Digital technologies and the Internet are placing fundamentally new demands on education. Therefore, it is the aim of our research to investigate which knowledge and which competences will be necessary for people in a digital world in the future within the framework of a digital education.
It is evident that users acquire practical knowledge of applications in a short period of time and integrate new media forms and applications very quickly into their everyday lives. This process is supported by increasingly intuitive user interfaces, which allow children to quickly learn and use even complex applications without much instruction. In these prag-matic usage situations, however, the possible continuing consequences of the corresponding technologies can only be considered to a limited extent. The associated dangers to well-being, threats to private life and individual self-determination – but also possible positive opportunities that are inherent in certain applications – are often not immediately recognizable for individuals in their roles as citizens, consumers, or employees, because the technical fundamentals and social consequences are not immediately obvious in their complexity.
This is a challenge for research at various levels. For example, research must be done into which knowledge and which competencies will be necessary for people in a future digital world in the context of digital education: Which technical and social skills must be mastered in order to use digital media for one's own benefit and for the benefit of society? How can these competences be adequately conveyed in digital learning environments? A particular challenge here is the social differentiation of knowledge transfer. Depending on educational background, age, and user experience, practical user knowledge, technical background knowledge, and social impact assessment must all be communicated in order to recognize and counteract the potential for inequality that has been created here.
Digital technologies and the internet influence all areas of life and place new demands on education and training. Our goal is to accompany, explore and formulate recommendations for the entire path of an individual as a knowledge carrier in the digital world. Related research focuses include relevant competencies, approaches to digital education in the classroom, possibilities for designing digital learning opportunities, avoiding devaluation and supporting the upgrading of vocational qualifications.
The term digital sovereignty has been used to describe a new model for people and collectives in the digital world that focuses on competences, duties and rights. The research group uses integrative approaches of practice-oriented design research to investigate the constitution and coordination of personal and collective scope for action and decision-making with regard to their use and appropriation on the one hand, and their designability on the other.