@article{63076,
  abstract     = {{This paper develops a new concept and framework for understanding resilient digital democracy in an age defined by polarisation, cascading crises, and the global rise of digital authoritarianism. It begins by tracing the concept of resilience from systems theory to social and political life, showing that resilience in democracy is not a mechanical property of systems but a dynamic, human-driven practice grounded in agency, resistance, and collective self-determination. The paper argues that with emerging challenges in the digital sphere, such as misinformation, surveillance capitalism, platform monopolies, deepfakes, and hybrid warfare, democracy can only endure if its digital dimensions are protected and transformed. Building on this foundation, the paper introduces a holistic approach to resilient digital democracy that spans environmental, technological, economic, political, and cultural domains, and advances strategies such as public-commons digital infrastructures, platform co-operatives, public service Internet platforms, free/libre open source software (FLOSS), participatory innovations, and hybrid offline/online democratic practices. The result is a fresh, interdisciplinary vision of how democracy can be reinvented in the digital age.}},
  author       = {{Fuchs, Christian}},
  issn         = {{2732-5121}},
  journal      = {{Open Research Europe}},
  publisher    = {{F1000 Research Ltd}},
  title        = {{{What is and how do we Achieve a Resilient Digital Democracy?}}},
  doi          = {{10.12688/openreseurope.21988.2}},
  volume       = {{5}},
  year         = {{2025}},
}

@techreport{64781,
  author       = {{Rossmann, Felix and Greitens, Jan and Knoll, Lisa}},
  title        = {{{SMEs within a Data-Driven Sustainable Finance Framework: A European Survey}}},
  doi          = {{http://dx.doi.org/10.2139/ssrn.5677922}},
  year         = {{2025}},
}

@inbook{64793,
  abstract     = {{The article explores the role of teachers in self-directed songwriting in school music based on the informal learning approach. It investigates a didactic design that was implemented in six schools and was empirically researched utilizing si-tuational analysis. Based on tensions, that emerge due to conflicting expectations, it can be shown, that the teacher's role extends beyond the dichotomy of directive instruction versus open facilitation. Instead, it encompasses an interplay of six divergent roles which are discussed in their positions in relation to each other. These considerations enrich the understanding of teaching practices in popular music education, emphasizing the redefinition of teacher-student relationships for song-writing in school music.}},
  author       = {{Godau, Marc and Barreiro, Julia and Hermann, Katharina and Neuhausen, Timo and Maxelon, Dominik and Weidner, Verena}},
  booktitle    = {{46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the German Association for Research in Music Education}},
  editor       = {{Frey-Konrad, Ute and Hofbauer, Viola Cäcilia and Blanchard, Olivier and Bugiel, Lukas}},
  isbn         = {{9783818800710}},
  publisher    = {{Waxmann}},
  title        = {{{"Wofür bin ich denn hier, wenn ich nicht in irgendeiner Weise auch helfen kann?" Zur Rolle der Lehrkraft beim selbstständigen Songwriting im Unterricht}}},
  doi          = {{10.31244/9783818850715.13}},
  year         = {{2025}},
}

@inbook{64792,
  abstract     = {{The role of institutionalized standards for the hybridization of musical practices. On the socio-materiality of songwriting-producing in the bedroom studio This study examines the socio-materiality of hybrid music practices in bedroom studios, focusing on the interplay between traditional music education institutions and YouTube education. A single case situational analysis reveals how standardized instrumental and music production practices are combined to form a hybrid practice. It shows that traditional music education institutions, such as music schools and conservatories, specialize in the selection of chord tones, while You-Tube videos focus on sound design. Using an actor-network theory approach, the study demonstrates the permeability of informal and institutional learning spaces. The findings suggest that songwriting-producing is not simply a sum of different practices, but rather a process of negotiation and compromise between different standards and goals, as well as the distribution of practice between humans and technology.}},
  author       = {{Neuhausen, Timo}},
  booktitle    = {{46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the German Association for Research in Music Education}},
  editor       = {{Frey-Konrad, Ute and Hofbauer, Viola Cäcilia and Blanchard, Olivier and Bugiel, Lukas}},
  isbn         = {{9783818800710}},
  publisher    = {{Waxmann}},
  title        = {{{Die Rolle institutionalisierter Standards für die Hybridisierung musikalischer Praxen. Zur Soziomaterialität von Songwriting-Producing im Bedroom-Studio}}},
  doi          = {{10.31244/9783818850715.19}},
  year         = {{2025}},
}

