Programme

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

    Familiarize with global (intertwined) mega-trends

    Infer and reflect related educational opportunities and challenges

    Situate and critically reflect Luxembourg in this context

Given the numerous social, economic, ecological, and societal challenges, it is essential for schools and society to empower students to engage independently and responsibly in their communities and to address associated issues constructively (OECD, 2018). The Education in the Digital Age: Opportunities and Challenges course, accordingly, focuses on exploring and critically reflecting on the global megatrends and their inherent impact on education. In accordance with the OECD (2025) report “Trends Shaping Education” the course will deal with five intertwining topics: a) education in the AI age, b) democracy, media literacy and critical thinking skills, c) shifts in working expectations and flexibility, d) climate education, and e) knowledge, skills and attitudes for the future. To critically reflect and discuss on the impacts on education, students will work with several scenarios, “trigger” questions, and empirical studies that will support the development of a group project exploring the many futures of education, with particular focus on the implications for schooling in Luxembourg.

Continuous evaluation: Active participation in the sessions, “trigger” questions, group work and individual scenario-based essay. 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:

• Geisinger, K. F. (2016). 21st century skills: What are they and how do we assess them?. Applied measurement in education, 29(4), 245-249. https://doi.org/10.1080/08957347.2016.1209207


• Li, S., Wang, W. (2022). Effect of blended learning on student performance in K-12 settings: A meta-analysis. Journal of Computer Assisted Learning, 38(5), 1254–1272. http://dx.doi.org/10.1111/jcal.12696


• McElvany, N., Dignath, C., Becker, M., Gaspard, H., Ohle-Peters, A. (Eds.). (2025). “Welche Kompetenzen soll die Schule von heute für die Gesselsschaft von morgen vermitteln?“. Waxmann. https://www.waxmann.com/buecher/-Welche-Kompetenzen-soll-die-Schule-von-heute-fuer-die-Gesellschaft-von-morgen-vermitteln%3F-


• OECD. (2018). The future of education and skills. Education 2030. OECD position paper. https://www.oecd.org/content/dam/oecd/en/about/projects/edu/education-2040/position-paper/PositionPaper.pdf


• OECD. (2020). Back to the Future of Education: Four OECD Scenarios for Schooling. Educational Research and Innovation. OECD Publishing. https://doi.org/10.1787/178ef527-en.


• OECD. (2020). OECD Lernkompass 2030. OECD-Projekt Future of Education and Skills 2030 Rahmenkonzept des Lernens. https://www.oecd.org/education/2030-project/contact/OECD_Lernkompass_2030.pdf


• OECD .(2025). Trends Shaping Education 2025. OECD Publishing. https://doi.org/10.1787/ee6587fd-en.


• Redecker, C. (2017). European framework for the digital competence of educators. DigCompEdu. (EUR, Scientific and technical research series, Bd. 28775). https://dx.doi.org/10.2760/159770


• Steenbergen-Hu, S., Cooper, H. (2013). A meta-analysis of the effectiveness of intelligent tutoring systems on K-12 students’ mathematical learning. Journal of Educational Psychology, 105(4), 970–987. https://dx.doi.org/10.1037/a0032447


• United Nations Educational Scientific and Cultural Organization (UNESCO). (2015). Education 2030: Incheon declaration and framework for action. UNESCO. https://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-im­plementation-of-sdg4-2016-en_2.pdf

• 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 internationalen
  Bildungsexpertise. 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 system


• Infer 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 inclusion


• Compare int. perspectives trends on incl. education
  


• Situate 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 Klinkhardt
  


• Biewer, G., Proyer, M. Kremsner, G. (2019). Inklusive Schule und Vielfalt (1. Auflage). Stuttgart: Verlag W. Kohlhammer
  


• Florian, L., Black-Hawkins, K. (2011). Exploring inclusive pedagogy. In: British educational research journal, 37(5), 813-828
  


