin; immigrant newcomers to academic tracking have higher ASC than their established peers, and context effects are more influential. I complement previous research by using a quantitative approach to test the theoretical mechanisms of a qualitative research perspective on upward mobility.