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Universität Paderborn, Besim Mazhiqi Show image information
Universität Paderborn, Besim Mazhiqi Show image information
Universität Paderborn Show image information

Universität Paderborn, Besim Mazhiqi

Universität Paderborn, Besim Mazhiqi

Universität Paderborn

Key research area "Transformation in Education"

Current megatrends such as globalisation, internationalisation or digitalisation pose challenges that have a direct or indirect impact on the design of educational processes. The key research area Transformation in Education addresses these challenges in the form of evidence-based research and transfer approaches within the framework of (vocational) educational research. The members of the profile area focus on the design of teaching and learning processes in different educational contexts. The profile is characterised by a research and development strategy that is linked to the requirements and innovation needs of practice. The aim is to generate action-relevant knowledge in order to strengthen the transfer of evidence-based findings into practice.

The projects in the key research area focus on future-oriented teacher education and vocational training research. They use relevant research methods from social science to gain insights into teaching and learning processes that contribute to a transformed educational design as well as to the implementation of education policy programmes and new learning organisations. Central topics are the role of digitalisation in education and educational processes as well as the requirements of digital transformation in work and profession, the inclusive design of learning processes and educational institutions, the design of theory-practice relations as well as the development of concepts to support an effective professionalisation of (future) teachers.

The members of the profile are nationally and internationally renowned experts on issues of design-oriented VET research and competence-oriented teacher education research.

Interdisciplinary centres and research training groups

Cevet – Centre for Vocational Education and Training

The Centre for Vocational Education and Training (cevet) sees itself as an international centre of competence for researching issues and professionalising the handling of challenges in vocational education and training. The involvement of actors with different perspectives on the respective problem is of central importance. cevet's target groups are VET experts and institutions that deal directly or indirectly with issues and challenges in VET. The guiding questions of cevet are, for example How can the quality of teaching and learning in VET institutions be improved? How can competence diagnosis and development of disadvantaged people be addressed? What challenges do megatrends such as globalisation and the transition to a knowledge society pose for vocational education and training? What potential do new media (not) offer and what steps are necessary to make them usable for VET? What future challenges need to be taken into account in today's research questions? What do VET systems look like around the world and what can we learn from each other?


DZLM - German Centre for Teacher Education in Mathematics at Paderborn University

The German Centre for Teacher Training in Mathematics (DZLM) is the first central contact point for teacher training in mathematics in Germany. Initiated and funded by the Deutsche Telekom Foundation from 2011 to 2021, the DZLM is now being continued by the established network. The DZLM develops research-based and practice-oriented training programmes at twelve different universities, including the University of Paderborn.  Its main focus is on the implementation and continuous improvement of research in cooperation with the federal states and educational institutions. In addition, DZLM members conduct research on the impact of in-service training, on the learning processes of participating teachers and on the use of DZLM training materials by in-service trainers.

In order to disseminate the concept of competence-oriented and technology-supported teaching, the following strategies are being pursued

The DZLM runs its own training courses, which are evaluated using a design-based research paradigm. The results will be used to improve the training courses and to qualify disseminators through in-service training or OER training materials (e.g. presentation slides and worksheets, facilitation guides). The suitability and application of the materials will also be evaluated by the DZLM.

Scientific contact: Prof. Dr. Julia Bruns, Prof. Dr. Uta Häsel-Weide, Prof. Dr. Lena Wessel

Further information:


Research Training Group "Empirical Educational Research"

In view of the complex challenges facing the educational system, empirical educational research is becoming increasingly important in research and teaching. The Research College for Empirical Educational Research therefore serves to support didactics and educational research in this area by networking existing research activities at the University of Paderborn and by initiating and intensifying interdisciplinary cooperation between educationalists, psychologists and didactics. The Research Training Group offers a forum, especially for young researchers, in which research projects can be presented and discussed in terms of content and empirical-methodological aspects. Within the framework of the Research Training Group, dissertations from the fields of didactics, educational science and other related disciplines (in particular from lecturers seconded to the University of Paderborn) are currently being presented. In addition, the Research Training Group serves as a forum for the exchange of information regarding the acquisition of third-party funding and other possibilities for research funding. The Research Training Group meets regularly during the lecture period to discuss various topics.



Paderborn Centre for Educational Research and Teacher Education - PLAZ-Professional School

The Paderborn Centre for Educational Research and Teacher Education - PLAZ-Professional School is a research and development agency that works closely with the faculties in the fulfilment of its tasks. Accordingly, the PLAZ sees itself as an institution with a task structure that transcends the faculties and is active in interdisciplinary areas in cooperation with them. The overarching tasks of the PLAZ are to support and develop teacher education with the aim of improving the organisation of studies and promoting innovative teaching; to conduct and support interdisciplinary research and development in the field of education and teaching research; to promote young academics in this field or support their advancement; to expand cooperation with schools, centres for practical teacher training and other institutions involved in teacher education; and to develop and implement quality assurance measures. In addition, the PLAZ has specific tasks in the areas of teaching and studies, research and cooperation with non-university partners.


Junior research groups

ITiB - Innovation and Transfer Processes in the German VET-System

A group of young researchers anchored within the Department for Business and Human Resource Education at the University of Paderborn carries out research activities for the project ITiB (‚Innovation and Transfer Processes in the German VET-System‘) since the beginning of 2022. Focussing beneficial settings and structures for innovation and transfer in VET-institutions, the research group studies processes for realizing transfer of innovations. Thereby, innovation and transfer are understood as active designing and transmission processes, requiring both accomodation and assimilation. Over the long term, the project contributes towards strengthening and developing the German VET-system against the background of transformation processes (digitalization, academization etc.) within society.    

ITiB focusses on the development of a more profound comprehension of the InnoVET-projects’ innovation and transfer processes. InnoVET is an innovation competition entailing 17 large-scale innovation projects in Germany across various sectors and areas within VET. ITiB takes a meta-perspective across all 17 projects to identify patterns, relevants concepts or prototypical developments regarding innovation and transfer. Initially, the project focusses on two content-related strands: 1) the understanding of innovation and transfer, and 2) basic innovation and transfer networks. Grounding on a systematic literature review and a document analysis, several qualitative studies within the context of InnoVET will be conducted during funding period. By doing so, the Design-based Research is one of the guiding methodologies.    

Coordination: Dr. Desiree Daniel-Söltenfuß, Dr. Marie-Ann Kückmann

Funding: BMBF (Förderkennzeichen 21IVFB02)

Duration: Januar 2022 – Dezember 2025

Further informations here.

PERFORM-LA – Performance-oriented professionalization in teacher education

Student teachers are faced with the challenge to apply the basic knowledge they have acquired during their (university) studies in typical professional situations. It is also vague to what extent a competence-oriented course of studies contributes to mastering basic professional requirements. This is also due to the fact that competencies that are closer to action (i.e., close to performance) are typically not the subject of examinations in teacher education. In contrast, such examination and teaching formats as role plays are increasingly being integrated into the training of medical students. They simulate typical standard requirements of the profession as authentically as possible, which can be assessed in a standardized manner.

Goals: The PERFORM-LA junior research group has the following overarching goals:

  • Development & testing of prototypes of similar performance-oriented examination procedures for various exemplary areas of teacher training (English, physics, educational sciences).
  • Analyses of the relationship between different aspects of performance and competence, and of prognostic validity for real-world classroom action.
  • Studies on the acceptance and suitability for implementation as summative and formative examination procedures in teacher education.

Scientific contact: Dr. Christoph Vogelsang

Duration: 04/2021-12/2025

Funding: PERFORM-LA is promoted in the BMBF-Framework Program Empirical Educational Research (FKZ: NWGWIHO02).

More information:

Awards and Fellowships

BigiLeg UPB - Designing education for the digital world at Paderborn University (UPB)

Increasing digitisation is changing the demands of modern teacher education. In December 2019, a new framework – called the „Paderborner Rahmenkonzept“ - defined important digitalisation-related competencies for teacher education at UPB. The framework has already been integrated into the examination regulations during the reaccreditation in 2022.

So far, however, there is a lack of an evaluation instrument that evaluates the implementation of the „Paderborner Rahmenkonzept“. To achieve this, we develop innovative formats to be implemented into teacher education courses. Furthermore, we develop an evaluation instrument that takes into account  the various facets of the framework at the level of teaching courses. Following a design-based research approach, we focus on creating transfer potential as well as ensuring quality assurance.

The project will show possibilities and ways to put the existing theoretical framework into practice in teacher education courses. Furthermore,  changes in the implementation are to be assessed. The teaching formats developed will serve as an innovative example for other teachers who are faced with similar demands. We focus on designing a product that strengthens the implementation of the framework and makes it evaluable.

Scientific contact: Prof. Dr. Rebekka Schmidt

Further project team members: Prof. Dr. Uta Häsel-Weide, Prof. Dr. Claudia Tenberge

Funding: Stifterverband - Curriculum 4.0

Duration: 2021-2023

DiPoLe - Digital process integration in vocational teacher training

The project 'DiPoLe' considers the digital transformation as a profound economic-social change that fundamentally questions the processes of vocational education, the professional attitude of vocational teachers and the way we educate teachers. In addition to challenges, the digital transformation also offers great opportunities to bring professional teacher education a decisive step further. DiPoLe aims to establish processes of exchange and collaboration between the central actors in vocational education and training in order to advance continuous course development. Based on three guiding principles, firstly that vocational teacher education must become more integrative and secondly that it must become increasingly dynamic, thirdly that it must also become more cooperative, DiPoLe pursues the objective of a more comprehensive integration of the topic 'digital transformation' in the study program "Business Education: Teacher Training at Vocational Colleges" at the University of Paderborn. However, as the sustainable development of study programs at universities is often a challenging process, DiPoLe strives for a cooperative interaction of many actors within the university as well as in schools and companies. The aim is to ensure that students recognize digitization as a thematic as well as a didactic-methodological thread throughout the entire course of study.