• Köpfer, A., Powell, J. J., Zahnd, R. (2021). Handbuch Inklusion international. Globale, nationale und lokale Perspektiven auf inklusive Bildung. Opladen; Berlin; Toronto: Verlag Barbara Budrich
  


• Krischler, 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:10.1080/08856257.2019.1580837
  


• Krischler, 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:10.1080/13603116.2018.1474954
  


• Norwich, B. (2009). Dilemmas of difference and the identification of special educational needs/disability: international perspectives. British Educational Research Journal, 35(3), 447-467
  


• Pit-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-10
  


• Textor, 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.
Nach Abschluss des Kurses sollten die Teilnehmenden in der Lage sein Inquiry-Based Learning in ihren Unterrichtsalltag zu integrieren und ihre eigenen Unterrichtsmethoden kritisch zu reflektieren und weiterzuentwickeln.

Lektüre :

• Merzyn, G. (2008). Naturwissenschaften, Mathematik, Technik – immer unbeliebter? Die Konkurrenz von Schulfächern um das Interesse der Jugend im Spiegel vielfältiger Untersuchungen. Baltmannsweiler: Schneider Hohengehren

• Moonen, S. P. G., & Veeger, T. T. (2016). Evaluation assessment carrousel : providing feedback in different stages of a problem-based learning-assigment. In S. Emmitt (Ed.), Building our Future : Proceedings of the
  Integrated Design Conference ID@50, 29 June – 1 July 2016, Bath, United Kingdom (pp. 170-183). University of Bath.
• Roth, J. & Weigand, H.-G. (2014). Forschendes Lernen − Eine Annäherung an wissenschaftliches Arbeiten. Mathematik lehren, 184, S. 2-9.
• Schmidkunz, H. & Lindemann, H. (2003). Das Forschend-entwickelnde Unterrichtsverfahren. Problemlösen im naturwissenschaftlichen Unterricht. Magdeburg: Westarp Wissenschaften.

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, LB, EN
• Mandatory: Yes

Nach Abschluss des Kurses können die Studierenden:
    zentrale Diversitätsdomänen beschreiben und deren Bedeutung für Unterrichtsprozesse analysieren;
    Konzepte von Equity, Fairness und Chancengerechtigkeit erklären und auf schulische Situationen anwenden;
    grundlegende Prinzipien inklusiver Unterrichtsgestaltung, insbesondere Differenzierung und adaptive Didaktik, benennen und praktisch umsetzen;
    typische Lernschwierigkeiten erkennen und grundlegende pädagogische Unterstützungsmaßnahmen ableiten;
    eigene Unterrichtskonzepte entwickeln, begründet darstellen und kritisch reflektieren.

Studentische Heterogenität stellt in Bildungssystemen weltweit zunehmend die Regel und nicht länger die Ausnahme dar. Lernende bringen eine Vielzahl unterschiedlicher Merkmale in den Unterricht ein, die sowohl individuelle Lernvoraussetzungen als auch gesellschaftliche Rahmenbedingungen widerspiegeln. Dazu zählen unterschiedliche sprachliche und kulturelle Hintergründe, sozioökonomische Lebenslagen, Geschlechteridentitäten, Überzeugungen und religiöse Orientierungen ebenso wie spezifische Fähigkeiten, Lernschwierigkeiten und Behinderungen. Die Vereinten Nationen betonen mit dem Sustainable Development Goal 4 die Verpflichtung der Staaten, ein inklusives, gerechtes und hochwertiges Bildungssystem zu gewährleisten, das allen Kindern und Jugendlichen lebenslange Lernmöglichkeiten eröffnet (United Nations, 2015). Gleichzeitig verdeutlichen internationale Analysen, etwa der OECD, dass Lehrpersonen trotz dieser globalen Zielsetzungen weiterhin vor erheblichen Herausforderungen stehen, wenn sie in zunehmend heterogenen Lerngruppen qualitativ hochwertige Lerngelegenheiten gestalten sollen (OECD, 2023).
Vor diesem Hintergrund verfolgt der Kurs Diversity and Equity in the Classroom das Ziel, Studierenden sowohl theoretische Grundlagen als auch praxisorientierte Instrumente zur Bewältigung von Vielfalt im Unterricht bereitzustellen. Die Vermittlung erfolgt dabei in einem strukturierten Zusammenspiel von theoriegeleiteten und anwendungsbezogenen Modulen. Der Kurs umfasst zentrale Diversitätsdimensionen, die für den luxemburgischen Kontext besonders relevant sind, darunter Geschlecht, sozioökonomischer Status sowie sprachliche und kulturelle Herkunft. Ergänzend werden weitere bedeutsame Bereiche wie Lernschwächen, Lernschwierigkeiten sowie Ability und Disability behandelt, um ein umfassendes Verständnis individueller Lernvoraussetzungen zu ermöglichen.
Ein weiterer Schwerpunkt liegt auf der Auseinandersetzung mit inklusiven Unterrichtspraktiken. Studierende lernen, wie differenzierte und adaptive Lehr-Lern-Arrangements gestaltet werden können, die sowohl diagnostische Zugänge als auch didaktische und klassenführungsbezogene Entscheidungen berücksichtigen. Diese Inhalte werden in zwei praxisorientierten Modulen vertieft, die eine systematische Übertragung theoretischer Konzepte auf konkrete Unterrichtssituationen ermöglichen.

