Project-based learning has proven to be a helpful way of teaching complex content, such as the development of cyber-physical systems, in a variety of contexts. It makes it easier for students to approach complex content independently in the form of project planning and autonomous implementation, and allows teachers to provide focused support as part of the learning progress. The work addresses the teachers' understanding of their role, which in research on project-based learning has so far mainly been examined in interaction with students. With the help of organizational learning techniques, the embedding of teachers' activities in the respective institutional contexts is now examined. The focus is on the change in the understanding of roles in digital transformation processes at an individual and organizational level.

Iniga Antonia Baum MA MA

o.Univ.-Prof. Dipl.-Ing. Dr. Christian Stary