Scientific contact: Prof. Dr. Tobias Jenert (tobias.jenert(at)upb(dot)de)

Coordination: Niklas Sänger (niklas.saenger(at)upb(dot)de)

Funding: funding line Curriculum 4.0 NRW of the state-wide digitalization offensive with DH.NRW

Duration: 01.10.2020 to 30.09.2023

Further information:


Joint national projects

5G Learning Places OWL

5G creates new challenges and opportunities for vocational education and training. Digital transformation is also changing the world of work and professions, and with it, vocational education and training. Many professions are changing fundamentally, some are even disappearing, others are emerging. In addition to IT skills, many non-technical skills (e.g. interdisciplinary thinking and acting, understanding systems and processes, self-organisation) will become more important. New digital forms offer new opportunities for personalised learning and access to education. This poses many challenges for teachers in vocational schools, school authorities and trainers in companies.

In Ostwestfalen-Lippe, the players in the education ecosystem are tackling these challenges together. The Leading-Edge Cluster OWL is researching the changes in requirements and skills profiles in tomorrow's world of work.


  • Investigate application areas for 5G and develop learning scenarios for training in industrial-technical and commercial occupations.  
  • Testing and comparative study of the learning scenarios in a 5G campus network and a 5G public network (including SWOT comparison with technology alternatives).
  • Scientific, technical and didactic design and pilot implementation of distributed and networked learning offerings based on 5G technology
  • Establishment of process and organisational innovations in educational institutions
  • Sensitisation and qualification of teachers, trainers, skilled, semi-skilled and unskilled workers for the potential of 5G (or with 5G)
  • Transfer of results and experience into broad application in OWL and NRW

The starting hypothesis of the project is that the 5G standard offers enormous potential for the future of vocational education and training in NRW. This is because it enables the powerful networking of different learning locations, with which practical and cooperative learning scenarios can be realised that address the future interfaces between different occupations and build bridges between educational courses and institutions.

The project "5G Learning Locations for the Education of the Future" will investigate these questions in the region of OstWestfalenLippe (OWL). From the perspective of 5G and education research, cross-occupational, cross-organisational and cross-location learning scenarios will be developed for the 5G-based production of the future. The focus will be on predictive maintenance, quality control and remote maintenance with mobile devices as areas of application where the potential of 5G for industry lies in high real-time data volumes and the use of multimedia content, and where the cooperation of industrial-technical and commercial professions at different locations and in different companies will gain in importance. These scenarios will be tested and evaluated in two vocational colleges with an Industry 4.0 learning factory in the district of Gütersloh in a campus network and in two vocational colleges with a mechanical engineering company in the district of Paderborn in a public network, in order to work out the strengths and weaknesses of both types of infrastructure in the application context of education.

Scientific contact: Prof. Dr. Marc Beutner

Cooperation: OstWestfalenLippe GmbH (Verbundprojektkoordiantion), Software Innovation Lab der Universität Paderborn im Software Innovation Campus Paderborn (SICP), Carl-Miele-Berufskolleg (CMBK), Reinhard-Mohn-Berufskolleg (RMBK), Richard-von-Weizsäcker-Berufskolleg (RvWBK) und Ludwig-Erhard-Berufskolleg (LEBK), Weidmüller, Beckhoff, ELHA Maschinenbau, Start-up Raumtänzer, pro Wirtschaft GT GmbH - Wirtschaftsförderungseinrichtung des Kreises Gütersloh, Wertkreis Güterloh - Werkstatt für Menschen mit Benachteiligungen, Nachwuchsstiftung Maschinenbau

Duration: 1.5.2022 - 31.12.2025

Funding: Landesmittel des Ministeriums für Wirtschaft, Innovation, Digitalisierung und Energie des Landes NRW im Rahmen des Förderwettbewerbs 5G.NRW

Bukie - Federal Programme Kita-Einstieg

Evaluation des Bundesprogramms "Kita-Einstieg: Brücken bauen in frühe Bildung"

The aim of the project is to use the scientific monitoring of the Federal Ministry for Family Affairs, Senior Citizens, Women and Youth (BMFSFJ) programme "Kita-Einstieg: Brücken bauen in die frühe Bildung" (Kita Entry: Building Bridges in Early Education) to find out to what extent development processes in inclusive early education, professionalisation approaches for educators and transition management in the early childhood education landscape need to be initiated, designed and/or expanded. The Federal Ministry for Family Affairs, Senior Citizens, Women and Youth is funding the testing and implementation of a variety of proposals, measures and approaches at around 200 locations. The target group of the co-ordination and specialist offices is concerned with municipal needs assessment, networking and co-ordination. Another target group is professionals - here it is a question of checking qualifications, discovering pedagogical processes and discovering attitudes. The final target group is families in special circumstances, with the aim of facilitating and improving access and transitional arrangements, using questionnaires in three languages of origin and interviews. Due to the distribution over all federal states, the socio-spatial specificities, the diversity of providers and concepts, it is assumed that representative results will be obtained that can be transferred to the entire federal territory.

Scientific Contact: Prof. Dr. Timm Albers

Duration: 5.2017 - 12.2022

Funding: The research project is funded by the Federal Ministry for Family Affairs, Senior Citizens, Women and Youth (BMFSJ).

COMeIN – NRW Communities of Practice for Innovative Teacher Training

The twelve teacher training universities of North Rhine-Westphalia and several institutions within the second and third phase of teacher training have joint forces in the cooperative project ‚COMeIN‘. Together they design products (e. g. teaching concepts) to systematically improve the digital skills of (pre-service) teachers, particularly with regard to support the organisational transformation processes of schools, and discipline-specific as well as interdisciplinary education. The collaborating project partners provide extensive scientific expertise and practical school experience, and pool their knowledge and experiences in so-called ‘Communities of Practice’ (CoP) to initiate reciprocal learning processes. The broad variety of players involved is a novelty for North Rhine-Westphalia, that is characterized by a considerably heterogeneous educational landscape. As a consequence of the research and design processes within the CoP, learning processes among the various players are initiated.

The development of a digital education framework in a digitalized world on a state and federal (Länder) level was completed in 2019. Thus, each phase of teacher training will need to face the challenge of its (practical) implementation and its further development. The findings of the COMeIN  project are to contribute to the digitalization strategies of universities, teacher training study programmes, and the second and third phase of teacher training in North Rhine-Westphalia.

Paderborn University is represented by different disciplines and departments: English studies, educational sciences, chemistry, German as a second language, primary school education, informatics, mathematics, social studies and science, and special needs education. In addition, the quality management of COMeIN is conducted by Paderborn University.

Scientific contact: Prof. Dr. Bardo Herzig, Prof. Dr. Birgit Eickelmann

Duration: 2020 - 2023

Funding: The project is funded by the Federal Ministry of Education and Research.

Further information:

The joint research project (Digital Mathematics Teacher Education) focusses on improving the quality of major courses in the mathematics teacher education programme (basic mathematics education, primary school and special needs education) to enhance the students' access to the subject of mathematics and mathematics education. For this purpose, the NRW-wide consortium of eight universities creates digitally supported teaching and learning materials. They are developed to enable students to solve subject-related problems and to efficiently and successfully cope with studies and examinations in mathematics and mathematics education.

Within the framework of the sub-project "Heterogenität im Mathematikunterricht" (Diversity in the Maths classroom), modularised course materials are being created in cooperation of Prof. Dr. Uta Häsel-Weide (UPB), Prof. Dr. Elke Söbbeke (WBU) and Prof. Dr. Christoph Selter (TU DO) in order to prepare teacher edcation students  for diversity in teaching mathematics. The materials enable students to build up professional knowledge and professional competences to act professionally and reflectively in the tension between individual support of students and collaborative learning in the classroom.

The developed materials for teaching and examination are evaluated by intensive mutual exchange between the actors with regard to a) the structuring of the content, b) the accuracy and adaptivity of the initiated cognitive activities for the acquisition of the content and c) their media-related implementation. In particular, the evaluation dimensions b) and c) are empirically evaluated by use-of-potential analyses and their effects among the students.

Scientific Contact: Prof. Dr. Uta Häsel-Weide

Funding: Ministerium für Kultur und Wissenschaft and Digitale Hochschule NRW (

Duration: 2020-2022

Further information:



The "Corona semesters" have revealed various opportunities and challenges with regard to digital teaching. Inequalities in the learning requirements of students, especially with regard to skills for self-directed learning, have increased, for example. In addition, the functions of exams that could support these skills have not been fully exploited. Through "DigiSelF", comprehensive forms of digital testing as well as digital measures to support self-directed learning are to be developed and a sustainable in-terdisciplinary network for transfer is to be established. Innovative teaching measures were developed, but often remained exclusively in individual (subject) areas and were not used university-wide.  The project "DigiSelF" pursues the goal of developing digital measures to promote the self-directed learning of students in the facets of content/cognition, metacognition/resource management and motivational and volitional control. In addition, these levels will also be addressed through the development of digital assessment formats. These are understood as comprehensive assessment feedback. The third goal is to establish long-term networked structures for the development of teaching innovations. These goals are pursued in different ways and with different focuses by a total of 6 work packages at all faculties of the University of Paderborn.

Scientific contact: Prof. Dr. Tobias Jenert

Coordination: Hannah Sloane (Transfer and Coordination), Jana Heidebrecht (Scientific Monitoring and Evaluation)

Funding: The project is funded by Stiftung Innovation in der Hochschullehre.

Duration: 01.08.2021 to 31.07.2024

Further information:

DiPoSa - diagnostic potentials of inclusion-oriented primary science education

The joint research project aims at improving inclusive science education for children through resource-oriented and support-related diagnostics of teachers. It is conducted together with colleagues from Bielefeld University. In particular, the subject-related potentials of primary science education are one major focus of the project.