Aktive Teilnahme an den Sitzungen, Bearbeitung kleiner theorie- und praxisbezogener Aufgaben in den einzelnen Modulen sowie die Entwicklung und Präsentation einer kurzen Unterrichtsreihe. Alle Details zu den verpflichtenden Leistungsbestandteilen werden in der ersten Sitzung erläutert und sind zudem im Kurs-Syllabus auf Moodle einsehbar.

Bibliography:

    Achermann, E. (2006). Selbstorganisiertes Lernen: Grundlagen – Erfahrungen – Perspektiven. Kallmeyer.

    Booth, T., Ainscow, M. (2017). Index für Inklusion: Lernen und Teilhabe in der Schule der Vielfalt entwickeln (3. Aufl.). Netzwerk für Inklusion, Internationale Zusammenarbeit und Entwicklung.

    Gnausch, S., Schabmann, A. (2019). Lernschwierigkeiten verstehen und begleiten. Kohlhammer.

    Letzel-Alt, V., Pozas, M. (2023). Differentiated instruction around the world: A global inclusive insight. Waxmann.

    World Health Organization. (2007). International classification of functioning, disability and health – children youth version (ICF-CY). WHO Press.

• Course title: Teaching & Learning: Language(s) in (Non-)Linguistic Subjects
• Number of ECTS: 4
• Course code: MScE_D-12
• Module(s): Applications
• Language: EN, DE
• Mandatory: Yes

• Critically reflect language(s) in (non-)linguistic subjects


• Command principles and practices of multilingual education


• Develop, analyze reflect in (and across) subjects
  

This course explores the dynamic role of language in teaching and learning across linguistic and non-linguistic subjects, with a focus on multilingualism, inclusion, and equity in education. Participants will examine how language shapes classroom interactions, student identities, and subject-specific learning, while also considering the benefits of multilingualism and the challenges of linguistic diversity.

Through a combination of theoretical frameworks, such as Bronfenbrenner’s ecological systems theory and the continua of multiliteracy, and practical approaches like translanguaging pedagogy, the course equips educators with strategies to create inclusive, linguistically responsive classrooms. Key topics include a historical review of the evolution of language ideologies, linguistic landscapes of classrooms, collaboration with parents and primary caregivers, culturally responsive teaching, and the integration of students’ linguistic and cultural resources into the curriculum.

Participants will engage in hands-on, creative activities to deepen their understanding of course concepts and reflect on their own teaching practices. By the end of the course, participants will be able to design and implement strategies that foster a sense of belonging, participation, and academic success for all learners, regardless of their linguistic backgrounds.

