• Course title: Education in the Digital Age: Opportunities and Challenges
• Number of ECTS: 4
• Course code: MScE_D-2
• Module(s): Foundations
• Language: LB, DE, FR
• Mandatory: Yes

Study educational issues from multiple perspectives, i.e. micro-meso-macro levels, internal-external views, cross-cultural and multi-disciplinary lenses.Reflect the Luxembourg education system and imagine possible futures.Examine the challenges that arise in shaping learning environments to young students’ needs.Design, plan, and carry out a context-sensitive, naturalistic inquiry on a significant educational issue from academic and/or professional practice.

In a world driven by innovation, rapidly evolving technology and change, educators face mounting pressure to transform and adapt education at all levels to meet the realities of the digital era, involving policies, curriculum, and pedagogical practice.An accurate education should cultivate learning contexts that empower and nurture children and youngsters, equipping them with the essential skills crucial for shaping their own future, such as effective communication, critical thinking, creativity, and collaboration – also commonly referred to as “21st-century skills”.These skills enable youth to adapt to new challenges, tackle intricate problems, and excel in diverse settings. Furthermore, empowered learners are said to exhibit strong motivation, a sense of commitment, self-efficacy, agency and the ability to make informed decisions. Empowerment isn’t however a coincidental outcome of teaching and learning activities, but rather an intentional object. It’s a multi-faceted concept encompassing personal, psychological, organizational, and community dimensions, rooted in the intertwining of individual and interpersonal aspects of a child’s development. Accomplishing this venture leads us to questions regarding:- the experience of being a child and a young adult in present times,- core factors affecting children’s and adolescents’ funds of resources while growing up such as family affordances, parental socio-economic status, institutional care, schooling, media exposure, leisure activities, environmental surroundings, etc.Exploring these examinations from a scientific perspective reveals a range of childhood and youth experiences within a given society rather than a general notion of “childhood” or “youth”. Subsequently, the personality of a young person develops according to the context, in which he or she grows up, which might be particularly relevant in multi-cultural and multi-lingual contexts like Luxembourg where diverse populations converge. This diversity of experiences impels us to consider a range of academic perspectives and scientific approaches from psychology, sociology, education, pedagogy, health science, and social work.This course delves into the intricate processes through which children and teenagers learn within various contexts, either in a self-initiated or co-regulated mode, and takes into account the challenges that arise when we try to optimise learning environments to respond to young persons’ genuine needs. It examines the role of individual differences in learning and explores strategies to enhance learning environments for optimal student growth and continuous development.Central to our joint reflections is the recognition that all learning processes occur within systems and are shaped by interactions. Interactions serve as the engine, that drives learning and development and holds a pivotal role in educational improvement efforts. Based on insights from the participants’ contexts we examine the systemic interactions between schools and their interconnected communities and focus on tensions or contradictions generated through multi-faceted dynamics within these heterogenous educational coalitions.

10% Course participation20% Individual mapping & video reflection on childhood experiences20% Towards a utopian education: Creative educational designs (group work)50% Group inquiry on an educational course topic