In the beginning, video vignettes are used to identify the initial subject-related competences of primary science teachers. The results are used to provide professional development modules for pre- and in-service teachers. These modules are examined  and modified in a circular approach. Based on this, theory-practice analysis tools are provided for the first and third phase of teacher education. In the last phase, we will evaluate competence development of in-service teachers.

Further project participants: Education authorities of Herford, Bielefeld, Paderborn and Gütersloh

Scientific Contact: Prof. Dr. Eva Blumberg

Funding: Funded by the Federal Ministry of Education and Research (funding code 01NV2126A9)

Further information: here.

FEL - Electronic training record

The use of e-learning tools is not yet fully integrated into the daily routine of teachers and learners in vocational education and training, especially in vocational nursing education. This applies to both teachers, i.e. the pedagogical staff of the nursing schools, and practical instructors, i.e. the staff of the training institutions responsible for practical instruction, as well as to the trainees themselves. At the same time, the importance of an e-learning tool with integrated electronic/digital proof of training (FEL) for vocational nursing training is particularly important in order to be able to implement up-to-date nursing training. The aim of the project is to accompany the new nursing training with a digital tool with supporting and supplementary digital content and to combine this project with the possibility of a digital proof of training, taking into account § 17 sentence 2 no. 3 of the Nursing Training Act (PflBG). The approach is future-oriented and combines theory and practice.

The FEL project will develop, implement and evaluate an eLearning tool for the care sector. The basis of the development work is a didactic concept based on the PVEC - Paderborn Vocational Education Concept for eLearning - according to Beutner and combined with the three-shell model of vocational training evaluation according to Beutner (cf. Beutner 2018 and Beutner 2021) within the framework of the evaluation.

In the FEL project, the e-learning tool FEL will be developed, prototyped, implemented, iteratively developed and improved, evaluated and made broadly effective in a transfer concept in close cooperation between the University of Paderborn, the technology partner Ingenious Knowlegde GmbH, the Nursing School ZFG Münster with other nursing schools, nursing service providers, the BIBB / project management organisation and social stakeholders. A design-based research approach is being used, in which both the development and design of educational products as well as research and knowledge acquisition are taken into account according to a sound research design.

Scientific contact: Prof. Dr. Marc Beutner

Cooperation: Ingenious Knowledge GmbH, Deutschland, Pflegeschule ZFG Münster - ZFG – Zentralschule für Gesundheitsberufe

Duration: 1.9.2021 - 31.8.2024

Funding: Federal Institute for Vocational Education and Training

ImTransRegio -Implementation of transfer agencies as regional innovation centres

The project ImTransRegio provides scientific monitoring for ten german transfer agencies. The project aims at developing educational concepts which are a basis for the agencies' advice to local authorities. In particular, the research group provides recommendations on best practice. The research group also examines the conditions under which regional educational processes will be effective and sustainable.

Scientific contact: Dr. Elmar Janssen

Duration: 2014-2022

Funding: BMBF


InDigO: Learning, developing and disseminating inclusion and digitisation in OER contexts

In September 2021, the digital portal for teaching and learning in North Rhine-Westphalia, ("Open Resources Campus NRW") was officially launched. ORCA provides quality-proofed materials for digitally supported teaching and learning at universities. In various funding lines of NRW and in cooperation with the institution Digitale Hochschule NRW, learning content is created as an Open Educational Resource (OER for short). These can be found, accessed, downloaded, used, modified and uploaded again in a new version on in the sense of 5v (cf. Hilton & Wiley 2018). In terms of ORCA's objectives, the aim in the future is to use the teaching/learning materials provided in a wide variety of granularity (modularised) in university teaching. The materials available on ORCA are not conceived as a static "cupboard of materials“  but are understood as a contribution to a new culture of teaching and learning, which can also be described as a "culture of sharing" in learning communities (cf. Otto 2019; Müller 2022). Both a didactical and an empirical foundation of Open Educational Practice (OEP) are a desideratum so far. well as an empirical foundation of Open Educational Practice (OEP) have so far been a desideratum.

The vision of transformative university teaching with open educational resources aims to be concretised by the consortium project "InDigO" for the area "Inclusion in Teacher Education" (LABG 2021). InDigO is funded by the MKW NRW as a pilot project for two years with approximately one million euros.

In this project, the subject of educational science in the disciplines of primary education and special needs education is exemplarily investigated, how teachers can integrate freely accessible educational resources of the platform in their inclusion-oriented teaching in a variety of ways. The pilot project includes seven universities in NRW to test and evaluate how OER materials can be used, disseminated, further developed and curricularly anchored within the framework of internal and cross-university learning communities for the promotion of inclusion-related competences of teacher students. The pilot concept is characterised by a coherence of content (inclusion, digitalisation, participation), innovative media didactics (teaching and learning in the Open Educational Practice format) and technology (technical infrastructure as an enabling and connecting element). Within the scope of an explorative, design- and development-oriented research approach (Kamin & Meister 2017), the project will provide fundamental, transferable insights into the conditions for success regarding a new "culture of sharing" of digital resources by lecturers in so-called learning communities. The aim is also to achieve a sustainable contribution towards profiling ORCA's content in the field of inclusion. In this way, the modules of different granularity (from the didactic concept of use and associated teaching/learning materials for accompanied teaching/learning processes in face-to-face and online teaching all the way to self-learning modules) tested and evaluated in the project as well as the tried out concepts of community learning are made available for further use.

Scientific contact: Prof. Dr. Petra Büker; Prof. Dr. Gudrun Oevel

Coordination: Dr. Katrin Glawe; Jana Herding

Funding: InDigO is funded by the Ministry of Science and Culture NRW (MKW)

Duration: 01.12.2021 – 31.12.2023

Further information: Member of extended project management: Prof. Dr. Anna-Maria Kamin, University of Bielefeld. Participating universities: Bielefeld, Dortmund, Duisburg-Essen, Siegen, University of Cologne, Wuppertal.

In context of "", digital teaching/learning offerings will be developed to link the cross-sectional tasks of teaching education: digitisation and inclusion. They will be made available for the planned online portal ORCA in North Rhine-Westphalia. The project thus contributes to the cross-university use of scientifically and didactically grounded digital teaching/learning offerings for teaching education. Led by Prof. Dr. Petra Büker, Institute for Educational Science, and Prof. Dr. Gudrun Oevel, (IMT, responsible for technical environment) all universities of the state will be provided with an online case collection as open education resource material. This is based on the online case collection “Diversity Tableau”/"Vielfaltstableau", which developed in Paderborn and successfully used in university teaching. Over the next two years, an innovative digital teaching/learning environment will be developed in cooperation with partner universities at the sites in Bielefeld, Duisburg-Essen, and Siegen. In addition to biographical descriptions of children and young people from the "Diversity Tableau"/”Vielfaltstableau”, this environment will also contain university media didactic offerings such as tasks and suggestions for the creative design of teaching in online and attendance phases. In this way, content (inclusion), technology (infrastructure) as well as media didactics (teaching and learning with online phases and methods) will be precisely matched to each other.

The prototype will be tested and evaluated at all four partner universities before the material can be used nationwide in both, educational science and didactics. This will open up the possibility for teacher trainees to link the topic of individual support for pupils with the development of media- and digitisation-related skills.

The "" project is funded by the Ministry of Culture and Science of North Rhine-Westphalia under the OER funding line.

Research contact: Prof. Dr. Petra Büker, Dr. Katrin Glawe

Duration: 7.2020 - 6.2022

Funding: Das Projekt „“ wird in der Förderlinie OER durch das Ministerium für Kultur und Wissenschaft NRW gefördert.

Consortium management: Paderborn University
Consortium: University of Bielefeld, University of Duisburg Essen, University of Siegen

Further information here.

LeA – Professional development of non-mathematical primary teachers

Due to the lack of teachers in primary schools, an increasing number of teachers from other disciplines or levels are teaching primary mathematics. Therefore, these teachers often do not have profound subject-specific professional knowledge. Hence, there is a need for professional training in this group of teachers, e.g. difficulties with the strategy of counting numbers.

Tranferring counting numbers into developing imagination-based arithmetic strategies is a complex process. Stimulating and accompanying this process requires a high level of professional expertise of teachers, e. g. the diagnosis and facilitation of students‘ learning on the basis of adequate subject-specific and pedagogical content knowledge.

Therefore, the project LeA focusses on developing and providing further educational training for non-specialist teachers (in cooperation with the district governments of Münster and Detmold). In addition, in-service training materials for learning in the classroom and e-learning phases are developed in collaboration with the German Centre for Teacher Education in Mathematics (DZLM). The LeA project takes into account specific learning difficulties of children, which is the research focus of the project.

Scientific contact: Prof. Dr. Uta Häsel-Weide (UPB), Prof. Dr. Karina Höveler (WWU), Prof. Dr. Marcus Nührenbörger (WWU)

Project team member: Lara Marie Graf

Funding: DZLM (IPN)

Duration: 2021-2024


Learning a teaching profession as a student and consequently executing this profession as a teacher takes a variety of skills to meet all requirements involved. Next to content specific, didactic and educational competencies, it takes a set of additional cross-disciplinary competencies such as the ability to cooperate and communicate, learning and self-regulating strategies, a high level of orthography or basic computer skills to succeed in one’s professional life as a student or as a teacher. Cross-disciplinary competencies are defined as relevant, but not specific competencies to the job or the subject studied. Notably, these competencies are an important factor when coping with changes of the working environment and thus changing requirements within the profession.

When trying to meet these implicit challenges it is helpful to rely on a self-assessment-tool for orientation. Strengths and weaknesses can be identified and thus bear the potential of targeted improvement.