A continuous and combined evaluation will be implemented in the course. Active participation in the sessions, that will be conducted through a continuous documentation of their learning process throughout the semester. In addition, a 2000-word report based on teachers’ practice (e.g., what strategies and practices they used from the course to include multilingual students to participate in a classroom activity) will be expected. 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:

• Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233–262. doi: 10.1037/bul0000099
  Bronfenbrenner, U. (1994). Ecological models of human development. In International 


• Encyclopedia of Education, Vol. 3, 2nd. Ed. Elsevier. Reprinted in: Gauvain, M. Cole, M. (Eds.), Readings on the development of children, 2nd Ed. (1993, pp. 37-43). Freeman.


• Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-240. 


• García, O., Wei, L. (2014). Language, bilingualism and education. In Translanguaging: Language, bilingualism and education (pp. 46–62). Palgrave Macmillan.


• García, O., Johnson, S. I., Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.


• Hornberger, N. H. (2003). Continua of biliteracy. An ecological framework for educational policy, research, and practice in multilingual settings. Multilingual Matters.


• Spolsky, B. (2004). Language policy. Cambridge University Press.
  

• Course title: Didactics and Pedagogies of Digital Educational Processes
• Number of ECTS: 4
• Course code: MScE_D-10
• Module(s): Theories
• Language: FR, EN
• Mandatory: Yes

• Define and apply empirical models to teaching and learning situations (SAMR, TPACK, UTAUT, ICAP)


• Define multimedia design theories (cognitive load theory and cognitive theory of multimedia learning) and apply them to teaching and learning situations


• Compare and evaluate teaching and learning situations in light of the models and theories covered in class
  

The course aims to study models and theories that enable understanding of the integration of digital tools into teaching and learning situations, their uses, effects, and limitations. The course will be a mix of lectures, group work, analysis of scientific papers, and analysis of teaching and learning situations.

  Continuous evaluation: learning diary

Final exam during exam session: written exam

Bibliography:

Bray, A., Devitt, A., Banks, J., Sanchez Fuentes, S., Sandoval, M., Riviou, K., Byrne, D., Flood, M., Reale, J., Terrenzio, S. (2024). What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. British Journal of Educational Technology, 55(1), 113–138. https://doi.org/10.1111/bjet.13328
Chi, M. T. H., Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
Hamilton, E. R., Rosenberg, J. M., Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: A Critical Review and Suggestions for its Use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y
Hilton, J. T. (2016). A Case Study of the Application of SAMR and TPACK for Reflection on Technology Integration into Two Social Studies Classrooms. The Social Studies, 107(2), 68–73. https://doi.org/10.1080/00377996.2015.1124376
Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., del Pozo Cruz, B., Lonsdale, C. (2022). Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis. Review of Educational Research, 92(3), 413–454. https://doi.org/10.3102/00346543211052329
Raffaghelli, J. E., Rodríguez, M. E., Guerrero-Roldán, A.-E., Bañeres, D. (2022). Applying the UTAUT model to explain the students’ acceptance of an early warning system in Higher Education. Computers Education, 182, 104468. https://doi.org/10.1016/j.compedu.2022.104468
Schmid, M., Brianza, E., Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586
Wekerle, C., Daumiller, M., Janke, S., Dickhäuser, O., Dresel, M., Kollar, I. (2024). Putting ICAP to the test: How technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education. Scientific Reports, 14(1), 16295. https://doi.org/10.1038/s41598-024-66069-y
Williams, M. D., Rana, N. P., Dwivedi, Y. K. (2015). The unified theory of acceptance and use of technology (UTAUT): A literature review. Journal of Enterprise Information Management, 28(3), 443–488. https://doi.org/10.1108/JEIM-09-2014-0088

• Course title: Learning Environments, Motivation, and Regulation of Learning
• Number of ECTS: 4
• Course code: MScE_D-11
• Module(s): Theories
• Language: EN, DE
• Mandatory: Yes

The objectives that are to develop in students:
    Familiarize with motivation and regulation of learning
    Command principles and practices of individual learning environments
    Integrate and reflect individual learning environments and digital education

The Learning Environments, Motivation, and Regulation of Learning course aims to provide students with the theoretical and practical tools to build an inclusive learning environment that is responsive to the needs and characteristics of all students. To achieve this aim, the course focuses on six pivotal elements of the environment: physical, linguistic/ communicative, relational, sensory, curricular, and cultural (Forde et al., n.d.). When these elements are contemplated, students can experience greater engagement with their learning (Lee et al., 2025; Severo de Borba et al., 2019). The course will comprise theoretical input with portfolio work regarding students’ own teaching practice. 

