h1

TY  - THES
AU  - Müller, Mattia Lisa
TI  - Digitale Kompetenzen in der dualen beruflichen Ausbildung in Deutschland : Ziele, Strukturen, Akteure und Gestaltungsmaßnahmen
PB  - Rheinisch-Westfälische Technische Hochschule Aachen
VL  - Dissertation
CY  - Aachen
M1  - RWTH-2025-00978
SP  - 1 Online-Ressource : Illustrationen
PY  - 2024
N1  - Veröffentlicht auf dem Publikationsserver der RWTH Aachen University 2025
N1  - Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2024
AB  - Work and business processes are changing in the course of digitalisation. Studies draw up various future scenarios that go hand in hand with these changes for people working in the world of work. The changes brought about by digitalisation will have an extensive impact on the qualification requirements of skilled workers. It is to be expected that current job profiles will change and that the importance of basic IT knowledge and understanding will increase. Digital skills are already a sought-after form of human capital on the labour market. The targeted acquisition of changed skills is becoming a key challenge in coping with industrial change. This raises the question of how people can be qualified to meet these changing requirements, especially in a professional context. Vocational education and training in particular must respond to the changing demands on skilled workers in order to fulfil the goal of promoting professional skills and competence. On the one hand, the demand for qualified specialists with specialised and interdisciplinary digital skills is increasing. In order to train these skilled workers, digital skills must be promoted as a cross-sectional task by all participating institutions in dual vocational education and training. Digitalisation is therefore the subject of vocational training processes. On the other hand, the use of digital applications in educational work to support teaching and learning arrangements offers extensive potential. This requires vocational education and training to continuously adapt existing curricula to the needs of a digitalised working world, to establish new training occupations, to implement digital applications for organisational development and to didactically integrate them into teaching and learning processes as an instrument for promoting skills. This is where the present study comes in by analysing the question of the promotion of digital skills in dual vocational training in Germany with regard to the structures, actors involved, their objectives and design measures. To this end, three empirical studies and finally a comprehensive analysis are conducted using a mixed-method research approach. The first step involves analysing the regulatory documents with regard to the promotion of digital skills at the company and vocational school. This shows that promoting digital skills is taken up for both learning venues and addressed for vocational education and training (for the vocational school in most federal states). For the company as a place of learning, it is also evident that the industrial metal and electrical professions are particularly affected by the digital transformation. For vocational schools as a place of learning, it becomes clear that there are differences between the concepts for promoting digital skills at federal level. For vocational schools in particular, the support concepts are very diverse or, in some cases, non-existent. Subsequently, as part of a quantitative study, company representatives are asked about their assessment of digital skills with regard to the stakeholders in vocational education and training. This reveals differences in the assessment of different areas of digital skills. In addition, the digital skills of training staff are rated lower than those of managers. In order to record the framework conditions, organisational structures and teaching/learning processes in the context of promoting digital skills, the perspective of vocational school teachers and trainers is surveyed as part of an interview study. The focus is limited to the occupational groups of industrial metal and electrical professions. It became apparent that in recent years, and especially during the Covid-19 pandemic, the topic of promoting digital skills for both vocational schools and companies has moved centre stage. Digital applications have been established in the school organisation at vocational schools and the general and subject-specific digital equipment in vocational schools and companies has also been expanded. With regard to inhibiting and challenging factors in the promotion of digital skills, time resources can be cited as an essential factor for vocational schools and companies. Both teachers at vocational schools and trainers cite a lack of time as the reason for a large number of challenges. Conversely, it becomes clear that many initiatives to promote digital skills, especially those related to specific subjects, are implemented because teachers or trainers sometimes shift them to their free time. Another major challenge, especially for vocational schools, is insufficient support for the IT infrastructure (including Wi-Fi), licence management and hardware procurement. The structures and quality of further training courses in the context of digitalisation are also viewed critically by teachers at vocational schools. As part of an overarching analysis, the question of discrepancies between the requirements and objectives of the organising documents and the framework conditions and implementation structures is investigated in the final step. The results indicate that, particularly for vocational schools, the additional qualification in digital manufacturing processes offered by the Nachwuchsstiftung Maschinenbau provides support for the vocational school teachers in structuring the promotion of subject-specific digital skills. These study results are then categorised in the overarching discourse on the tension between regulation and deregulation of vocational education and training. This is followed by the formulation of design recommendations that can strengthen the promotion of digital skills in dual vocational education and training in Germany. The work concludes with a summary, the identification of some limitations against the background of which this work should be categorised, as well as a discussion of the results and an outlook in the form of further questions.
LB  - PUB:(DE-HGF)11
DO  - DOI:10.18154/RWTH-2025-00978
UR  - https://publications.rwth-aachen.de/record/1003307
ER  -