Alexander, R. (2018). Developing dialogic teaching: genesis, process, trial.Research Papers in Education, 33(5), pp. 561–598.Engeström, Y., & Sannino, A. (2021). From mediated actions to heterogenous coalitions: four generations of activity-theoretical studies of work and learning. Mind, Culture, and Activity, 28(1), pp. 4-23. Engeström, Y., Rantavuori, P., Ruutu, P., & Tapola-Haapala, M. (2022). The hybridisation of adolescents’ worlds as a source of developmental tensions: A study of discursive manifestations of contradictions. Educational Review, 76(2),pp. 321–342.Kim, M.-Y., & Wilkinson, I.A.G. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, pp. 70-86.Nikkola, T., Kangas, J., & Reunamo, J. (2024). Children’s creative participation as a precursor of 21st century skills in Finnish early childhood education and care context. Learning and Individual Differences, 111, pp. 1-10.Rathmann, K., Bründel, H., & Hurrelmann, K. (2024). Kindheit heute. Entwicklungen und Herausforderungen. 2. aktualisierte und vollständig überarbeitete Auflage. Weinheim Basel: Beltz Verlagsgruppe.Renz-Polster, H., & Hüther, G. (2022). Wie Kinder heute wachsen. Natur als Entwicklungsraum. Ein neuer Blick auf das kindliche Lernen, Denken und Fühlen. 6., überarbeitete und aktualisierte Auflage. Weinheim Basel: Beltz Verlagsgruppe.Schaffalitzky, C. (2024). Dialogic teaching. In S. H. Klausen, & N. Mård (Eds.), Developing a Didactic Framework Across and Beyond School Subjects: Cross- and Transcurricular Teaching (pp. 61-73). London: Routledge.Titus, A., Varkey Muttungal, P. (2023). Empowered learning in school: A scoping review. International Journal of Evaluation and Research in Education (IJERE), 12(2), pp. 729-738.Varas, D., Santana, M., Nussbaum, M., Claro, S., & Imbarack, P. (2023). Teachers’ strategies and challenges in teaching 21st century skills: Little common understanding. Thinking Skills and Creativity, 48, pp. 1-12.Wegerif, R. (2013). Dialogic: Education for the Internet Age. London: Routledge.

• Course title: Global Education and Development: Social Aspects and Politics
• Number of ECTS: 4
• Course code: MScE_G-1
• Module(s): Foundations
• Language: EN, DE
• Mandatory: Yes

familiarize with systemic and social(-political) perspectives on education

compare international perspectives and trends on governance in education

situate and critically reflect Luxembourg in this context

Designing and shaping education systems in such a way that all pupils receive what they need to develop, learn and achieve acceptable academic performance means ensuring educational equity. This is a central concern of many educational institutions worldwide. However, empirical data shows that the socio-economic background of students continues to have a significant impact on their educational and development opportunities in many countries. In view of the educational and social desiderata related to this, it is worth reflecting on school and school development as formal education from a systemic perspective in close connection with non-formal education. Non-formal education takes place outside the formal school system and works with disadvantaged individuals and groups as well as preventively to avoid disadvantage / social exclusion.The seminar deals with socio-political perspectives on education in the past, present and future with a focus on the PISA studies of the OECD (Programme for International Student Assessment). As in other countries, the Luxembourg education system offers various fields of activity for professionals with different educational backgrounds, and cooperation in multidisciplinary teams offers many opportunities for dovetailing the achievement of educational goals with social inclusion and participation.Using selected international references, the special situation of Luxembourg will be analyzed and perspectives for (inclusive) education and pedagogy, school management and development as well as for the development of curriculum and instruction including the actors (to be) involved will be discussed.

Continuous assessment during the lecture period, details will be given in the first session.

Bamford, T. (2016). A contemporary history of social work : learning from the past. Bristol: Policy Press Édition.

Bürgi, R. (2017). Die OECD und die Bildungsplanung der freien Welt: Denkstile und Netzwerke einer internationalenBildungsexpertise. Opladen: Verlag Barbara Budrich. https://doi.org/10.3224/84740557   

Busemeyer, M. R. (2015). Bildungspolitik im internationalen Vergleich. Konstanz: UVK.

d’Agnese, V. (2017). Reclaiming education in the age of PISA: Challenging OECD’s educational order. 10.4324/9781315269436.

Fend, H. (2006). Neue Theorie der Schule: Einführung in das Verstehen von Bildungssystemen. Wiesbaden: VS Verlag für Sozialwissenschaften.   

Hadjar, A. & Uusitalo, E. (2016). Education systems and the dynamics of educational inequalities in low educational attainment: A closer look at England (UK), Finland, Luxembourg, and German-speaking Switzerland. European Societies, 18(3), 264–287.   

Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg (Uni.lu), Service de Coordination de la Recherche et de l‘Innovation pédagogiques et technologiques (SCRIPT) (Hrsg.) (2021). Nationaler Bildungsbericht Luxemburg 2021. Universität Luxemburg: Eigenverlag.   