With two coordinated subprojects, LehramtsNavi offers such a self-assessment addressing a broad selection of cross-disciplinary competencies with an Online-Self-Assessment-Tool (LehramtsNavi im netz) on the one hand and Workshops (LehramtsNavi im raum) targeting specific cross-disciplinary competencies such as self-management or coping with stress on the other. It is central to these workshops, that students take their own experience and perspectives into the workshops and reflect upon their current level of the competencies addressed and how to improve them. Furthermore, these workshops are led by trained students which allows for a peer-to-peer exchange among aspiring teachers who are all focussing on crucial competencies at the job.

Both subprojects are available for students of the Paderborn University and require no fees. The Online Self-Assessment can be used from a personal computer providing personal feedback as well as helpful suggestions for further improvement.

The competencies addressed among the project derive from theory-based approaches as well as requirement analyses realized by the LehramtsNavi-team itself. By conducting regular evaluations, the project is checked and developed constantly. That way, it is ensured that attending student receive a useful contribution to their individual careers.

LehramtsNavi was funded by the Teaching Quality Pact (2011 to 2020). By now, it is routinely used for teacher training programs. Furthermore, attending each of the subprojects can be credited as academic achievement when chosen as an elective module. All studies conducted throughout this project align with the legal framework of data protection regulations for the systematic development of self-assessment instruments.

Professor Dr. Heike M. Buhl

is in charge of the project. The project’s website can be visited here:


MaCo - Catching up on mathematics after Corona

The MaCo programme aims to improve the mathematical understanding and basic skills of children and young people at primary and lower secondary level who are most at risk of learning difficulties. We provide online training, support and teaching materials for teachers, support staff and non-specialist teachers. We also provide materials for multipliers to design their own training courses. In this way, MaCo disseminates offers for the promotion of the relevant foundations of mathematical understanding at all levels, from primary to secondary school.

In the sub-project "Understanding fractions in secondary school" we use the materials of the support concept "Being able to do maths safely". In the course of the project, these will be successively supplemented by explanatory videos for pupils and handout videos for teachers on the topics of understanding and working with fractions. All the resulting materials can be downloaded from the project websites by teachers and students who are involved in mathematics support in catch-up programmes, and can be used in class for diagnosis and individual support, or to support classroom teaching.

Scientific contact: Prof. Dr. Lena Wessel 

Funding: Ministries of Education of the Länder Berlin and Saxony-Anhalt

Duration: 1.1.22 - 30.6.23

Further information:


Early childhood mathematics education is an integral component of the vocational training of early childhood educators. To support vocational school teachers in the high-quality implementation of this field in their practice the professional development course ‘EmMa-Fachschule’ (early childhood educators do mathematics – vocational school) complemented by research-based curriculum material was designed in cooperation with the University of Osnabrück and the German Centre for Mathematics Teacher Education. In the context of the ‘Multi_NRW’ project the effectiveness of the large-scale implementation of EmMa-Fachschule combined with the dissemination of the corresponding curriculum materials is compared to the effectiveness of the dissemination of the materials by itself. Effects will be investigated on the level of vocational school teachers as well as the level of prospective early childhood educators. The results in turn will be contributing to the general knowledge about these to scaling up strategies of professional development.


Scientific contact: Prof. Dr. Julia Bruns

Project member: Alix Richter

Funding: German Centre for Teacher Education Mathematics

Duration: autumn 2021 to autumn 2024

ProfileP Transfer: Professionswissen in der Lehramtsausbildung Physik

In the project ProfileP+, we developed instruments for assessing content knowledge (CK) and pedagogical content knowledge (PCK) of prospective physics teachers. Likewise, we developed standardized performance assessments for planning physics lessons, reflecting on physics instruction and explaining physics following concepts from medical training. The main objective of ProfileP-Transfer is to modify and prepare the assessments for a wider implementation in academic teacher education programs for physics teaching.

The existing instruments will be transferred into digital formats, which in the case of the performance tests also requires specific modifications. The existing data pool from ProfileP+ will be supplemented by data collected with the modified instruments. Based on this, a benchmark is developed to provide feedback to students and lecturers. The instruments will be made available to other university teachers.

The Paderborn sub-project supports the development of the digital instruments for PCK and lesson planning skills. It coordinates the data collection in Paderborn and is in charge of project documentation.

Scientific contact: Dr. Christoph Vogelsang

Funding: BMBF (FKZ 01PK19005D).

Duration: June 2020 – May 2022

SeiP – Selbstinszenierungspraktiken (similar to practices of self-realisation) as access to a self-determined, multimodal competence assessment for educationally disadvantaged young people

''SeiP'' (Selbstinszenierungspraktiken (similar to practices of self-realisation) as access to a self-determined, multimodal competence assessment for educationally disadvantaged young people) focuses on educationally disadvantaged young people within the framework of existing differences including gender, cultural context and precariousness (migration, poverty, refugee experience) and special educational needs. Thus, the project encompasses pre-existing heterogeneities of young people at the transition from school to work. This target group is over-represented in the vocational education system within the area of vocational preparation (§1(2) as well as §68 BBiG (Vocational Training Act, Germany)). The project primarily aims to develop support-oriented competence assessment which, in our opinion, requires a strength- and resource-oriented approach that can be integrated into everyday life. We deliberately place the principles of self-control/self-determination at the centre. Multimodal instruments, meaning especially open and creative self-expression and survey formats, open up opportunities for young people to explore their strengths and particularly to make them visible. Competence assessment thereby becomes a development and learning process in itself. Teachers, trainers and employers must be supported in the documentation, reception and utilization of the results. This involves meaningful integration into learning and development processes as well as subsequent processing for transition processes to training and employment - thereby enabling occupational participation. The project systematically incorporates suitable conceptual frameworks which are tested in practical contexts. Starting from a design-based research and development approach, an arena for innovation (Kremer 2014) will be instituted that brings together academic expertise, practice partners, network partners and transfer partners. Alongside the project, conditions of success are systematically identified, which in turn are incorporated into the development of a prototype rooted in academic research. This is accompanied by the professionalization of the actors involved through collegial training that enables a multiprofessional reappraisal of the understanding of the pre-existing disadvantages, participation and involvement of young people in the transition from school to work.

Scientific contact: Prof. Dr. H.-Hugo Kremer, Prof. Dr. Desirée Laubenstein

Coordination: Dr. Heike Kundisch

Funding: Bundesministerium für Bildung und Forschung (Funding indicator: 01NV2122A)

Duration: 01.01.2022 – 31.12.2024

Further information: 

SReL4En - Self-Regulated Learning for Entrepreneurs

For various reasons, entrepreneurs - especially in the start-up phase - often face the challenge of acting under great uncertainty based on incomplete information. Research is increasingly interested in the question of which psychological characteristics help entrepreneurs to cope with such uncertainties. In the context of our research, we draw on the concept of self-regulation to explore the dynamic relationship between entrepreneurial learning and acting under uncertainty. In doing so, we adopt a three-phase process model in which an individual attempts to control all three phases to achieve an appropriate goal. We consider the individual self-regulatory capacity as a central factor for why some (aspiring) entrepreneurs are able to design learning processes in such a way that they are better able to deal with uncertainty in decision-making situations and to control their learning in a goal-oriented way. Aspects in the planning as well as in the execution and reflection of learning processes Are a decisive point here. Self-regulation allows students to actively monitor and regulate their own cognition and motivation. Self-regulated learning (SRL) focuses on the "how" of self-regulation, i.e. concrete cognitive processes and action strategies. Therefore, in a one-year longitudinal interview study with >100 entrepreneurs and founders, we investigate the relationship between entrepreneurial self-regulatory ability and the use of cognitive and emotional regulation/ or learning strategies in uncertain situations.

Scientific contact: Prof. Dr. Tobias Jenert

Coordination: Ronja Büker

Funding:  DFG

Duration: 01.04.2021 to 31.03.2024

weiterbildung4OWL - InWeDig- Intermediation von Weiterbildung und Digitale Transformation als Herausforderungen für Bildungs-Ökosysteme am Beispiel des Weiterbildungsraums it’s OWL

Die übergeordnete Zielsetzung des Vorhabens weiterbildung4OWL ist ein didaktisches und technisch-wirtschaftliches Instrumentarium zur nutzer- und qualitätszentrierten Verbesserung von intermediären Marktplatz- und Lern-Plattformen und ihrer Integration in regionale Weiterbildungsräume. Das Instrumentarium soll die Akteure eines regionalen Bildungsraums bzw. -ökosystems durch Vernetzung und plattformbezogene Innovationen systematisch dazu befähigen, die Herausforderungen der Digitalisierung zu bewältigen und ihre Potenziale zu erschließen (s. Kapitel III). Erarbeitete Ergebnisse sollen dabei iterativ im Spitzencluster it’s OWL erprobt werden, der bundesweit eine der größten Initiativen für Industrie 4.0 im Mittelstand ist.

Da im it’s OWL-Ökosystem die zentralen Akteursgruppen eines Weiterbildungsraums vertreten sind und vertrauensvoll kooperieren, eignet sich der Spitzencluster hervorragend, um modellhaft die digitale Transformation eines regionalen Weiterbildungsraums einschl. der damit verbundenen Herausforderungen zu erforschen.

Im Mittelpunkt der Entwicklungen steht dabei die bedarfs- und nutzerorientierte Verbesserung des Weiterbildungsangebots:

  • Nutzerorientierte Gestaltung des digitalen Lernens und der Kompetenzentwicklung
  • Technisch-wirtschaftliche Gestaltung des plattformbasierten Weiterbildungsraums

Wissenschaftlicher Ansprechpartner:          Prof. Dr. Marc Beutner

Förderung:                                                    "INVITE – Innovationswettbewerb Digitale Plattform berufliche Weiterbildung“

Laufzeit:                                                        06.09.2021-31.08.2024

Weitere Informationen finden Sie hier.

