@inbook{65032,
  abstract     = {{Despite its status as a key enabling technology, the adoption of 5G in
industry remains limited, mainly due to a lack of expertise, which can be addressed
by incorporating 5G training into vocational schools. Since Augmented Reality
(AR) faces similar challenges, it is used as the 5G application. This research aims
to determine the extent to which a learning unit using 5G and AR for collaborative
work can increase the intention to use these technologies in the vocational setting
and gathers the factors that make up 5G acceptance. It is based on the Technology Acceptance Model 2 (TAM2). The sample includes 23 industrial mechanics
students who participated in the developed learning unit. All items are scored on
seven-tiered Likert scales (0 “totally disagree”; 6 “totally agree”).
The results showed a non-significant change in behavioural intention to use
5G, with a mean of 4.95 (SD: 1.18) for the pre-test and 4.43 (SD: 1.68) for the posttest. The change in intention to use AR did not change significantly either, from
3.12 (SD: 1.38) at pre-test to 3.37 (SD: 1.16) at post-test. The factors Perceived
Usefulness, Image, and Relevance had the lowest mean scores, indicating areas for
targeted improvement. The significant change in Output Quality ratings is likely to
reflect initial overestimation by students. The difference in Behavioural Intentions
between 5G and AR suggests that AR may not be an effective technology for
increasing 5G adoption in educational contexts. One recommendation is to address
5G in the learning unit not only indirectly.}},
  author       = {{Schäfers, Johannes and Temmen, Katrin}},
  booktitle    = {{Proceedings of the 27th International Conference on Interactive Collaborative Learning (ICL2024), Volume 4}},
  editor       = {{Auer, Michael E. and Rüütmann, Tiia}},
  isbn         = {{9783031835193}},
  issn         = {{2367-3370}},
  keywords     = {{5G, Key Technology, TAM · Augmented Reality, VET}},
  location     = {{Tallinn}},
  pages        = {{84 – 91}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{The Influence of an Immersive-Collaborative Learning Unit on the Technology Acceptance of 5G and AR of Industrial Mechanic Students}}},
  doi          = {{10.1007/978-3-031-83520-9_8}},
  volume       = {{1281}},
  year         = {{2025}},
}

@article{30913,
  abstract     = {{Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? 

Methods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). 

Findings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. 

Conclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education. }},
  author       = {{Goller, Michael}},
  journal      = {{International Journal for Research in Vocational Education and Training}},
  keywords     = {{Immigration, Educational Policy, Employability, Mixed Methods, VET, Vocational Education and Training, Transitions From Education and Training to Employment}},
  number       = {{1}},
  pages        = {{92--119}},
  title        = {{{Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes}}},
  doi          = {{https://doi.org/10.13152/IJRVET.9.1.5}},
  volume       = {{9}},
  year         = {{2022}},
}

@article{29098,
  abstract     = {{National und international ist in den letzten Jahren ein vergrößertes Interesse an der Erforschung der Berufswahlmotivation von Studierenden des allgemeinen Lehramtes zu beobachten. Auch in der Wirtschaftspädagogik hat die empirische Auseinandersetzung mit den Beweggründen der Studien- und Berufswahl eine gewisse Tradition. Gleichzeitig muss bemängelt werden, dass die existierenden Untersuchungen einerseits bisher keine an die nationale und internationale Forschung anschlussfähigen Erhebungsinstrumente benutzten und andererseits regional nur einzelne Hochschulstandorte berücksichtigten. Die hier berichtete Studie nimmt sich dieses Forschungsdesiderates an. Hierzu wurden 879 Studierende der Wirtschaftspädagogik an zwölf deutschen Studienstandorten mit einem standardisierten Fragebogen, basierend auf dem bereits gut etablierten FIT-Choice-Ansatz, befragt. Auf Basis dieser Stichprobe werden folgende Forschungsfragen beantwortet: (1) Inwiefern eignet sich das FIT-Choice-Instrumentarium auch für Untersuchungen von Studierenden der Wirtschaftspädagogik?, (2) Welche Motive sowie Vorstellungen vom späteren Beruf liegen der Berufswahl der befragten Studierenden der Wirtschaftspädagogik zugrunde? und (3) Inwiefern unterscheiden sich die Berufswahlmotive sowie die Vorstellungen des späteren Berufs der befragten Wirtschaftspädagogikstudierenden in Hinblick auf das Geschlecht, eine vorherige Berufsausbildung sowie den späteren Berufswunsch? Die Validierung zeigt, dass sich der FIT-Choice-Ansatz größtenteils gut eignet, um auch Studierende der Wirtschaftspädagogik zu untersuchen. Darüber hinaus geben die Befunde vertiefte Einblicke in die Berufswahlmotivation angehender Wirtschaftspädagog*innen (z. B. hohe Relevanz des polyvalenten Studiencharakters).}},
  author       = {{Goller, Michael and Ziegler, Simone}},
  issn         = {{0172-2875}},
  journal      = {{Zeitschrift für Berufsund Wirtschaftspädagogik}},
  keywords     = {{Berufswahl, Motivation, Wirtschaftspädagogik, Berufliche Bildung, FIT-Choice, Lehramt, Career Choice, Business, Education, VET, FIT-Choice, Teacher Education}},
  number       = {{2}},
  pages        = {{154--193}},
  title        = {{{Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik}}},
  doi          = {{10.25162/zbw-2021-0008}},
  volume       = {{117}},
  year         = {{2021}},
}

@article{35202,
  abstract     = {{Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.

Method: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. 

Findings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. 

Conclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future.}},
  author       = {{Goller, Michael and Caruso, Carina and Harteis, Christian}},
  issn         = {{2197-8646}},
  journal      = {{International Journal for Research in Vocational Education and Training}},
  keywords     = {{Work-Based Learning, Organisational Change, Digital Competences, Qualitative Research, Digitalisation, Farming, Dairy, VET, Vocational Education and Training}},
  number       = {{2}},
  pages        = {{208–223}},
  title        = {{{Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}}},
  doi          = {{10.13152/IJRVET.8.2.4.}},
  volume       = {{8}},
  year         = {{2021}},
}