Marshall, J. (2019). Introduction to Comparative and International Education (2nd edition). New York: SAGE Publications Ltd.  

Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse et Service national de la jeunesse, Luxembourg (2021). Nationaler Rahmenplan zur non-formalen Bildung im Kindes- und Jugendalter. MENJE: Eigenverlag.

   

• Course title: Key Issues of Education in Luxembourg
• Number of ECTS: 3
• Course code: MScE_D-1
• Module(s): Foundations
• Language: LB, DE, FR
• Mandatory: Yes

Navigate (the knowledge base on) the Luxembourg education systemInfer and reflect key issues of education in Luxembourg (and situate the 3 MScE programmes)Critically reflect opinions and facts about education in Luxembourg

International large-scale assessments (e.g., the OECD’s PISA studies) have repeatedly shown that many educational systems in modern societies—Luxembourg being no exception—struggle with the adequate handling of increasingly diverse student populations. Understanding and learning how to effectively deal with highly heterogeneous groups of learners (i.e., solving the equation of providing equal opportunities for success to everybody, independent of their socioeconomic, sociocultural and linguistic background) can be considered Luxembourg’s biggest educational—and to some extent also societal—challenge of today.The increasing diversity, a logical consequence of the demographic change that comes along with a globalized world, is not only a domestic issue. However, due to several national specificities (e.g., attractive, relatively small sized, open borders, situated in the heart of Europe, traditionally multilingual, with an economy model built on and relying on immigration) demographic change may just occur slightly faster in the Grand Duchy than it does abroad. Accordingly, Luxembourg provides a unique educational and societal learning environment, a living laboratory so to speak, that is prototypical and anticipatory for the demographic changes and the related challenges that other countries may very likely face over the next decades. In other words, solving Luxembourg’s educational and societal challenges of today equals solving international educational and societal challenges of tomorrow.The present course will review established facts on the Luxembourg school system—including but not limited to key findings from the triennial national education report, the so-called “Bildungsbericht”—, provide tentative explanations for these facts, and develop as well as discuss a working hypothesis on how to solve the aforementioned metaphorical equation.

Written exam; closed-book; (predominantly) closed-format questions

LUCET/SCRIPT national education reports (bildungbericht.lu)LUCET school monitoring data & reports (dashboard.epstan.lu)LUCET/SCRIPT national PISA reports (pisaluxembourg.lu)SCRIPT statistical reports (script.lu/fr/publications)OEJQS reports (oejqs.lu/fr/publications)OECD statistical reports (oecd.org/education/education-at-a-glance)EC monitor reports (op.europa.eu/webpub/eac/education-and-training-monitor-2023/en)

• Course title: Perspectives on Inclusion and International Comparisons of Inclusive Education
• Number of ECTS: 4
• Course code: MScE_I-1
• Module(s): Foundations
• Language: DE, EN
• Mandatory: Yes

The objectives that are to develop in students:Familiarise w. different perspectives on inclusionCompare int. perspectives & trends on incl. educationSituate & critically reflect Luxembourg in this context

This course will give insights into Luxembourg’s current status of realizing inclusive education (e.g. Krischler & Pit-Ten Cate 2020, Pit-Ten Cate et al. 2021) as well as past and anticipated future developments.  It will address the vastly discussed theory and practice gap in Luxembourg from multiple perspectives (e.g. teachers, legal guardians, children and young people, social workers). Additionally, international and international comparative as well as transcultural takes on inclusive education (Köpfer et al. 2021), respective educational policies, and associated challenges and opportunities (among others in intersectional perspective) will be introduced to widen and question established definitions.The course will target a broad understanding of inclusive education (not limited to one dimension of diversity), busting some myths about what it actually is and entails (Krischler et al. 2019, Biewer et al. 2019). The discussion of the ‘dilemma of difference’ (Norwich 2009) that summarizes the main challenges of realizing inclusion in the education context (e.g. related to inclusive assessment) will be of central interest.Historical and policy-driven developments (e.g. United Nation Convention on the Rights of Persons with Disabilities (UNCRPD), Sustainable Development Goals (SDGs)) will be contrasted. Theoretical underpinnings from different countries (Biewer 2017, Textor 2018) as well as more applied approaches (e.g. inclusive pedagogy, Lani & Black-Hawkins 2011) will be introduced and discussed in order to further a deep understanding of the concept, its roots and current institutional as well as socio-political threats, challenges, and (unused) potentials. 

