Karl-Heinz Gerholz – författare

This timely volume positions digital and artificial intelligence (AI) competence as a central educational goal. Bringing together novel theoretical, conceptual, and empirical insights from a wealth of interdisciplinary and national contexts, it explores how subject-specific education can respond to emerging technologies, including AI and high-immersion virtual reality. At the heart of the volume lies its interdisciplinary scope. Contributions span different school subjects, including foreign and general language education, business education, geography, and religious studies, highlighting both shared concerns and subject-specific approaches. Within the interdisciplinary discussion, chapters explore how digital and AI competence can be fostered in teaching and learning, while also addressing teacher education. In doing so, they situate classroom practice within broader institutional contexts and consider the challenges and possibilities presented by digitalization. Ultimately offering key concepts, research tools, and empirical findings, the volume provides a platform for exploring the development of digital and AI competence among learners and educators in diverse educational settings from an international perspective. This book will be of interest to a range of scholars, researchers, and postgraduate students in the fields of digital education, subject-specific education, and teacher education more broadly. It will also be valuable to educators seeking to integrate emerging technologies into their practice.

This timely volume positions digital and artificial intelligence (AI) competence as a central educational goal. Bringing together novel theoretical, conceptual, and empirical insights from a wealth of interdisciplinary and national contexts, it explores how subject-specific education can respond to emerging technologies, including AI and high-immersion virtual reality. At the heart of the volume lies its interdisciplinary scope. Contributions span different school subjects, including foreign and general language education, business education, geography, and religious studies, highlighting both shared concerns and subject-specific approaches. Within the interdisciplinary discussion, chapters explore how digital and AI competence can be fostered in teaching and learning, while also addressing teacher education. In doing so, they situate classroom practice within broader institutional contexts and consider the challenges and possibilities presented by digitalization. Ultimately offering key concepts, research tools, and empirical findings, the volume provides a platform for exploring the development of digital and AI competence among learners and educators in diverse educational settings from an international perspective. This book will be of interest to a range of scholars, researchers, and postgraduate students in the fields of digital education, subject-specific education, and teacher education more broadly. It will also be valuable to educators seeking to integrate emerging technologies into their practice.

This timely volume positions digital and artificial intelligence (AI) competence as a central educational goal. Bringing together novel theoretical, conceptual, and empirical insights from a wealth of interdisciplinary and national contexts, it explores how subject-specific education can respond to emerging technologies, including AI and high-immersion virtual reality. At the heart of the volume lies its interdisciplinary scope. Contributions span different school subjects, including foreign and general language education, business education, geography, and religious studies, highlighting both shared concerns and subject-specific approaches. Within the interdisciplinary discussion, chapters explore how digital and AI competence can be fostered in teaching and learning, while also addressing teacher education. In doing so, they situate classroom practice within broader institutional contexts and consider the challenges and possibilities presented by digitalization. Ultimately offering key concepts, research tools, and empirical findings, the volume provides a platform for exploring the development of digital and AI competence among learners and educators in diverse educational settings from an international perspective. This book will be of interest to a range of scholars, researchers, and postgraduate students in the fields of digital education, subject-specific education, and teacher education more broadly. It will also be valuable to educators seeking to integrate emerging technologies into their practice.