Joint international projects

Change Your Perspective: It's Just Dyscalculia

Das internationale ERASMUS+ Projekt ´Change Your Perspective: It's Just Dyscalculia´ ist im Bereich Schulbildung angesiedelt. Es fokussiert die Entwicklung, Erprobung und Evaluation eines Lehrplans sowie von Präsenz- und Online- Kursen zum Umgang mit Dyskalkulie. Dyskalkulie ist eine ausgeprägte Beeinträchtigung des mathematischen Denkens bzw. der Rechenfertigkeiten. Dyskalkulie ist eine Rechenstörung, bei der davon ausgegangen wird, dass sie nicht heilbar ist. Es hat eine Dauer von 24 Monaten und die Projektsprache ist Englisch.

Die Ziele von Change Your Perspective: It's Just Dyscalculia sind:

  1. Durch Projektaktivitäten wird dazu beigetragen, die institutionelle Leistungsfähigkeit der Projektpartnerorganisationen insbesondere im Bereich schulischer Bildung und Umgang mit Dyskalkulie zu erhöhen.
  2. Es wird sichergestellt, dass Schüler*innen mit Lernschwierigkeiten in den Regelunterricht aufgenommen werden.
  3. Die fachlichen Kompetenzen der Ausbilder in den Projektpartnerorganisationen werden auf EU-Ebene gestärkt.
  4. Mit Blick auf die europäischen Normen wird von den Projektpartnerorganisationen sichergestellt, dass Entwicklungspläne für Dyskalkulie konzeptioniert und erstellt werden.

Inhalte / Ergebnisse:

Das Projekt ist darauf ausgelegt, die folgenden spezifischen Ergebnisse zu erzielen:

  • Dyskalkulie-Lehrplan und Kursmaterial
  • In den Dyskalkulie-Lehrplan aufzunehmende Aktivitätsmaterialien und Orientierungsstudien
  • E-Learning-Modul Dyskalkulie (Online-Kurse)
  • Dyskalkulie-Schnellanwendungslösungen: Dyskalkulie-Podcasts
  • Dyskalkulie-Bewusstseinsstatistiken, die als Ergebnis der Analysetätigkeiten erstellt werden

Wissenschaftlicher Ansprechpartner: Prof. Dr. Marc Beutner

Förderung: ERASMUS+ Programm Schulbildung KA220-SCH - Cooperation partnerships in school education

Laufzeit: 01.11.2022-30.10.2024

Weitere Infos finden Sie hier.


CoopCities - Learning from urban cities sustainable solutions to deal with the global challenges faced due to COVID pandemic

Das ERASMUS+ Projekt CoopCities beschäftigt sich mit der Förderung der Fähigkeiten und Kompetenzen von städtischen Akteuren mit Blick auf nachhaltige Stadtentwicklung. Hierzu werden die Entwicklung, Erprobung und Evaluation eines Statusreports, einer Blaupause zur Serious Game - Entwicklung, des Serious Games selbst sowie einer Lernplattform umgesetzt. CoopCities hat eine Dauer von 24 Monaten, wobei die Projektsprache Englisch ist.

Das ERASMUS+ Projekt CoopCities: Learning from urban cities sustainable solutions to deal with the global challenges faced due to COVID pandemic fokussiert sich darauf, Fähigkeiten und Kompetenzen verschiedener städtischer Akteure zu entwickeln, um auf unerwartete Herausforderungen reagieren zu können. In diesem Rahmen zielt das Projekt darauf ab, ein innovatives Ausbildungsmodell für die Berufsbildung zu entwickeln Trainer/Pädagogen, die ihnen dabei helfen, die Fähigkeiten und Kompetenzen zu erwerben, wie sie in ihren Städten mit dem Unerwarteten umgehen können globalen Herausforderungen, z. die COVID-19-Pandemie.

Inhalte / Ergebnisse:

Das Trainingsmodell wird mit Trainingsmaterialien kombiniert digitale Mittel, d. h. Serious Game- und E-Learning-Portal, Video-Erzählungen, digitale Fallstudien-Berichtskarten, alles verfügbar als OER im E-Learning-Portal des Projekts. Die Ergebnisse des Projekts werden zu einem der wichtigsten globalen Bedürfnisse von beitragen Überwindung des Klimawandels und Umweltschutz. Resultate sind R1 CoopCities state-to-the-art report, R2 CoopCities 'Blueprint', R3 CoopCities Serious Game und R4 CoopCities e-Learning portal.

Wissenschaftlicher Ansprechpartner: Prof. Dr. Marc Beutner

Förderung: ERASMUS+ Programm Berufsbildung KA220-VET - Cooperation partnerships in vocational education and training

Laufzeit: 01.11.2021-31.10.2023

Weitere Informationen finden Sie hier.


The ERASMUS+ project DigiComConsumer aims to provide practical solutions for introducing digital consumer education into school curricula, based on the 'Framework for Digital Literacy for Consumers'. The project aims to provide up-to-date training for teachers, encouraging them to integrate digital learning technologies, use them effectively and apply didactic practices (learning by creating, learning by exploring, problem-based learning). Students' competences as co-creators of the learning process will also be promoted. Teachers should be provided with digital tools for self-assessment and peer assessment.

Cooperation (selection): Hiend Publishing, Bulgarien (Koordinator), Universität Paderborn, Lehrstuhl Wirtschaftspädagogik II, Deutschland

Scientific contact: Prof. Dr. Marc Beutner

Duration: 1.11.2021 - 30.10.2023

Funding: ERASMUS+ Schulische Bildung Cooperation among organisations and institutions (2021-1-BG01-KA220-SCH-000027951)

EDU-VET – E-Learning, Digitisation and Units for Learning at VET schools – Creating online Learning Environments in Technical Education for European metal industry

Das ERASMUS+ Projekt EDU-VET fokussier Digitalisierung und die Erarbeitung von Lernmodulen für die Berufsbildung im Metallbereich.

Das Hauptziel des EDU-VET-Projekts ist die Schaffung neuer Lehr- und Lernumgebungen für die Berufsbildung. Das Projekt konzentriert sich auf die Entwicklung von E-Learning-Kursen. Aus diesem Grund werden die Partner einen Lehrplan entwerfen, einen Online-Lehransatz für das Erlernen der technischen Ausbildung an Berufsschulen. Dies unterstützt sowohl Lehrkräfte mit angemessenen innovativen Lernressourcen als auch Lernende mit innovativen modernen Wegen, um mit Themen und Lernaktivitäten umzugehen.

Inhalte / Ergebnisse:

Im Hinblick auf den permanenten Technologiewandel und die Nutzung mobiler Geräte konzentrieren sich die Partner auf die Gestaltung einer innovativen Lernumgebung, die die Aspekte des kombinierten Lernens und der digitalen Medien kombiniert.

Daher besteht die Kernidee des Konsortiums darin, international zusammenzuarbeiten, um gemeinsam mehrsprachige und multimediale ECVET-Lernergebniseinheiten zu entwickeln, anzuwenden und zu bewerten, die in eine webbasierte Lernplattform integriert sind, die nicht nur Lerneinheiten für Lernende, sondern auch Community-Elemente zum Arbeiten bietet interaktiv und zur Förderung der Zusammenarbeit.

Wissenschaftlicher Ansprechpartner: Prof. Dr. Marc Beutner

Förderung: ERASMUS+ Programm Berufsbildung KA220-VET - Cooperation partnerships in vocational education and training

Laufzeit: 01.09.2019 - 31.03.2022

Weitere Infos finden Sie hier.

EU-CERT European Certificates and Accreditation for European Projects

Das ERASMUS+ Projekt EU-CERT - European Certificates and Accreditation for European Projects - fokussiert die Entwicklung, Erprobung und Evaluation von Europäische Standards für die Projektakkreditierung und -zertifizierung in der Erwachsenenbildung.

Das Konsortium ein Akkreditierungstool und eine Akkreditierung Prozess für ERASMUS+-Projekte, deren Ergebnisse und Leistungen wie Kurse, Module, Curricula, Schulungen, Software usw. EU-CERT entwickelt Europäische Standards für die Projektakkreditierung in der Erwachsenenbildung.

Das Hauptziel des EU-CERT-Projekts ist die Konzeption und Umsetzung eines Akkreditierungs- und Zertifizierungssystems sowie die Festlegung europäischer Kriterien für die ERASMUS+-Projektakkreditierung und Entwicklung einer stabilen Akkreditierungsstruktur, die auch nach Abschluss des EU-CERT-Projekts funktioniert.

Inhalte / Ergebnisse:

  • Detaillierte Darstellung des entwickelten EU-CERT Akkreditierungsverfahren 
  • Vergleiche unterschiedlicher europäischer Akkreditierungs- und Zertifizierungsprozesse
  • Qualitätssicherungsaspekte für Bildung und Forschung


Wissenschaftlicher Ansprechpartner: Prof. Dr. Marc Beutner

Förderung: ERASMUS+ Programm Erwachsenenbildung KA220 – ADU Cooperation partnerships in adult education

Laufzeit: 01.02.2022- 31.05.2024

Weitere Informationen finden Sie hier.

Family Business Library Rural and Regional Libraries as Local Family Entrepreneurship centres

Das ERASMUS-Projekt Family Business Library ist ein von der Europäischen Kommission finanziertes Projekt zur Erwachsenenbildung. Es fördert Entrepreneurship education in nichtstädtischen und ländlichen Regionen. Kernidee des Projekts ist es, Menschen in ländlichen Regionen über lokale und regionale Bibliotheken anzusprechen. Ein besonderer Schwerpunkt der Aktivitäten liegt auf der Förderung der Gründung von Familienunternehmen und lokalen Unternehmertums. Ein Hauptaspekt des Ansatzes besteht darin, regionale und ländliche Bibliotheken als Plattform zu nutzen, um die lokale Bevölkerung zu erreichen.

