The following section presents the BWT's current research projects with a brief description, contact persons, and durations. For further information on the respective projects, please contact the contact persons, preferably by email.
Sub-project: Design and Evaluation of AI-Supported Competency Development
Funded by: Federal Ministry for Research, Technology and Space
Project Duration: 06/2026 bis 11/2028
Short Description:
The KIKA project addresses the challenges arising from the shortage of skilled workers and demographic change by developing and implementing an AI-based administrative agent in real SME environments. The aim is to relieve small and medium-sized enterprises of administrative burdens in areas such as liquidity planning, annual financial statements, tax returns, HR and payroll management, as well as invoicing and debt collection. Unlike conventional digitalisation projects, technological innovation and cultural change are linked from the outset: through the early and active involvement of employees in the development process, staff training, and the continuous improvement of the human-machine interface of the AI system. The BWT Department takes on the role of scientific research support and is responsible for pedagogical and didactic work packages. These include identifying shifts in competency requirements and professional role profiles in the course of AI implementation, as well as deriving further training needs for employees and managers. In parallel, the department conducts empirical research on the implementation in pilot companies and develops a transferable practical toolkit for AI-supported administrative transformation in SMEs.
Contacts (BWT):
Prof. Dr. Kristina Kögler, Larissa Schleher, Miriam Ebel
Funded by: Ministry of Science, Research, and the Arts Baden-Württemberg;
Independent project of the BWT department in collaboration with PH-Ludwigsburg.
Project Period: From 01/2017 onwards
Short Description:
The research project follows on from the BMBF-funded project “LehrerbildungPlus” (Teacher Training Plus)
and aims to promote the professionalization of teacher training students in the
subject of politics. The project focuses on the subject-specific "theory-practice
link" and is guided by the assumption that subject-specific teaching professionalism
professionalism in teaching can be differentiated into different facets of competence that
can be stimulated and developed independently of one another. In order to achieve the desired
“theory-practice link,” i.e., the integration of theoretically and empirically
subject-specific didactic findings (objective theory) into the person-related teaching-learning concept
of prospective teachers (subjective theory), the findings indicate that
concrete didactic tasks are required that are integrated into a well-founded interplay of theory and practice.
The following subprojects have been developed within this research framework and are
currently being worked on:
- Development of a subject-specific teaching competence test with different
facets of competence (including knowledge of subject-specific teaching concepts,
lesson planning, and analysis of political judgments) - Investigation of the “theory-practice link” using the example of the “Beutelsbach Consensus” and
the “analysis of political judgments” - Development of a digital study module on “Analysis of political judgments”
The empirical studies conducted to date have been carried out on the one hand within the framework of
the school practice semester in cooperation with the State Teacher Training Colleges in Esslingen and
on the other hand in courses at the University of Stuttgart and the Ludwigsburg University of Education.
As of September 2023, 265 students are involved.
Contact: Apl. Prof. Dr. Martin Kenner
Funded by: Own funds Institute of Education / Dept. BWT, University of Stuttgart.
Project Period: 2024 - 2026
Short Description:
Statistics courses are often not taken or attended without reservation by students of educational science
degree programs. The reason for this is not
only that they question the relevance of statistical knowledge for their future teaching
practice, but also their own experiences with mathematical learning content from
their previous school days. It can be assumed that this is also one of the reasons why no
subjects from the field of natural sciences or engineering were chosen.
Against this background, the study asks to what extent the courses offered at the Chair of
Vocational Education contribute to building and consolidating basic statistical
knowledge throughout the course of study.
The teaching concept consists of the following three courses, which build on each other in the curriculum:
1. Lecture on the fundamentals of descriptive statistics and inferential statistics
2. Seminar on the application of statistical principles using the statistical software “SPSS”
3. Seminar on the application of statistical principles using the statistics software “R”
Competence tests were developed for all events to record statistical fundamentals.
Test scales are partially in preparation. In parallel, aspects of the self-concept in statistics are being surveyed. The following aspects and research questions guide the project:
- Entry requirements: What basic statistical knowledge do
students have at the beginning of their studies? This question arises in particular against the
background of differing mathematical knowledge in the two degree programs
Vocational Education and Technology Education. - Learning process: To what extent can statistical knowledge and a positive self-concept be developed through the courses, regardless of the basic knowledge and self-attributions brought to bear?
The aim of this study is to examine the extent to which statistical knowledge and a positive self-concept can be developed through the courses, regardless of the basic knowledge and self-attributions brought to bear.