Continuous evaluation: Active participation in the sessions, development of all session activities, and portfolios. 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:

• Brinkert, J., Remington, A. (2020). Making sense of the perceptual capacities in autistic and non-autistic adults. Autism, 24(7), 1795–1804. https://doi.org/10.1177/1362361320922640


• Flood, M., Frizzarin, A., Gray-Carlos, M.P. (n.d.). Universal Design for Learning. Retrieved from: https://book.all-means-all.education/ama-2025-en/chapter/universal-design-for-learning/
  


• Forde, D., Carstens, C., Haihambo, C.K., Sivunen, U., O’Neill, C., Galletti, A. (n.d.). Creating a Framework for Inclusive Learning Environment. Retrieved from: https://book.all-means-all.education/ama-2025-en/chapter/inclusive-learning-environments/ 


• Liu, W., Wang, J. Ryan, R. (Eds.). (2016). Building Autonomous Learners: Perspectives from Research and Practice using Self-Determination Theory. Springer. 


• Pozas, M. Schneider, C. (2019). Shedding Light on the Convoluted Terrain of Differentiated Instruction (DI): Proposal of a DI Taxonomy for the Heterogeneous Classroom. Open Education Studies, 1(1), 73-90. https://doi.org/10.1515/edu-2019-0005


• Shaughnessy, T.J.O., February, P., Blanckensee, S. (n.d.). Accessibility of Media and Materials. Retrieved from: https://book.all-means-all.education/ama-2025-en/chapter/accessible-of-media-and-materials/ 


• Snikkers, S., Mayo, A., Minnaert, A. (2025). Giftedness in the picture: what do teachers believe is needed for gifted students to become and maintain engaged for learning at school? Forum for Education Studies, 3(2). https://doi.org/10.59400/fes2471 
  

• Course title: Teaching & Learning: Formative Assessment and Reciprocal Feedback
• Number of ECTS: 4
• Course code: MScE_D-13
• Module(s): Applications
• Language: EN, DE
• Mandatory: Yes

The objectives that are to develop in students:
    Command principles and practices of formative assessment
    Command principles and practices of reciprocal feedback
    Develop, analyze and reflect ex. in (and across) subjects

Formative assessment is a central element of effective teaching and learning, particularly in Luxembourg’s multilingual, multicultural, and competency-based primary education system. This course provides an intensive, practice-based introduction to formative assessment and feedback strategies that promote learning, fairness, equity, and student autonomy. Through workshop-oriented sessions, students design assessment tools, test them in their own classrooms, analyze authentic student work, and reflect on their professional practice. The course emphasizes hands-on learning, collaborative design, and evidence-based decision-making.

Assessment uses a combined approach.

Bibliography:

• Antoniou, P., James, M. (2014). Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies. Educational Assessment, Evaluation and Accountability.  26, 153–176. https://doi.org/10.1007/s11092-013-9188-4

• Aust, L., Schütze, B., Hochweber, J. et al. (2024). Effects of formative assessment on intrinsic motivation in primary school mathematics instruction. Eur J Psychol Educ 39, 2177–2200 (2024). https://doi.org/10.1007/s10212-023-00768-4 

• Goertzen, R., Schils, T., Heeneman, S. (2023). Co-designing formative assessment practices: A collaboration between elementary school teachers and researchers to conceptualize and implement formative assessment as a unified practice. Teaching and Teacher Education. DOI: 10.1016/j.tate.2023.104306