Die sechs Projektpartner kommen aus Lettland, Deutschland, Kroatien, Italien und Griechenland. Der Koordinator ist ART-Smart aus Lettland. Deutscher wissenschaftlicher Partner ist die Universität Paderborn, Lehrstuhl für Wirtschaftspädagogik II. Die anderen Partner sind NRO im Bereich der Aus- und Weiterbildung oder Bibliotheken und Kommunen, die im Bereich der Erziehung zum Unternehmertum aktiv und interessiert sind.

Inhalte / Ergebnisse:

  • Entwicklung und Umsetzung innovativer Praktiken zur Vermittlung von Unternehmertum in regionalen und ländlichen Gebieten.
  • Steigerung des Initiativ- und Unternehmergeistes von Menschen in regionalen und ländlichen Gebieten.
  • Entwicklung eines Systems, in dem Bibliotheken als Zentren für die Entwicklung des ländlichen Unternehmertums dienen.

Wissenschaftlicher Ansprechpartner: Prof. Dr. Marc Beutner

Förderung: ERASMUS+ Programm Erwachsenenbildung, KA204 - Strategic Partnerships for adult education

Laufzeit: 01.10.2020-31.05.2022

Weitere Informationen finden Sie hier.


Greening the EntreComp Framework to Reconcile Economic Development and Environmental Security

The ERASMUS+ project Green-4-Future is a strategic partnership in vocational education and training (VET) co-funded by the European Commission. It aims to reconcile economic objectives with environmental and climate goals. The core idea of the project is to rethink the EntreComp reference framework developed by the Joint Research Centre (JRC), the European Commission's internal scientific service. In particular, it is about greening the EntreComp framework.
In addition to the creation of a Green EntreComp Framework, i.e. a green version of the EntreComp Reference Framework, the partners of Green-4-Future will focus on business modelling for circular economy enterprises, create an in-service training for VET teachers and design a Green-4-Future MOOC.
The nine project partners come from Germany, Cyprus, Croatia, Austria, Ireland, Romania, Greece, Bulgaria and Portugal. The coordinator is the University of Paderborn, Chair of Economic Education II. The other partners are universities, research institutions and vocational training organisations. Thus, Green-4-Future comprises 4 universities, 3 research centres/institutes, 2 vocational training institutions, all active in the field of vocational training and green entrepreneurship.

Scientific contact: Prof. Dr. Marc Beutner

Cooperations: Universität Paderborn, Lehrstuhl Wirtschaftspädagogik II (Deutschland), Centre for Advancement of Research and Development in Educational Technology Ltd-Cardet (Zypern), Callidus ustanova za obrazovanje odraslih - Institute for Adult Education (Kroatien), Berufsförderungsinstitut Burgenland (Österreich), Spectrum Research Centre CLG (Irland), Universitatea din Pitesti (Rumänien), University of Peloponnese (Griechenland), Burhaski Svoboden Universitet (Bulgarien), Instituto de Soldadure e Qualidade (Portugal)

Duration: 1.9.2020 - 31.8.2023

Funding: ERASMUS+ KA202 - Strategic Partnerships for vocational education and training (2020-1-DE02-KA202-007429)

Further information:

GREENWORLD - Think Green for the world

Greenworld - Think Green for the World ist ein Jugendbildungsprojekt, dass für Nachhaltigkeit und Grüne Wirtschaft sensibilisiert und dabei Entrepreneurshipansätze für Jugendliche aufnimmt und dazu eLearning Ansätze sowie Konzepte entwickelt, erprobt und evaluiert.

Die Zielsetzungen basieren auf der Idee, den Horizont von Jugendlichen zu erweitern, sich weiterzuentwickeln, kritisch zu denken, Verantwortung zu übernehmen, umwelt- und klimabewusst zu sein, aktiv zu sein und sachkundig und ermutigt die Führungskräfte von morgen, nicht nur im Bildungs- und Jugendleben positive Veränderungen vorzunehmen, sondern auch in der Gesellschaft.

Inhalte / Ergebnisse:

Das ERASMUS+ Projekt Greenworld - Think Green for the World fokussiert die Entwicklung, Erprobung und Evaluation von nachhaltigen Bildungsangeboten und Existenzgründung in Jugendbildungskontexten. Es hat eine Dauer von 24 Monaten. Die Projektsprache ist Englisch.

Im Projekt werden Aspekte des Klimawandels, des Schutzes der Umwelt und der Nachhaltigkeit angesprochen und im Rahmen von Jugendangeboten thematisiert.

Im Projekt werden ein länderspezifische Environmental-climate sensitivity analysis reports, ein Green Entrepreneurship Handbook, ein Environmental Literacy Handbook und ein Fördermaßnahme in Form eines Web tools and E-learning / E- Books entwickelt.

Wissenschaftlicher Ansprechpartner: Prof. Dr. Marc Beutner

Förderung: ERASMUS+ Programm Jugendbildung KA220 YOU - Strategic Partnerships for Youth Education Cooperation partnership

Laufzeit: 07.03.2022 - 07.03.2024

Weitere Infos finden Sie hier.

ICILS 2023 - International Computer and Information Literacy Study 2023

With the ICILS 2023 (International Computer and Information Literacy Study 2023), the IEA (International Association for the Evaluation of Educational Achievement) is realising the third cycle of the ICILS study after ICILS 2013 and ICILS 2018. Taking advantage of  internationally developed and elaborated set of instruments, student competences in the area of the most relevant computer and information-related competences (Computer and Information Literacy, CIL for short) in the countries participating in the study will be recorded in an empirically validated manner. As in the ICILS 2018 study, the study is supplemented by an additional module on the competence area 'Computational Thinking'. Germany is participating in both ICILS 2023 and the additional module.

As was the case for ICILS 2018, the national research centre for the ICILS 2023 study is located at the University of Paderborn under the scientific direction of Prof. Dr. Birgit Eickelmann (National Research Coordinator). The study is funded in Germany by the Federal Ministry of Education and Research (BMBF) in the funding period from 01.01.2021 to 30.06.2026. The international participation fees of the study are co-financed by the European Commission in EU member states.

The results of the previous study cycles can be found here: ICILS 2018 and ICILS 2013.

The implementation of the study is supported by a national consortium.

Scientific contact: icils2023(at)upb(dot)de
Further information:

IDEAL GAME - Improving didactics, education and learning in higher education with the Online Serious Game Creator

Das ERASMUS-Projekt IDEAL ist eine strategische Partnerschaft im Bereich der Hochschulbildung, die von der Europäischen Kommission finanziert wird. Im Rahmen des IDEAL GAME-Projekts erstellen Hochschuleinrichtungen gemeinsam einen Online-Spieleentwickler für Serious Games, um den Unterricht zu verbessern und Lernen in Hochschuleinrichtungen.

Inhalte / Ergebnisse:

Im Rahmen des Projekts wird ein Online-Tool zur Erstellung kleiner Serious Games für die Hochschulbildung entwickelt, umgesetzt und evaluiert. Dieses IDEAL GAME-Tool bietet die Möglichkeit, verschiedene Arten von kleinen ernsthaften Spielen zu erstellen, die in Module und Vorlesungen integriert werden können: z.B. (a) Serious Games zum Erlernen des professionellen und fachbezogenen Wortschatzes, (b) Serious Games zum Zuweisen entsprechender Fakten und Begriffe, (c) Serious Games , die sich auf Prozessabläufe konzentrieren, (d) wettbewerbsfähige Serious Games zur Verbesserung des Lernens sowie ( e) Puzzlespiele, um Modelle und Theorien usw. kennen zu lernen.

Wissenschaftlicher Ansprechpartner: Prof. Dr. Marc Beutner

Förderung: ERASMUS+ Programm Berufsbildung Hochschulbildung KA203 - Strategic Partnerships for Higher Education

Laufzeit: 01.09.2020 - 31.12.2022

Weitere Informationen finden Sie hier.

Link zum IDEAL-GAME-Serious Game Creator Tool

INTERFACE - Using agile, interactive learning environments to promote work-based learning in cVET

Using agile, interactive learning environments to promote work-based learning in cVET

The ERASMUS+ project INTERFACE - in Action deals with the development, testing and evaluation of WBT solutions and online solutions such as Digital Breakouts and WebQuests in the field of work-based learning in continuing education.
Continuing Vocational Education and Training (CVET), especially its work-based forms, are important in the current European economic and social context. Trends towards an ageing society, longer working lives, greater generational diversity and increasing globalised competition require workers at all levels to regularly update and improve their skills through CVET. Work-based learning (WBL) is an effective means of supporting CVET. Workplace-based training has the potential to promote inclusion and social cohesion, combat unemployment and underemployment, and support company and national policies and strategies for innovation, competitiveness and growth. Interactive infographics are a new type of learning environment that is attractive and engaging for learners and can be used in formal and non-formal settings.
In recent years, VET trainers have experimented with new ways of introducing the World Wide Web as a pedagogical resource. These experiences, based on different pedagogical perspectives, have led to teaching methods of which Digital Breakouts and WebQuests are core examples. These methods have found favour because of their flexibility in defining different pedagogical strategies, their adaptability to a wide range of subjects, and the way in which they maximise the use of the digital tools and environments available today. Digital breakouts and WebQuests provide learners with a variety of hands-on WBL experiences. Presenting these elements together in media-rich, highly interactive infographic learning environments is an important addition to the portfolio of resources available to forward-thinking, progressive VET teachers.

The aims of this project are to promote the acquisition of key transversal competences through the use of alternative pedagogical resources in WBL environments and to support the acquisition of key transversal competences through CVET in WBL environments. In addition, educators will be supported to develop their own interactive infographics with challenging learning resources to integrate Digital Breakouts and WebQuests across disciplines.

