Matthias Wilde

Melanie Basten

Jörg Großschedl

Nadine Großmann

Florian H. Müller

Kris-Stephen Besa

Andrea Maria Schmid

Daniela Fiedler

Dina Elhendawy

The training and further education of teachers at the highest level is fundamental to the quality of formal STEM-education. This applies in particular to the rapidly developing area of digitalization. Digital tools are an inseparable element of fields such as mathematics, science, and other related disciplines. “Digitality” already became an important part of our daily world. Digital teaching can be a valuable tool to supplement face-to-face instruction, especially when transitioning between in-person and distance learning, or to support practical phases. The use of digital methods can contribute to the improvement of the quality of teaching by increasing its efficiency and allowing more time for the actual learning process. At the same time, it might enhance motivation and cognitive activation and enable a more individual learning process. However, our understanding of the advantages and disadvantages of digitalization in class remains limited. In particular, there is a lack of studies on teaching and learning with digital media in formal and non-formal settings that examine affective-motivational and cognitive variables among students, especially in comparison with analog settings. Effective digital STEM education is a key factor in addressing current global challenges, as outlined in the Sustainable Development Goals (SDGs). It equips students with the skills and knowledge necessary to understand and solve complex problems in areas such as sustainability, health, and technology. As societies transition toward more technology-driven economies, STEM education becomes essential not only for advancing innovation but also for promoting equitable access to high-quality education and fostering scientific literacy. To prepare future generations to thrive in a digital and scientifically advanced world, it is crucial to equip teachers with the necessary digital pedagogical skills. This ensures that students can effectively engage with digital tools and concepts. Consequently, ongoing teacher education and professional development are critical components in building a scientifically literate, solution-oriented global society. When examining measures in the field of teacher training, particular attention should be paid to their effects on professional knowledge, beliefs, and affective-motivational variables. At the same time, such measures should ideally address both intentions to act and actual behavior. Against this backdrop, important areas for research include investigating the motivational psychology and effects of digital learning processes and instruction on students, as well as examining the development of psychological constructs in the context of teacher training. Our aim is to publish empirical studies focusing on: • The development and evaluation of courses and tools for digital STEM teacher education and teaching methods. • The design of specific assessments related to digital STEM teacher education. • The evaluation of support mechanisms for implementing and utilizing digital teaching and learning concepts in schools. • The subject-specific, cross-disciplinary, or system-related evaluation of digitally supported teaching and learning formats in the training and continuing education of STEM teachers. • The assessment of the impact on student motivation and achievement resulting from learning sequences delivered by teachers recently trained in digital STEM education. Keywords: teacher training, digitalization, motivation, beliefs, professional knowledge, STEM, digital instruction

Educating the Educators in Digital STEM-Education - the Impact of Teacher Training and their Further Education

Kris-Stephen Besa

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