Continuous assessment along up to 3 tasks throughout the course, details will be elaborated at the beginning of the course.

Biewer, G. (2017). Grundlagen der Heilpädagogik und Inklusiven Pädagogik (3., überarbeitete und erweiterte Auflage). Bad Heilbrunn: Verlag Julius KlinkhardtBiewer, G., Proyer, M. & Kremsner, G. (2019). Inklusive Schule und Vielfalt (1. Auflage). Stuttgart: Verlag W. KohlhammerFlorian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. In: British educational research journal, 37(5), 813-828Köpfer, A., Powell, J. J., & Zahnd, R. (2021). Handbuch Inklusion international. Globale, nationale und lokale Perspektiven auf inklusive Bildung. Opladen; Berlin; Toronto: Verlag Barbara BudrichKrischler, M., Powell, J. J. W., & Pit-Ten Cate, I. (2019). What is meant by inclusion: On the effects of different definitions on attitudes toward inclusion. In: European Journal of Special Needs Education, 34(5), 632-648. doi:10.1080/08856257.2019.1580837Krischler, M., & Pit-Ten Cate, I. (2020). Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs. In: International Journal of Inclusive Education, 24, 597-615. doi:10.1080/13603116.2018.1474954Norwich, B. (2009). Dilemmas of difference and the identification of special educational needs/disability: international perspectives. British Educational Research Journal, 35(3), 447-467Pit-Ten Cate, I., Powell, J. J. W., & Krischler, M. (2021). L’inclusion au Luxembourg : définitions, opinions et disposition à la mise en œuvre de pratiques éducatives inclusives. In: LUCET & SCRIPT (Eds.), Rapport National sur l´Éducation au Luxembourg 2021 (pp. 75-79). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-fr-10Textor, A. (2018). Einführung in die Inklusionspädagogik. utb GmbH. https://doi.org/10.36198/9783838550978

• Course title: Teaching & Learning: Inquiry-Based Education
• Number of ECTS: 4
• Course code: MScE_D-7
• Module(s): Applications
• Language: DE, EN
• Mandatory: Yes

•    Erlernen und Beherrschen von Prinzipien und Praktiken des forschenden Lernens•    Integration und Reflexion von forschungsbasierter Bildung und Motivation•    Erfahrungen innerhalb und zwischen den Fächern zu entwickeln, zu analysieren und zu reflektieren

Der Kurs Teaching and Learning: Inquiry-Based Education verbindet didaktische Forschung mit der Unterrichtspraxis. Konkret werden die Studierenden an jedem Termin einen theoretischen Input erhalten und dann gemeinsam die Relevanz für die eigene Lehrtätigkeit erarbeiten. In der Zeit zwischen den Sitzungen können konkrete Anwendungssituationen im eigenen Unterricht erprobt und dann gemeinsam reflektiert werden. Auch unterrichtspraktische Inhalte wie Notengebung, Förderung und Projektunterricht sind Gegenstand des Kurses. Während des Semesters erstellen die Teilnehmenden ein Portfolio zu den Themen sowie den eigenen Erfahrungen. Dieses Portfolio dient gleichzeitig als Leistungsnachweis und wird am Ende des Kurses eingereicht.

Aktive Teilnahme an den Sitzungen, Portfolio.