Coordination: Paderborn University, Lehrstuhl Wirtschaftspädagogik II, (Germany)

Cooperation: Auxilium pro Regionibus Europae in Rebus Culturalibus (Österreich), Latvijas Universitate (Lettland), Acumen Training Sp. z o.o. (Polen), CARDET - Centre for advancement of research and development in educational technology LTD (Zypern), EEO Group SA (Griechenland), Mindshift Talent Advisory lda (Portugal), Spectrum Research Centre - CLG (Irland)

Scientific contact: Prof. Dr. Marc Beutner

Duration: 31.12.2021 - 30.12.2023

Funding: ERASMUS+ Berufsbildung KA220 - VET Cooperation partnerships in vocational education and training (2021-1-DE02-KA220-VET-000034783)

Learn STEM - Innovative Model of learning STEM in secondary schools

Das ERASMUS+ Projekt Learn STEM - Innovative Model of learning STEM in secondary schools konzentriert sich auf die Gestaltung, Erprobung und Evalutation eines innovativen Ansatzes für die Vermittlung von STEM (Science, Technology Engineering and Mathematics - in Deutschland MINT: Mathematik, Informatik, Naturwissenschaften und Technik). Das Projekt Learn STEM zielt darauf ab, die Leistungsfähigkeit von Sekundarschulen zu stärken, Kompetenzen in Fächern wie Naturwissenschaften, Technik, Ingenieurwissenschaften und Mathematik durch innovative und interaktive pädagogische Methoden und Ansätze zu fördern. Das Projekt wird Schulen ein pädagogisches Modell und pädagogische Instrumente zur Verfügung stellen, um die Schüler dabei zu unterstützen, sich mit dem ´wirklichen Leben´ zu verbinden und authentische Einblicke in berufliche Praxis sowie Chancen und Herausforderungen zu geben. Dabei stehen MINT-Anwendungen im Blickpunkt. Insbesondere im Zusammenhang mit dem Internet der Dinge (IoT) und der Robotik sind zwei sehr interessant Bereiche für Schulen auszumachen.

Inhalte / Ergebnisse:

Im Rahmen des Projekts wird ein didaktisches Modell entwickelt und bestehende Praktiken in den Ländern zum Umgang mit STEM aufgenommen. Eine Lernpaket mit 10 Lerntools wird entwickelt, umgesetzt und evaluiert sowie ein LEARN STEM Teacher Training Programme auf Basis einer internationale Interviewstudie aufgebaut und erprobt. Zudem wurde ein Online Learning Environment gestaltet und ein MOOC für die Lehrerausbildung entwickelt und evaluiert.

Wissenschaftlicher Ansprechpartner: Prof. Dr. Marc Beutner

Förderung: ERASMUS+ Programm Schulische Bildung KA220-SCH - Cooperation among organisations and institutions

Laufzeit: 01.09.2022 - 31.08.2024

Weitere Infos finden Sie hier.

NGEnvironment - Foster European Active Citizenship and Sustainability Through Ecological Thinking by NGOs in secondary schools

Das Projekt fokussiert Nachhaltigkeit und Existenzgründung von NGOs (non-governmental organisations bzw. NROs – Nichtregierungsorganisationen bzw. nichtstaatliche Organisationen). Fokus liegt auf der Verbesserung relevanter und hochrangiger Grund- und Querschnittskompetenzen von EU-Bürgern im Rahmen der Erwachsenenbildung unter dem Gesichtspunkt lebenslangen Lernens. Neue Führungskräfte für das Change-Engagement befähigt. Zudem trägt das Projekt zur Verbesserung der unternehmerischen, digitalen und fremdsprachlichen Kompetenzen und zur Förderung der Beschäftigungsfähigkeit bei. NGEnvironment zielt darauf ab NGOs zu unterstützen, insbesondere solche mit einem Umweltauftrag, die auf die Lösung solcher Probleme abzielen und gleichzeitig den sozialen Zusammenhalt fördern (Förderung von Inklusion, Integration, Linderung von Armut, Bekämpfung von Ausgrenzung und Marginalisierung).

Inhalte / Ergebnisse:

In NGEnvironment werden(a) ein pädagogisches Programm, das sich an Mentoren von NGOs richtet, die neue potenzielle NGO-Leiter im Immersionsprogramm aufnehmen und (b) ein Programm, das sich speziell an Erwachsene neue künftige NGO-Leiter richtet und eine Reihe grundlegender Kompetenzen fördert, entwickelt. Eine Online-Plattform mit integriertem Online Observatory ermöglicht Einblicke in Showcases und Best Practices. Es wird ein in Engagement Toolkit zur Einbindung von NGOs entwickelt und zudem instruktive Videos mit Best Practice von NGOs und ihren sozialen Auswirkungen gestaltet. Ein Survival Guide bietet Informationen für Existenzgründer, die ein NGO im Bereich der Nachhaltigkeit eröffnen möchten und ein in Policy Paper, sprich ein Politik-Beratungspapier, wird erstellt. In diesem wird erläutert, warum ein Wechsel des politischen Ansatzes zur Unterstützung von NRO relevant sein könnte sowie die dafür verfügbaren politischen Optionen.

Wissenschaftlicher Ansprechpartner: Prof. Dr. Marc Beutner

Förderung: ERASMUS+ Programm Erwachsenenbildung KA204 - Strategic Partnership for adult eduction

Laufzeit: 01.09.2018 - 31.08.2021

Reliable Green - Remote work, telework and learning with innovative and accessible educational resources for businesses and labor markets in Europeans Green Economy

Das ERASMUS+ Projekt Reliable Green Remote work, telework and learning with innovative and accessible educational resources for businesses and labor markets in Europeans Green Economy beschäftigt sich mit die Entwicklung, Erprobung und Evaluation von Lösungen für Heimarbeit und Arbeiten über digitale Wege in europäischen Kontexten nachhaltiger und grüner Wirtschaft sowie damit verbundenen Schulungsangeboten. Das Projekt zielt auf:

  • die Einrichtung eines Arbeitsmarktzentrums auf Ebene jedes Partnerlandes, um die Einführung von Telearbeit zu unterstützen
  • eine Lücke in der Bereitstellung von Berufsbildung zu adressieren, um KMU-Beschäftigte dabei zu unterstützen, ihre Fähigkeiten für eine Remote-Arbeitsumgebung zu verbessern
  • Berufsbildungstutoren mit Fähigkeiten, Kompetenzen und Einstellungen auszustatten, die für eine innovative / technologieorientierte Gestaltung erforderlich sind Schulungsaktivitäten und Dienstleistungen für Unternehmen
  • Förderung der digitalen, sozialen und bereichsübergreifenden Fähigkeiten der KMU-Mitarbeiter zur Anpassung an eine Telearbeitsumgebung
  • das Wohlbefinden, die Motivation und die Produktivität von Mitarbeitern in Online-Arbeit
  • innovative und leicht zugängliche Bildungsressourcen für innovative Arbeitspraktiken.

Inhalte / Ergebnisse:

Im Projekt erfolgt eine detailierte Analyse des Arbeitsmarkts und eine Identifikation von Home-Office Umsetzungen und Optionen. Anschließend wird in Reliable Green ein Continous Professional Development Curriculum entwickelt, eine Guideline zum Bereich Getting ready to teach and train with technology und eine E-Learning-Plattform zu entwickelt erprobt und evaluiert, die sich mit den Herausforderungen von Arbeitsplätzen im Homeoffice und der nachhaltigen Arbeit in diesen Kontexten auseinandersetzt.

Wissenschaftlicher Ansprechpartner: Prof. Dr. Marc Beutner

Förderung: ERASMUS+ Programm Berufsbildung KA220 - Cooperation Partnerships for vocational education and training

Laufzeit: 01.02.2022 - 31.01.2024

Weitere Informationen finden Sie hier.

RiTE- Research in Teacher Education

Evidence-based teaching plays an increasingly important role in initial teacher education. As current societal debates often lack reference to facts, it is necessary to strengthen the role of evidence in teacher education.

The project RiTE (Research in Teacher Education) aims at enhancing pre-service teachers‘ competences in using evidence to structure and reflect their teaching. A focus of the project is laid on STEM (Science, Technology, Engineering and Mathematics) teachers as evidence plays a dominant role in STEM topics (e.g. climate change, epidemics) as well as in the fundaments of teaching itself (approaches to foster learning). Materials are developed to enhance competences in reflecting evidence in teaching. The implemented materials adapt the so-called evidence-use mechanisms by Breckon & Dodson (2016) which were originally developed for politicians and public stakeholders. The aim of the project is to evaluate whether the mechanisms can also be applied to teacher training.

Five partners from five universities in four countries are involved in the project. Apart from Paderborn University partners are Rijksuniversiteit Groningen (NL), University of Southampton (UK), University of Chester (UK) and Adam Mickiewicz University in Poznań (PL).

The evaluation process embraces two phases: First, an intervention study is conducted in STEM Master Programmes of each partner. Afterwards, selected students of the intervention are accompanied in their first year of in-service teacher education.

Duration: Sept 2019-Dec 2022

Scientific contact: Prof. Dr. Sabine Fechner

Funding: The project is funded by the ERASMUS+ Programme of the European Commission (Agreement number: 2019-1-NL01-KA203-060339).


SAFE - Streaming approaches for Europe

The challenges of the COVID-19 pandemic have affected the daily work in all schools. In a situation strongly marked by the impact of contact restrictions due to the Corona pandemic, it is clear that schools at all levels, i.e. primary, secondary and upper secondary, are facing the challenge of teaching in online formats. The ERASMUS+ project SAFE addresses this new and innovative way of learning and teaching in the age of digitalisation and COVID-19. It is located in the school education strand of the ERASMUS+ programme. The partnership raises awareness of the need for a didactic approach to e-learning. The SAFE approach focuses on the use of streaming in school education. The project is working on a basic concept for the integration of e-learning into daily classroom work. In this basic concept, teachers use tablets or laptops on which, for example, Blackboard applications such as LiveBoard, Doceri or Explain Everything are streamed, with the information on these devices and the teacher's language also streamed directly to the students. In this way, teachers can use familiar forms of teaching, such as writing on the board or on an overhead projector, as well as giving explanations and explanations and embedding them didactically.

