Research behind
Researchers have followed MYRE DK-DE and contributed technological and didactical insights. Simultaneously, results from MYRE DK-DE have been analyzed for scientific purposes and published in academic settings
Teaching Modules utilizing Emerging Technologies across Educational Levels and Sectors
Young learners face increasingly complex educational pathways and career prospects as emerging technologies reshape traditional job profiles. While these technologies have a global impact, educational institutions must navigate local challenges, balancing technological opportunities with the risk of misuse. Effective readiness and coherence across educational levels and sectors are essential to align programs with evolving student needs and to facilitate smoother transitions in education.
The paper explores how collaborative teaching practices can transform fragmented systems into cohesive ‘learning chains.’ By analyzing well-functioning teaching modules involving emerging technologies, this study proposes scalable methods that foster consistent learning objectives and mutual pedagogical understanding across sectors.
The selected modules, implemented since 2017 in Southern Denmark, were evaluated using qualitative and quantitative data. In 2024, Northern German educators enhanced the portfolio with cross-border and cross-sector perspectives. This collaboration emphasizes digital literacy, sustainability, and the value of integrated, technology-driven education models.
More Youths Realize Emerging Technologies
The abstract has been accepted by INTED2025. The paper will be presented at the 19th annual International Technology, Education and Development Conference in March 2025.
XR for teaching and learning: Design reflection illustrated by student projects
The paper explores the use of virtual and augmented reality (XR) in education. It presents three key perspectives: the learning benefits of XR, practical challenges in implementation, and guidelines for playful learning design within XR. These perspectives are supported by examples from engineering students’ XR projects focusing on interactive training simulations. The authors emphasize experiential and playful learning approaches, grounded in social constructivist theory and aiming to optimize the learning process within XR environments.
The paper offers practical design recommendations and highlights the potential of XR for creating engaging and effective learning experiences.
