Zusammenfassung Vor dem Hintergrund von Debatten um evidenzbasierte Praxis im Bildungswesen greift der vorliegende Beitrag aktuelle Forschungsstränge auf, die sich mit evidenzorientiertem Denken und Handeln von Lehrkräften (EDHL) befassen. Sie adressieren aus unterschiedlichen Perspektiven Voraussetzungen, Prozesse und Ergebnisse der Rezeption und Nutzung (bildungs-)wissenschaftlichen Wissens durch angehende und aktive Lehrkräfte sowie Interventionen zur Förderung hierfür relevanter Kompetenzen und motivational-affektiver Dispositionen. Im Beitrag diskutieren wir erstens, dass sich in diesem Feld – trotz der Heterogenität von Fragestellungen und theoretischen Zugängen – ein Verständnis von EDHL etabliert hat, das in zentralen Punkten konvergiert. Zweitens werfen wir Thesen und Fragen auf, die es künftig konzeptuell und empirisch zu adressieren hat. Abschließend gehen wir auf übergeordnete kontextuelle Barrieren ein, die aus unserer Sicht überwunden werden müssen, um eine stärkere Evidenzorientierung in der Bildungspraxis zu erreichen. 

/pdf/wie-kann-die-nutzung-bildungswissenschaftlicher-evidenz-1qlf8oef.pdf

(Wie) kann die Nutzung bildungswissenschaftlicher Evidenz Lehren und Lernen verbessern? Thesen und Fragen zur Diskussion um evidenzorientiertes Denken und Handeln von Lehrkräften

The advent of Chat-GPT, an AI-driven technology, is reshaping various sectors, particularly higher education. This study, merging the Unified Theory of Acceptance and Use of Technology (UTAUT) with the Protection Motivation Theory (PMT), explores the relationship between technology adoption and protection motivation in higher education, addressing the concept of "the (un)knowledgeable, the (un)skilled." Through Structural Equation Modeling, findings from Indonesian participants (N = 445), including students and lecturers, reveal that perceived benefits such as task efficiency, hedonic motivation, performance expectancy, and effort expectancy predominantly motivate Chat-GPT use. Risk perception leans more on perceived vulnerability than severity, with insignificant impact from response cost. Response efficacy and self-efficacy significantly determine intention. Insight from moderating effect of educational level suggest that doctoral-level users demonstrate increased Chat-GPT usage, and gender plays a role in response efficacy and task efficiency. Both educational level and gender actively influence users' intentions and actual usage behavior. These insights guide educators, policymakers, and institutions in ethically integrating AI, managing evolving risk perceptions, and empowering users in the dynamic AI landscape of higher education. Policymakers (e.g., university boards) are urged to dexterity an ethical framework and authorize in user efficacy to ensure equitable access and benefits from Chat-GPT in education. 

The (Un)Knowledgeable, the (Un)Skilled? Undertaking Chat-GPT Users’ Benefit-Risk-Coping Paradox in Higher Education Focusing on an Integrated, UTAUT and PMT

Information literacy has become indispensable in navigating today’s fast-paced media environment, with teachers playing a pivotal role in fostering reflective and critical digital citizenship. Positioned as future gatekeepers, pre-service teachers are the key to teaching media skills and especially information literacy to future generations of pupils. Given the particular challenges facing educators today compared to previous generations, it is important to determine whether the next generation of teachers feel adequately prepared and perceive themselves as competent to pass on these skills to their future pupils. However, previous research has highlighted deficiencies in formal learning opportunities at universities, underscoring the need for further investigation into pre-service teachers’ information acquisition, evaluation practices as well as their perceived relevance to teaching, and person-related factors associated with their perceived competence in teaching information literacy.An online questionnaire was presented to participants, employing a mixed-method approach. We qualitatively examined the sources of information used by pre-service teachers and the evaluation strategies they employ, while quantitatively analyzing relationships between pre-service teachers’ person-related factors and their perceived teaching competence. Participants assessed their perceived teaching competence, perceived learning opportunities, self-efficacy (general and related to information assessment), perceived informedness, selective exposure, need for cognition, need for cognitive closure, and mistrust in media coverage.Data from 371 participants revealed digital media dominance in information acquisition over traditional sources, albeit with a prevalence of surface-level evaluation strategies over reflective approaches. Two distinct dimensions of perceived competence in teaching information literacy emerged: one focusing on information assessment while the other centers on the understanding of news creation processes. Perceived competence in teaching information literacy was significantly associated with self-efficacy in information assessment, perceived informedness, selective exposure to information as well as perceived learning opportunities focusing on information evaluation. Moreover, pre-service teachers employing diverse information evaluation strategies demonstrated a heightened sense of perceived competence in teaching information assessment.Our results provide valuable insights into the multifaceted nature of pre-service teachers’ perceived competence in teaching information literacy. Theoretical implications for future research as well as practical implications for teacher education and the structure of future curricula are discussed.

Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers

Thanks to digital technologies, social spheres become increasingly mobile and resistant to transformational processes. Modern society needs to receive high-quality social services in a 24-hour format. It is essential to understand that digitalisation needs to be more socially neutral. On the one hand, digital technologies provide society with new perspectives, opportunities, and solutions, and on the other hand, they can cause the emergence of various risks. Management of the processes of digitalisation of social services involves not only the implementation of digital innovations but also the assessment of the consequences for society and the state. Thus, this article aims to analyse modern trends in digitalisation in the social services field and develop a scientific and methodological approach that will formalise the functional connections between digitalisation and the spheres of education, healthcare, and social protection. In the article, these statements are confirmed by the bibliometric analysis of keywords co-occurrence. It made it possible to identify the following vectors among studies of digitalisation in the field of social services: education, health care, and social protection, which foresee a change in the very essence of digitalisation through the prism of different scientifical approaches. In this regard, this article is devoted to studying the influence of digitalisation on critical indicators of education, health care, and social protection using Principal Component Analysis, Canonical Correlation Analysis and Multiple Regression Modelling. Based on a sample of 35 European countries in 2020-2022. Three canonical models were built, each of which tested the functional relationship between the indicators of the information and communication sector of the studied countries (Percentage of the ICT sector on GDP, Percentage of the ICT personnel in total employment, Percentage change of value added by ICT sector at current prices) and selected indicators of education, health care and social protection. As a result, it was found that, in general, the development of digital technologies has a positive effect on social services—still, the most significant relationship between digitalisation and the sphere of education and health care. As a result of regression modelling, it was found that the Percentage of the ICT personnel in total employment and the Percentage change of value added by the ICT sector at current prices are positively influenced by the Employment rates of recent graduates and negatively by Hospital beds and Expenditure on social protection.

Management of Digitisation Processes in the Field of Social Services

Since the covid pandemic, learning has continued to innovate, especially in the technological era. This innovation is urgently needed to improve the quality of education, including in learning Physics. Teachers are required to be able to integrate ICT to produce electronic teaching media. One of the media that high school physics teachers can develop is an e-module based on contextual learning for high school optical devices. In this study, the e-module used was validated, so the researchers immediately collected data on the effect of using the module on students’ conceptual knowledge of optical devices. In this study, researchers used qualitative methods. The instrument used was a survey using Google Forms, while the t-test was used to test the hypothesis. The study results provide information that e-modules based on contextual learning on optical devices Topic at the high school level was improved in the moderate category. The results of testing the hypothesis t-test where the value of tcount > ttable then Ha is accepted, that is there is a significant influence between the use of contextual-based optical devices e-modules on conceptual knowledge of optical devices in class XI high school students. This means that the e-module has been successfully developed and can be used to increase students’ conceptual knowledge. Although it does not rule out other variables that can still affect students’ conceptual knowledge.

Improving high school students’ conceptual knowledge using contextual E-Module on optical devices topic