The aim of this study is to examine the extent to which - Consolidation: To what extent does the available statistical orientation knowledge
(long-term memory) influence the ability to solve more complex statistical tasks
(working memory)?
The project can draw on data collected previously (N ~ 600).
Contacts: Apl. Prof. Dr. Martin Kenner, Kim Méliani
Funded by: Own funds Institute of Education / Dept. BWT, University of Stuttgart.
Project Period: 2020 - 2026
Short Description:
The project addresses a long-standing criticism of the chamber
final examination in economics and social studies (WiSo for short). From
a career-oriented political education perspective, this final examination
focuses on content that hardly takes social science aspects into account
. Furthermore, reproduction questions dominate, which do not cover more demanding
competence goals. In this form, the exam cannot meet the requirements of vocational
education.
Given the high relevance of final exams, it seems obvious to assume that these exams have a
significant retroactive influence on lesson planning
(“hidden curriculum”). This leads to the conclusion that under these conditions,
the potential for stimulation is not being fully exploited, particularly in political education.
In view of current developments in the erosion of democratic attitudes, this
situation can hardly be justified.
In accordance with the “third mission,” the study aims to create an improved basis for
discussions on education policy by providing an updated
and empirically sound description of the current situation. By including the special situation in Baden-Württemberg, which has not been considered in research to date,
the study also promises to yield insights from an organizational theory perspective on the management and mechanisms of action
within the dual system.
The study updates and expands the state of research through alternative methodological approaches and larger samples.
Areas of investigation:
- Analysis of WiSo final examinations (BRD and BW)
Investigation of content-related and competence-oriented priorities,
differences between occupational areas and between BW and BRD, etc. - Retrospective influence of final exams on teaching
Are exams the “secret curriculum”? Perception and evaluation of exams
by teachers, influence of aspects of professionalism (e.g., faculty), etc.
Contacts: Apl. Prof. Dr. Martin Kenner, Janik Weyell
Funded by: Stiftung Innovation in der Hochschullehre (StIL)
Project Duration: 2026 -2029
Short Description:
The INTERACT project at the University of Stuttgart has a clear goal: to permanently embed inter- and transdisciplinarity in higher education teaching. Global challenges such as climate change, digitalisation, and societal transformation cannot be solved from a single disciplinary perspective – graduates need the ability to think, communicate, and collaborate across disciplinary boundaries. INTERACT creates the structural conditions to make this happen.
Our department is actively involved in two key work packages of the project:
Work Package 01 – Interdisciplinary, Project-Based Learning (itPBL)
Within WP01, INTERACT introduces an interdisciplinary, project-based learning module (itPBL) across all bachelor's degree programmes at the University of Stuttgart. Students from at least three faculties collaborate on real-world topics proposed by partners from business and society, which are then translated into projects by teaching staff. The 6-ECTS module strengthens interdisciplinary problem-solving, project management, and teamwork skills – bridging the gap between academia and societal practice. Our institute is actively involved in the development and implementation of these learning formats.
Contacts: Prof. Dr. Kristina Kögler, Maren Fellermeier
Work Package 05 – Transfer, Societal Engagement, and Public Relations
WP05 ensures that the results and innovations of INTERACT are made visible – within the university, across the academic community, and to the broader public. Our institute coordinates the project's communication strategy, facilitates exchange with other universities and partners from business and society, and organises events at which students present their project outcomes. WP05 also promotes collaboration between the work packages and supports spin-off initiatives emerging from the itPBL context.
Contacts: Prof. Dr. Kristina Kögler, Kim Méliani
More information is available on the INTERACT-Project Website.
Funded by: Ministry of Culture, Youth, and Sports/Center for Student Quality and Teacher Training Baden-Württemberg (ZSL)
Project Duration: 2025
Short Description:
The Cooperative Career Orientation for New Immigrants (KooBO-Z) is a project designed to promote career orientation for students in VKL or VABO classes aged 10 to 20. The aim is to support young people in their career orientation and give them practical insights into various occupational fields. Under the guidance of an educational institution, participants work weekly on practical projects that bring different occupational fields to life. In addition, students receive an introduction to the German education and training system. The accompanying study examines the effects of the projects on young people's career choice skills and the development of their professional interests, as well as the quality of implementation of the measures.
Contacts:
Prof. Dr. Kristina Kögler, Maren Fellermeier
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