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@PHDTHESIS{Mller:1003307,
author = {Müller, Mattia Lisa},
othercontributors = {Nitsch, Verena and Frenz, Martin and Unger, Tim},
title = {{D}igitale {K}ompetenzen in der dualen beruflichen
{A}usbildung in {D}eutschland : {Z}iele, {S}trukturen,
{A}kteure und {G}estaltungsmaßnahmen},
school = {Rheinisch-Westfälische Technische Hochschule Aachen},
type = {Dissertation},
address = {Aachen},
publisher = {RWTH Aachen University},
reportid = {RWTH-2025-00978},
pages = {1 Online-Ressource : Illustrationen},
year = {2024},
note = {Veröffentlicht auf dem Publikationsserver der RWTH Aachen
University 2025; Dissertation, Rheinisch-Westfälische
Technische Hochschule Aachen, 2024},
abstract = {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.},
cin = {417110 / 700000},
ddc = {370},
cid = {$I:(DE-82)417110_20140620$ / $I:(DE-82)700000_20140620$},
typ = {PUB:(DE-HGF)11},
doi = {10.18154/RWTH-2025-00978},
url = {https://publications.rwth-aachen.de/record/1003307},
}
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