• Course title: Practitioner Research and Data Literacy
• Number of ECTS: 3
• Course code: MScE_D-5
• Module(s): Foundations
• Language: EN, DE
• Mandatory: Yes

•    To command principles and methods of practitioner research•    To develop data literacy for data in educational contexts•    To conceptualize, present and discuss the Master thesis research project

The Practitioner Research and Data Literacy course, accordingly, follows a research-based learning approach which will support students to integrate theory and practice by means of reflecting, understanding, and improving their own classroom and teaching practice. To achieve this goal, the students will be provided general introductions into research methods and procedures which will allow them to start developing their research ideas for their Master thesis project. In order to support the development of their Master thesis research project, students will also be provided with (basic) theoretical knowledge on pedagogical issues related to their projects. At the end of the course, the students will compose a first (short) research proposal and a scientific poster. This short research proposal will pave the way for the students’ future master thesis work. The poster session will allow students with a first opportunity to present and discuss their Master thesis project (as work-in- progress) with their peers, university lecturers and external members. Feedback will be provided (from the course lecturer, and either peers and other members) for the (short) research proposal and poster session, to further support the development of their Master thesis research project.By the end of the seminar, it is expected that the students (a) will have knowledge of research methodology and procedures, (b) have started to define their research question/idea for the topic of their Master thesis, (c) will have the skills to make a scientific poster and (d) will be able to present their work in public.

Continuous evaluation: Active participation in the sessions, development of Wiki activities, (short) research proposal and poster session. All details on the mandatory activities will be given in the first session and can be found as well in the course syllabus (please refer to the course’s moodle). 

Bibliography:

•    Saunders, C., Lautenbach, C., Schepers, D., & Vogel, H. (2021). Forschendes Lernen im Lehramtsstudium. Berlin: Bundesministerium für Bildung und Forschung.•    Saunders, C., Werner, T., Helmbold, B. & Schart, M. (2020). Praxiserkundungen als Ansatz für Forschendes Lernen im Bereich Deutsch als Fremd- und Zweitsprache. Zeitschrift für Hochschulentwicklung, 15 (2): 101- 124.•    Saunders, Constanze (2017), Research Based Learning in Teacher Education at Humboldt-Universität zu Berlin. Working Paper Nr. 1, 2017. Online:https://www.uni-oldenburg.de/fileadmin/user_upload/flif/Homepage_neu/Working_Paper/14-09_Online__Saunders_FL_im_LA_HU_Berlin_081117.pdf

• Course title: Diversity and Equity in the Classroom
• Number of ECTS: 4
• Course code: MScE_D-6
• Module(s): Theories
• Language: DE, EN
• Mandatory: Yes

•    Familiarize with different perspectives on diversity management•    Familiarize with the notions of equity and fairness in education•    Command principles and practices of differentiated instruction

Student diversity is increasingly becoming the norm rather than the exception in education systems worldwide. Students bring a wide range of characteristics to the classroom, including abilities and disabilities, languages, socio-economic backgrounds, race, ethnicity, cultural heritage, beliefs, religion, and gender identities. The United Nations’ Sustainable Development Goal 4 emphasizes ensuring inclusive, equitable, and high-quality education while promoting lifelong learning opportunities for all (United Nations, 2015). Consequently, schools and in particular teachers, are required to meaningfully address student diversity in their daily teaching practice (OECD, 2023). However, despite the various global commitments, creating inclusive and high-quality education for all remains a significant challenge for teachers navigating the increasingly growing student diversity. The Diversity and Equity in the Classroom course aims to provide students with the theoretical and practical tools to address student diversity in their own teaching. To address this aim, the course is divided into three parts: (1) an introduction into topics of diversity and equity, focusing on specific diversity domains which are relevant for the Luxembourgish educational context, (2) introduction into inclusive education practices with particular focus on differentiated instruction, and (3) an active implementation of differentiated instruction. In addition, the course will be accompanied by a blended-learning online course that will allow for further insights and reflections on the course content.

Continuous evaluation: Active participation in the sessions, development of the FDQI Modules, development of a differentiated lesson plan and presentation. All details on the mandatory activities will be given in the first session and can be found as well in the course syllabus (please refer to the course’ s moodle).