SAFE aims to create a streaming concept, implement it in different schools, write a handbook for teachers and a book 'SAFE Streaming in School Education'. The implementation will also be evaluated. In addition, SAFE will produce a policy paper and a lay report with recommendations for further school education. The book 'SAFE Streaming in School Education' will be written in English and will contain information about the project, the implementation, a checklist for teachers, a guide for teachers, a survey as well as evaluation results and insights into the innovative SAFE concept. Part of SAFE will also be an acceptance study in the partner countries to get a European overview of acceptance, experiences, problems and opportunities in the field of eLearning and streaming in school education. The main target groups are teachers, learners and educators.

Project partners: Paderborn University, Lehrstuhl Wirtschaftspädagogik II (Deutschland), Ingenious Knowledge GmbH (Deutschland), CEIP Tomás Romojaro (Spanien), KURZY ZEBRA s.r.o. (Tschechische Republik)

Scientific contact: Prof. Dr. Marc Beutner

Duration: 1.3.2021 - 28.2.2023

Funding: ERASMUS+ Schulbildung KA226 Partnerships for Digital Education Readiness (2020-1-DE03-KA226-SCH-093590)

Further information: here.

Go to the KMK pad with information on projects in the funding round (incl. SAFE): here.

Skills4Life Promoting the Transition to Active Life through Gamification and Game-Based Learning

SKILLS4LIFE zielt darauf ab, Care Leaver dabei zu unterstützen, ihre Vorbereitung auf den Übergang in das Erwachsenenalter zu verbessern und dabei ihre Kompetenzen zu nutzen und auszubauen. Es geht darum, die notwendigen Fähigkeiten, Fertigkeiten und Kompetenzen zu entwickeln und einzuüben, um sich vorbereitet, integriert und begleitet zu fühlen. „Careleaver“ (Care Leaver) stammt aus dem Englischen. Dem Wortlauf nach bedeutet er übersetzt „Fürsorge-Verlasser“. Mit dieser Bezeichnung sind Personen angesprochen, welche Teile ihres Lebens in einer Pflegefamilie oder aber z.B. in einer Einrichtung der Jugendhilfe verbracht haben und diese Einrichtung nun verlassen. Sie machen sich auf den Weg in ein eigenständiges Leben mit Blick auf eine neue Zukunft und Beruf

Inhalte / Ergebnisse:

Im Rahmen von SKILLS4LIFE werden verschiedene Lernaktivitäten entwickelt, umgesetzt und evaluiert. Um Care Leaver und Erwachsenenbildner zu unterstützen, werden

  • ein SKILLS4LIFE Serious Game bzw. game-based learning Tool entwickelt und umgesetzt
  • ein berufsbegleitendes Schulungs- bzw. Fortbildungsprogramm inklusive einer Schulungsveranstaltung entwickelt und erprobt sowie
  • ein Handbuch für die Entwicklung von Programmen für den Übergang zur Autonomie, die alle auf einer digitalen Plattform verfügbar sind gestaltet.

Das Projekt wird auch Breitenwirkung (im Sinne von Community Engagement und Outreach) durch die Veröffentlichung eines Policy Papers, die Organisation von Multiplikatorenveranstaltungen und einer Abschlusskonferenz entfalten.

Wissenschaftlicher Ansprechpartner: Prof. Dr. Marc Beutner

Förderung: ERASMUS+ Programm Erwachsenenbildung KA220 ADU - Cooperation Partnership for adult eduction

Laufzeit: 01.11.2022 - 30.10.2024

Weitere Infos finden sie hier.

STEM in action

The STEM in Action - Open Educational Resources for Teachers project develops and evaluates free online and face-to-face STEM courses for teachers. 7 organisations from Turkey, Belgium, Romania, Ireland, Croatia, Greece and Germany are working on this project. All project partners have experience in the didactic approach to STEM (Mathematics, Informatics, Science, Technology). One of the educational objectives of ERASMUS+ is to promote open access to project results to support learning, teaching, training, education and youth work. Our STEM in Action project is committed to this objective. In addition, Erasmus+ supports that a common goal is to ensure that competences, skills and qualifications are more easily recognised and better understood within and beyond national borders. This aspect is also taken seriously by the project.

The project aims to provide tools, methods and approaches to facilitate the acquisition of the required skills in collaborative STEM learning and teaching environments. In addition, teaching resources and curricular materials in STEM will be made available for use by teachers in different types of schools (general and vocational) and teacher training will be provided in the partner countries. The impact on different types of schools and vocational education and on students' career choices will be evaluated.

Coordination: Tarsus Universitesi, Mersin (Türkei)

Project partners: Universität Paderborn, Lehrstuhl Wirtschaftspädagogik II (Deutschland), Pi Private Company (Griechenland), Sveuciliste  U Zagreb - Universität Zagreb (Kroatien), Katholieke Hogeschool Vives Zuid (Belgien), Universitatea din Craiova (Rumänien), Cork Institute of technology (Ireland)

Scientific contact: Prof. Dr. Marc Beutner

Duration: 31.12.2020 - 30.12.2023

Funding: ERASMUS+ Hochschulbildung KA203 - Strategic Partnerships for Higher Education
Cooperation for innovation and the exchange of good practices (2020-1-TR01-KA203-094309)

Further information: here.

TeaEdu4CT - Future Teachers Education: Computational Thinking and STEAM

The project "Future Teachers Education: Computational Thinking and STEAM" (TeaEdu4CT) aims to develop and evaluate teaching materials based on the concept of "Computational Thinking". The aim is to promote and strengthen the necessary competences associated with the concept in (future) teachers as well as in students. Each project partner will develop a module that will be piloted and evaluated by the other partners. In this way, theoretically sound and field-tested materials will be produced for use in day-care centres and all types of schools, as well as for the training and further education of teachers and educators. The modular structure of the materials allows them to be adapted to different target groups and national curricular requirements.
The Paderborn module and the materials developed focus on the use of learning robots and their programming. Against the background of educational policy guidelines (MKR 2018), learning theory and didactic principles of technology-related subject teaching, students plan lesson-like settings. These are implemented with small groups of students (microteaching). In addition to the acquisition of conceptual and pedagogical competences, the module also aims to promote students' self-efficacy and motivation to implement CT-related approaches in their future professional practice.

Scientific contact: Prof. Dr. Claudia Tenberge, Prof. Dr. Carsten Schulte

Funding: Erasmus+ - KA2 - Cooperation for innovation and the exchange of good practices - KA203 - Strategic Partnerships for higher education, Project n. 2019-1-LT01-KA203-060767

Duration: 2019 – 2022

Further information:

Project partners: Vilnius Universitetas (Litauen, coordinator), Turun Yliopisto (Finnland), Kungliga Tekniska Hoegskolan (Schweden), Ankara Universitesi (Türkei), Tallinn University (Estland), CESIE (Italien), Technische Universitaet Wien (Österreich), Stichting Katholieke Universiteit (Niederlande), Universität Paderborn (Deutschland), Centre for Advancement of Research and Development in Educational Technology LTD CARDET (Zypern)

UglyFruitsNOT! "Ugly" fruits and veggies...NOT! - An innovative educational program towards sustainable consumption and food waste reduction

Das ERASMUS+ Projekt UglyFruitsNOT! beschäftigt sich mit der Förderung von Nachhaltigkeitsbewusstsein und die Konzeption, Umsetzung und Evaluation von Schulungsmaßnahmen für Berufsbildner hinsichtlich konsumpädagogischer Fragen mit Blick auf Reduzierung von Obst- und Gemüseabfällen im Rahmen einer nachhaltigen Produktion.

Inhalte / Ergebnisse:

Das Projekt UglyFruitsNOT! reagiert auf diese Herausforderung durch die Entwicklung eines innovativen Bildungsprogramms für Berufsbildner und Lehrende in der Berufsbildung, die an der Ausbildung von Fachleuten in der Lebensmittelversorgungskette beteiligt sind, um

(i) bei ihnen Wissen und ein Bewusstsein über die Bedeutung des Behaltens dieser Produkte in der Wirtschaft zu schaffen, um eine Reduzierung von Lebensmittelabfällen anzuregen,

(ii) die bedeutende Rolle von „hässlichem“ Obst- und Gemüse bei einer Reduzierung von Obst- und Gemüseabfällen im Rahmen einer nachhaltigen Produktion und eines nachhaltigen Konsums spielen, zu verdeutlichen und

(iii) „Botschafter“ für die Verbraucher werden, indem sie ihr Bewusstsein für die Bedeutung von „hässlichem“ Obst und Gemüse bei der Abfallreduzierung im Rahmen eines nachhaltigen Konsums schärfen.

Wissenschaftlicher Ansprechpartner: Prof. Dr. Marc Beutner

Förderung: ERASMUS+ Programm Berufsbildung KA220-VET - Cooperation partnerships in vocational education and training

Laufzeit: 31.05.2022-30.05.2024

Weitere Informationen finden Sie hier.

Scientific contact

Prof. Dr. Sabine Fechner

Paderborn Centre for Educational Research and Teacher Education – PLAZ-Professional School

Mitglied des Direktoriums

Sabine Fechner
+49 5251 60-1880
+49 5251 60-3969

Office hours:

Office hours for student concerns are offered on Tuesdays 2 to 4 p.m. You may book an appointment here.

Prof. Dr. Tobias Jenert

Hochschuldidaktik und -entwicklung

Tobias Jenert
+49 5251 60-5711

Office hours:

nach vorheriger Terminvereinbarung per E-Mail

Junior coordination

Dr. Franziska Schwabl

Paderborn Centre for Educational Research and Teacher Education – PLAZ-Professional School

Koordination Digitalisierung in der Lehrerbildung, Forschung und wissenschaftlicher Nachwuchs

Franziska Schwabl
+49 5251 60-4567

Cooperation partners


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