Lehrstuhl für Empirische Bildungsforschung

The research field „Digital Cultural Spaces“ (DiCuS) has been launched. In the research projects located within this research field, we employ qualitative and quantitative empirical research methods to investigate implications of digital transformation for cultural education and regional development...

This is a meta-project, encompassing monitoring of the individual sub-projects, research syntheses and outreach related to the BMBF-funded priority programme on digitalization in cultural education. Its aim is to synthesize available evidence from international research on digitalization in cultural education, including that provided by the projects funded in the priority programme. Moreover, we monitor and support the individual research projects within the programme. This includes facilitation of networking among the funded projects as well as with national and international researchers in the field. The meta-project provides young scientists from the priority program with methodological support...

Recent developments in digitization may be seen as threats, however, they also provide the opportunity to foster a positive relationship of people with their communities via participatory regional development. This may be particularly positive for sustainable development of rural areas at risk of demographic decline. The project's aim is to synthesize, systematize and analyse Europe-wide examples of 'good practice' related to digital strategies and instruments on this issue. These examples will be compiled, resulting in an orientation framework that is being made available in the form of a digital toolbox for further use in regional development...

How do religious or ideological orientations of teachers affect their professional thinking and acting? There is a serious research deficit regarding this question, especially in Europe and Germany. Therefore, we follow the question of how the religiosity of teachers affects their professional tasks - whether as a supporting resource or as a problematic disruptive factor. To pursue this question, we – building up on pilot studies for the development of suitable scales –take an exemplary look on the focus on religiosity and the religious beliefs in a greater invested study with teachers and investigate their connections with professional convictions.