• Grob, R., Holmeier, M. Labudde, P. (2019). Analysing formal formative assessment activities in the context of inquiry at primary and upper secondary school in Switzerland, International Journal of Science Education, DOI: 10.1080/09500693.2019.1663453

• Sadler, I., Reimann, N., Sambell, K. (2023) Feedforward practices: a systematic review of the literature, Assessment Evaluation in Higher Education, 48:3, 305-320, DOI: 10.1080/02602938.2022.2073434 

• See, B. H., Gorard, S., Lu, B., Dong, L., Siddiqui, N. (2022). Is technology always helpful? A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education, 37(6), 1064–1096. https://doi.org/10.1080/02671522.2021.1907778

• Van der Steen, J., van Schilt-Mol, T., van der Vleuten, C. et al. (2023). Designing Formative Assessment That Improves Teaching and Learning: What Can Be Learned from the Design Stories of Experienced Teachers? Journal of Formative Design in Learning.  7(0), 182–194. https://doi.org/10.1007/s41686-023-00080-w
  

• Course title: Teaching & Learning: Soft and Transversal Skills
• Number of ECTS: 4
• Course code: MScE_D-14
• Module(s): Applications
• Language: DE, EN
• Mandatory: Yes

Ziele, die bei den Studierenden entwickelt werden sollen:
    Kennenlernen von Soft- und Transversal Skills (einschließlich Lernkompetenzen)
    Anwenden von Prinzipien und Methoden zur Entwicklung von Soft- und Transversale Skills
    Entwickeln, Analysieren und Reflektieren von Beispielen aus dem Unterricht (fachspezifisch und fächerübergreifend)

Der Kurs Teaching & Learning: Soft and Transversal Skills verfolgt einen wissenschaftlich fundierten und praxisnahen Ansatz, der die Studierenden dabei unterstützt, Soft und Transversal Skills gezielt in Unterricht und Lehrpraxis zu integrieren. Sie lernen, diese Kompetenzen zu definieren, zu beobachten und zu messen sowie Unterrichtsbeispiele fachspezifisch und fächerübergreifend zu entwickeln, durchzuführen und kritisch zu reflektieren.
Zu Beginn werden zentrale Konzepte von Soft und Transversal Skills, einschließlich Lernkompetenzen, vermittelt. Dabei dienen die im OECD Learning Compass 2030 beschriebenen Kompetenzen wie transformative Kompetenzen, Wissen, Fertigkeiten, Einstellungen, Werte und Teacher Agency als Orientierung. Der Kurs kombiniert theoretische Inputs mit praxisnahen Methoden, Gruppenarbeiten, Micro Teaching und Reflexionsphasen, sodass die Studierenden die erlernten Kompetenzen direkt in ihrer Lehrpraxis erproben und ihre professionelle Handlungskompetenz weiterentwickeln können.
Thematische Schwerpunkte sind u. a. die Bewertung von Soft und Transversal Skills, deren Entwicklung über Jahrgangsstufen und ihre Bedeutung im Berufsfeld der Lehrenden. Die Studierenden erstellen zudem eine kurze Beobachtungs- und Bewertungsskala für die Kompetenzen. Im Verlauf des Kurses planen und führen sie in Kleingruppen eigene Micro Teaching Sessions zu ausgewählten Soft und Transversal Skills durch. Diese Einheiten bieten die Möglichkeit, die Kompetenzen praxisnah zu erproben, Feedback zu erhalten und die Umsetzung anschließend schriftlich zu reflektieren.
Am Ende des Kurses wird erwartet, dass die Studierenden (a) die theoretischen und praktischen Grundlagen von Soft und Transversal Skills verstanden haben, (b) in der Lage sind, Unterrichtsaktivitäten zur Förderung dieser Kompetenzen zu planen und umzusetzen, (c) ihre eigene Lehrpraxis kritisch reflektieren und (d) die Entwicklung von Soft und Transversal Skills in authentischen Unterrichtssituationen beobachten und bewerten können.