In the wake of COVID-19, study conditions in Europe have changed dramatically. To limit contact between students and teachers, since March 2020 teaching has largely taken place digitally (remotely via digital means) and in private. Because the success of digital learning likely relies on many factors beyond good digital infrastructure conditions, this article focuses on which aspects, at both the teacher and the student levels, promote digital learning success. The large-scale student survey "Studying in Times of the Corona Pandemic" conducted at German universities and universities of applied sciences in the summer semester of 2020 offers data on how COVID-19 has affected several aspects of university studying in Germany. Here, we consider this data within the theoretical framework "theory of transactional distance" introduced by Moore (in: Moore (ed) Handbook of distance education, Routledge, 2018), according to which the success of digital teaching is influenced by dialogue, structure, and learner autonomy. Based on various regression analyses, our results show that several (digital) framework conditions must be created on both the teacher and student levels to achieve sufficient digital learning success. In this sense, our findings provide guidance on which aspects institutions of higher education should focus on when developing or updating their digitalization strategies. In accordance with collaborative learning approaches a key factor for learning success appears to be enabling peer-to-peer interactions. This finding supports our prediction that the possibility of engaging in interactive learning activities is crucial for students' learning experience, as it might reduce the perception of transactional distance and allow for social exchange. The strongest predictor of students' learning success turned out to be the (perceived) digital competencies of the teachers. This finding clearly emphasizes that teachers must be qualified to address the very specific challenges of teaching in digital contexts and indicates that universities may need to implement more teacher qualification programs.The online version contains supplementary material available at 10.1186/s41239-023-00382-w. 

/pdf/digital-studying-in-times-of-covid-19-teacher-and-student-1mnmvj36.pdf

Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education

Teachers need to be able to inform and justify their teaching practice based on available research knowledge. When searching for research knowledge, the Internet plays a crucial role as it allows teachers to search for and access evidence long after their own education at university. On the Internet, however, educational information can have varying levels of scientific groundedness (e.g., science articles or blogs from colleagues), and research indicates that (pre-service) teachers struggle to find, select, and evaluate online educational information. It is precisely for this reason that it is important to educate (pre-service) teachers on how to competently source online information. This study describes pre-service teachers’ search strategies when sourcing online educational information about the topic “students’ use of mobile phones in class.” It sheds light on their use of (1) basic or advanced search strategies and (2) the role of Internet-specific epistemological beliefs (ISEBs). N = 77 pre-service teachers conducted a realistic search on the Internet and selected those web items (WI) that they perceived relevant for justifying whether mobile phones should be used in class. Their sourcing behavior was screen-recorded and analyzed. Most selected WI were found via search engines of Google LLC (91.4%). Advanced search strategies were defined as (1) using two or more search engines (performed by 62.3% of participants), (2) adapting search terms and/or formulating new search terms (90.9%), (3) selecting at least one WI that was not listed among the first four ranks on the first search engine results page (54.7%), and (4) checking for the trustworthiness of the author/source (14.3%) or the quality of the content (13%). Binary logistic regressions were used to analyze the relationship between ISEBs and (1) search strategies and (2) science-relatedness of WI as dependent variables. The predictor ISEB did not contribute to the models, meaning that differences in participants’ ISEBs did not significantly relate to their search strategies nor to the science-relatedness of WI, all β ≤ |0.36|, Wald ≤ 0.64, p ≥ 0.43. The role of pre-service teachers’ search strategies is discussed with respect to teachers’ evidence-informed reasoning and its implications for teacher education.

/pdf/pre-service-teachers-search-strategies-when-sourcing-1n1gph0n.pdf

Pre-service teachers’ search strategies when sourcing educational information on the Internet

This thesis focuses on the concept of International Voluntary Service in developing countries. Since the beginning of the 21st century, there has been an enormous increase in volunteers from the Western World participating in this form of Voluntary Service. What are the reasons and motivations for this enlargement? Are we on the threshold of a Global Civil Society, supported by the tremendous growth of non-governmental organizations in the last decade, paving the way for a more altruistic human coexistence and intercultural understanding? Or, is it rather self service of Western populations based on questionable generosity? What roles do state interests play in this regard and to which extent are the histories of colonialism and imperialism reflected? These are the central questions which will be investigated. At the beginning, two theories are presented dialectically: The theory of global learning and civic engagement will be explained on the one hand and the theory of a concealed concept of elitism, state interest and imperialism will be explained on the other. The central question of the thesis asks in what way these two theories apply to International Voluntary Service in Developing Countries. To assess this question, the historical pathway of International Voluntary is first explored. The second step analyzes the state-funded German International Voluntary program Weltwarts as a case study, based on official documents and an empirical survey. Finally, an analysis of the program is conducted by questioning the central theoretical categories of elitism, state interest, and imperialism, as well as civic engagement and global learning. (DIPF/author)

State-Funded International Voluntary Service in Developing Countries. A Case Study of the German Weltwärts program

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Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education

Pre-service teachers’ search strategies when sourcing educational information on the Internet

State-Funded International Voluntary Service in Developing Countries. A Case Study of the German Weltwärts program