Research

Design-based research (DBR) is a genre of research used to develop scientific findings and practical interventions for education. In addition to theory and empiricism, the design of interventions is also part of DBR. DBR processes and results are contextualised and applicable to similar educational contexts. At HUL, DBR has a firm place in research as well as in teaching - among other things, specified for university didactics as research-based design. Continue to the DBR-Page

Ideally, students at universities educate themselves by participating in research processes or at least understanding them and not simply adopting results. The associated didactic concept has a long tradition as research-based learning and can also be designed to meet new requirements (e.g. AI, sustainability, diversity). At HUL, research-based learning therefore has a firm place in research, teaching and higher education didactic qualification in equal measure. Learn more...

Developments in the field of digital teaching and generative artificial intelligence (gAI) raise a variety of research questions. At HUL, we are currently interested in the skills teachers and students need in view of the new technological possibilities - so-called digital (teaching) literacy and AI literacy. We are also looking at the topic of generative AI from an educational philosophy perspective by reflecting on the opportunities and risks of this technology based on values. Learn more...

Scholarship of Teaching and Learning (SoTL) is the academic enquiry of teachers into their own teaching and the learning of students. Teachers who are active in SoTL look at their teaching with a questioning-researching attitude, use empirical methods and theoretical reflection in the research process in order to further develop their teaching and gain insights into student learning in their own subject. At HUL, we are active in SoTL ourselves, but we also conduct research on SoTL and support lecturers in realising their ideas. Learn more...

Academic success is a central topic in higher education research. On the one hand, academic success can be understood on the basis of objective criteria such as grades, duration of study or drop-out rates. On the other hand, academic success can also be considered on a subjective level, for example through student satisfaction, perceived learning progress or the intention to drop out. Our research on academic success is closely linked to research on academic didactics, as the aims of both overlap. In order to better understand academic success and promote it in a targeted manner, we at the HUL are also interested in important predictors, including motivation and fit. In our research, we use various methods such as systematic reviews, latent change score models or response surface analyses. Learn more...

Science didactics can be understood as a didactic sub-discipline that is also a genuine component of scientific and disciplinary work. It treats science as an epistemic and social practice and thus also takes up subject-cultural characteristics that are usually (or have to be) ignored in general university didactics. Science didactics researches questions relating to the generation and communication of (specialised) scientific knowledge, knowledge criticism and education through science as well as communication and mutual understanding in academic contexts.Learn more...

The prospective research areas are topics that arouse our scientific interest, but for which there are no research and transfer projects yet. We explore these topics and invite other interested parties to exchange ideas. Learn more...