Karlsruhe

DOI: https://doi.org/10.82321/07MA-34M63 

Abstract: This paper addresses the challenges of societal, technological, and ecological transformations from an integrative, practice-informed perspective that explicitly connects Future Skills, digital literacy, and computer science competences with institutional development in higher education and programme design. The contribution synthesises insights from interdisciplinary case studies that were condensed, presented, and critically discussed in a scholarly symposium format. Each intervention was implemented within design-based research setting. The findings suggest that implementations are more successful when they allow flexibility and supervision and embed students’ reflection This paper addresses the challenges of societal, technological, and ecological transformations from an integrative, practice-informed perspective that explicitly connects Future Skills, digital literacy, and computer science competences with institutional development in higher education and programme design. The contribution synthesises insights from interdisciplinary case studies that were condensed, presented, and critically discussed in a scholarly symposium format. Each intervention was implemented within design-based research setting. The findings suggest that implementations are more successful when they allow flexibility and supervision and embed students’ reflection // This paper addresses the challenges of societal, technological, and ecological transformations from an integrative, practice-informed perspective that explicitly connects Future Skills, digital literacy, and computer science competences with institutional development in higher education and programme design. The contribution synthesises insights from interdisciplinary case studies that were condensed, presented, and critically discussed in a scholarly symposium format. Each intervention was implemented within design-based research setting. The findings suggest that implementations are more successful when they allow flexibility and supervision and embed students’ reflection

DOI: https://doi.org/10.82321/01dhbw-24m61 

DOI: https://doi.org/10.21240/zfhe/SH-KI-2/11 

DOI: https://ojs.eu4dualdevelopment.com/index.php/esjdhe/issue/view/5/1 

Abstract: Editorial of the 1st issue of the European Scientific Journal of Dual Higher Education (ESJ DHE)