ZKH

As part of the BWK-funded project "Future Forum for Climate-Friendly Universities," we, together with the Eberswalde University for Sustainable Development and under the leadership of Netzwerk n e.V., are supporting 15 universities on their path to comprehensive climate protection.

BIOCULT - Culture and Conservation

Cooperation project with Martin Luther University Halle-Wittenberg and universities in Kenya and Ethiopia;
duration: 2021–2024

MAPS

The MAPS project supports the internationalization of teacher training and the expansion of cooperation between the University of Vechta, Tallinn University and the Free University of Bolzano.

Education for Sustainable Development Goals - Capacity

Collaboration project with the Universidad Técnica del Norte (Ecuador), the Universidad de Antioquia (Colombia), and the Universidad EAFIT (Colombia); lead;
duration: 2021–2024

UWIT

The BMBF project “Social causes and effects of radical Islam from the perspective of (prospective) Islamic theologians” aims to research new findings and develop concrete approaches and concepts for radicalization prevention.

BRIDGES

The BMBF-funded project BRIDGES strengthens teacher training by addressing the current educational policy issues of 'inclusion' and 'digitalisation'.

ZuDD

The aim of the MWK-funded project ZuDD is to support the discourse on the perception and deconstruction of disinformation strategies in digital media and to contribute to the empowerment of a critically reflective attitude.

Handbook for (extra)curricular youth work in Africa

The aim is to write down and translate youth work materials that have been used successfully by the Académie Bilimon in workshops with adolescents and young adults in West Africa.

ESD: SuperVision 4.0

The aim of the three-year Erasmus+ project “ESD:SuperVision 4.0” is to implement Education for Sustainable Development (ESD) into school curricula.

PEER-IN

Improving students' learning performance in online educational methodology courses through activating formats

Systematic Review (WisU)

The aim is to systematically determine the current state of international research on didactic-methodological approaches to language-sensitive teaching in primary and secondary schools, to evaluate the quality of existing findings and to assess their effectiveness in a narrative research synthesis.

TeRRIFICA

Joint project with the Bonn Science Shop, universities, and other partners from Germany, France, Poland, Serbia, Spain, and Belarus;
duration: 2019–2022

OER Teacher training

The MWK-funded project OER for Teacher Education – Recommendations for Heterogeneous Classes is developing materials for all teacher training programs to help prospective teachers meet the challenges of an inclusive education system.

ViBeS

The ViBeS project addresses the challenges and potential of virtual and hybrid learning experienced during the pandemic in order to develop an expanded educational space with new virtual and hybrid offerings.

Sustainability Framework for School Self-Assessment

Joint project with the Lithuanian Children and Youth Center (Lithuania) and universities from Estonia, Lithuania and Scotland.

PigNPlay

Development of a system-oriented serious game (Play) in the Living Lab for the virtual simulation of concepts and options for action to reduce nitrogen emissions (N) in pig farming (Pig) and to adapt farms to climate change

Non-violent and inclusive school in Tanzania

The overarching goal is to combat the rampant violence against children and young people in the school context and to combat the discrimination against people with disabilities in Tanzania.

Distance

The BMBF project "Structural Causes of Approach to and Distancing from Islamist Radicalization" includes the scientific analysis of current practical offers and the development of preventive educational counseling approaches.

BEKC

Based on a representative survey of families with children under 16 years of age in Germany, the project Survey: Parents+Child+Corona (BEKC) aims to uncover risks and protective factors for child well-being.