@article{64824,
  abstract     = {{<jats:p>(1) Background: As digitalisation transforms society, digital competences are increasingly essential. Yet students’ digital competences often vary significantly, largely influenced by socio-economic background. Some schools—termed “resilient schools”—effectively counter these disadvantages and foster high digital competence. This study investigates the prevalence of such schools and examines how they differ from others. (2) Methods: Drawing on representative ICILS 2023 data, quantitative secondary analyses—including descriptive statistics, t-tests, and multiple regression—were conducted. Following the identification of resilient schools, in-depth analyses focus on those countries with substantial proportions of resilient schools above 10 percent (Austria, Italy, and Portugal), as these countries seem to have effective strategies to foster school resilience. (3) Results: The findings highlight considerable cross-national variation, indicating that school resilience is context-dependent. Resilient schools consistently emphasise student learning-related factors—such as ICT-related attitudes and educational aspirations—while the influence of home environments is less pronounced than in other schools. (4) Conclusions: Strengthening student learning-related factors appears to be crucial for building digital resilience. These insights can inform policy and practice aimed at fostering educational equity and closing the digital divide, particularly in socio-economically disadvantaged contexts.</jats:p>}},
  author       = {{Niemann, Jan and Eickelmann, Birgit and Drossel, Kerstin}},
  issn         = {{2227-7102}},
  journal      = {{Education Sciences}},
  number       = {{7}},
  publisher    = {{MDPI AG}},
  title        = {{{Overcoming Digital Inequalities—Identification and Characterisation of Digitally Resilient Schools in Different Countries Using ICILS 2023 Data}}},
  doi          = {{10.3390/educsci15070898}},
  volume       = {{15}},
  year         = {{2025}},
}

@inbook{61275,
  author       = {{Hagengruber, Ruth Edith}},
  booktitle    = {{The Routledge Companion to Philosophy of Time}},
  editor       = {{Emery, Nina}},
  isbn         = {{9781003495611}},
  publisher    = {{Routledge}},
  title        = {{{Émilie Du Châtelet on Time}}},
  doi          = {{10.4324/9781003495611-9}},
  year         = {{2025}},
}

@article{61285,
  author       = {{Herzig, Bardo}},
  issn         = {{1862-5231}},
  journal      = {{Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT}},
  number       = {{70, Jg.36/2025}},
  pages        = {{13--18}},
  publisher    = {{Barbara Budrich}},
  title        = {{{Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs}}},
  year         = {{2025}},
}

@article{61189,
  author       = {{Herzig, Bardo}},
  issn         = {{1433-4674}},
  journal      = {{SchulVerwaltung Bayern }},
  number       = {{7-8}},
  pages        = {{213--215}},
  publisher    = {{Carl Link}},
  title        = {{{Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften}}},
  year         = {{2025}},
}

@inproceedings{60027,
  author       = {{Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva}},
  publisher    = {{Pädagogische Hochschule Vorarlberg}},
  title        = {{{Team-Teaching angehender Lehrkräfte und Kompetenzen von Kindern im inklusiven naturwissenschaftlichen Sachunterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen Raum" }}},
  year         = {{2025}},
}

@inproceedings{60028,
  author       = {{Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{Pädagogische Hochschule Vorarlberg}},
  title        = {{{Einstellungen und prosoziales Verhalten von Grundschulkindern gegenüber Peers mit emotional-sozialem Förderbedarf im inklusiven Unterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen Raum"}}},
  year         = {{2025}},
}