Die kontinuierliche Bewertung umfasst die aktive Teilnahme an den Sitzungen sowie die Planung und Durchführung eines Micro Teachings. Die abschließende Prüfungsleistung besteht aus einer Hausarbeit, in der die Unterrichtsstunde reflektiert und in wissenschaftliche Erkenntnisse zu Soft und transversalen Skills eingebettet wird. Alle Details zu den Kursaufgaben werden in der ersten Sitzung erläutert und sind außerdem im Kurs-Syllabus bzw. auf Moodle zu finden.

Lektüre:

•  Gratani, F., Giannandrea, L. (2022). Towards 2030: Enhancing 21st century skills through educational robotics. Frontiers in Education, 7, Article 955285. https://doi.org/10.3389/feduc.2022.955285 

• OECD. (2019). OECD Lernkompass 2030: Rahmenkonzept des Lernens (J. Muuß-Meerholz, Übers.). https://www.bertelsmann-stiftung.de/de/publikationen/publikation/did/oecd-lernkompass-2030-al

• OECD (2025). OECD Teaching Compass: Reimagining teachers as agents of curriculum changes (OECD Education Policy Perspectives, No. 123).
  OECD Publishing. https://doi.org/10.1787/8297a24a-en
  

• Course title: Principles and Process of Curriculum Design and Development
• Number of ECTS: 4
• Course code: MScE_D-18
• Module(s): Theories
• Language: DE, EN
• Mandatory: Yes

The objectives that are to develop in students:

• Command principles and practices of curriculum design and development.
  


• Compare international perspectives and trends in curriculum design. 


• Critically reflect on curriculum implementation in Luxembourg.
  

This course introduces key principles, models, and processes of curriculum design and development, with a focus on practical application in Luxembourgish primary education. Students explore international curriculum trends, analyze implementation challenges, and apply curriculum theory to design a competency-based micro-unit aligned with the new Luxembourg Plan d’Études currently under development. Throughout the semester, students work in groups to mirror elements of the national reform process, including consultation, iterative design, and alignment with policy pillars.

Assessment in this course is organized as continuous assessment and is based on four interconnected tasks that accompany students’ learning throughout the semester. The four tasks are: a micro-unit design, a policy memo, group presentation and an individual reflective essay.

Bibliography:

• Anderson, L. W. and Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn Bacon. Boston, MA (Pearson Education Group)

• Bloom, B. S., Krathwohl, D. R. (1956). Taxonomy of educational objectives; the classification of educational goals by a committee of college and university examiners. Handbook I: Cognitive Domain. New York, NY; Longmans, Green.

• Connelly, F. M., He, M. F., Phillion, J. (2008). The SAGE handbook of curriculum and instruction. SAGE Publications, Inc., https://doi.org/10.4135/9781412976572

• Lenz, T., Rohstock, A., Schreiber, C. (2013). Tomorrow never dies: A socio-historical analysis of the Luxembourgish curriculum. In International handbook of curriculum research (pp. 315-328). Routledge.

• Ministère de l’Éducation nationale et de la Formation professionnelle. (2019). Plan d’Études École Fondamentale.

• OECD (2020), Curriculum overload: A way forward, OECD Publishing, Paris, https://doi.org/10.1787/3081ceca-en

• OECD. (2020). Curriculum (re) design: A series of thematic reports from the OECD education 2030 project. Overview brochure.

• OECD (2020). What students learn matters: Towards a 21st century curriculum, OECD Publishing Paris, https://doi.org/10.1787/d86d4d9a-en.

• OECD (2019), OECD Future of Education 2030. Making physical education dynamic and inclusive for 2030. International curriculum analysis. OECD Publishing, Paris, https://www.oecd.org/education/2030-project/contact/ oecd_future_of_education_2030_making_physical_ dynamic_and_inclusive_for_2030.pdf.

• Wyse, D., Hayward, L., Pandya, J. (2016). The SAGE Handbook of curriculum, Pedagogy and Assessment. (Vols. 1-2). SAGE Publications Ltd, https://doi.org/10.4135/9781473921405