@inproceedings{59251,
  author       = {{Finke, Pauline and Schulze, Jan Roland and Hellmich, Frank}},
  publisher    = {{University of Belgrade}},
  title        = {{{Exploring primary school teachers’ and special education teachers’ self-efficacy beliefs concerning inclusive education: A qualitative study. Paper. ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ }}},
  year         = {{2025}},
}

@inproceedings{59249,
  author       = {{Finke, Nils and Knickenberg, Margarita and Hellmich, Frank}},
  publisher    = {{BelgradeUniversity of Belgrade}},
  title        = {{{The role of teacher feedback for primary school students’ motivation and mathematical competencies. Paper. ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ }}},
  year         = {{2025}},
}

@inproceedings{59252,
  author       = {{Schulze, Jan Roland and Hellmich, Frank}},
  publisher    = {{University of Belgrade}},
  title        = {{{Pre-service teachers’ professional self-concept development concerning team-teaching in primary schools. Paper. ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ }}},
  year         = {{2025}},
}

@misc{59921,
  author       = {{Scharlau, Ingrid and Miriam, Körber}},
  publisher    = {{OSF}},
  title        = {{{Metaphors in 24 WIRED Level 5 Videos (Data corpus)}}},
  doi          = {{10.17605/OSF.IO/94A2J}},
  year         = {{2025}},
}

@inproceedings{58713,
  author       = {{Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}},
  publisher    = {{University of Graz}},
  title        = {{{Effects of a cooperation training on inclusion-related self-concepts of pre-service teachers. Poster Presentation. The 21th Biennial EARLI (European Association for Research on Learning and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials through Education: Shaping the minds and brains for the future” }}},
  year         = {{2025}},
}

@inproceedings{58714,
  author       = {{Finke, Nils and Knickenberg, Margarita and Hellmich, Frank}},
  publisher    = {{University of Graz}},
  title        = {{{Feedback as a predictor of primary school students’ motivation and mathematical competence. Single Paper. The 21th Biennial EARLI (European Association for Research on Learning and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials through Education: Shaping the minds and brains for the future” }}},
  year         = {{2025}},
}

@inproceedings{58710,
  author       = {{Knickenberg, Margarita and Hoya, Fabian Karl and Hellmich, Frank}},
  publisher    = {{University of Graz}},
  title        = {{{Effects of parental feedback on children’s perceived feedback, motivation and achievement. Single Paper. The 21th Biennial EARLI (European Association for Research on Learning and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials through Education: Shaping the minds and brains for the future” }}},
  year         = {{2025}},
}

@inproceedings{58712,
  author       = {{Görel, Gamze and Franzen, Katja and Hellmich, Frank}},
  publisher    = {{University of Graz}},
  title        = {{{Differences in pre-service teachers’ self-efficacy beliefs and willingness for inclusive education. Single Paper. The 21th Biennial EARLI (European Association for Research on Learning and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials through Education: Shaping the minds and brains for the future” }}},
  year         = {{2025}},
}

@inproceedings{58715,
  author       = {{Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{University of Graz}},
  title        = {{{The role of teacher behaviour in students’ attitudes and support towards peers with disabilities. Single Paper. The 21th Biennial EARLI (European Association for Research on Learning and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials through Education: Shaping the minds and brains for the future” }}},
  year         = {{2025}},
}

@inproceedings{58711,
  author       = {{Finke, Pauline and Schulze, Jan Roland and Hellmich, Frank}},
  publisher    = {{University of Graz}},
  title        = {{{Teachers’ self-efficacy beliefs and attitudes concerning inclusive education. Single Paper. The 21th Biennial EARLI (European Association for Research on Learning and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials through Education: Shaping the minds and brains for the future” }}},
  year         = {{2025}},
}