Die Universität Graz, zusammen mit (inter-)nationalen Partner-Hochschulen startet den MOOC „EQui-T: Ein Leitfaden für Lehrkräfte zu offenen inklusiven Bildungsressourcen (OIER)„

Dieser MOOC ist ein Ergebnis des Erasmus+ Projekts EQui-T (European Quality Development System for Inclusive Education and Teacher Training).
Im Zentrum des Projekts steht die Entwicklung eines Curriculums für die Lehrer*innenbildung mit Fokus auf inklusive Bildung, differenziertes Lehren und Lernen sowie dem Einsatz digitaler Technologien und offener Bildungsressourcen (OER) in heterogenen Klassen.
Dieser MOOC richtet sich an Ausbildner*innen von Lehrpersonen, die mehr über inklusive offene Bildungsressourcen (OIER) erfahren möchten und/oder das EQui-T-Curriculum in ihrem eigenen Kontext umsetzen wollen. Er vermittelt grundlegendes Wissen sowie pädagogische Ansätze zur Vorbereitung und Durchführung des Trainings.
Der MOOC kombiniert selbstgesteuertes Lernen (multimediale Inhalte, Lektüren, Quizze) mit Möglichkeiten zum internationalen Austausch und zur Reflexion mit Kolleg:innen.

Die Teilnahme ist natürlich wie immer kostenlos: [Link zur kostenlosen Anmeldung]

Also schnell uns eine Bewerbung schicken: [Link zur Ausschreibung]

This study analyses the impact of the new Law of Ukraine „On Copyright and Related Rights“ (2811-IX) on the use of educational materials in the context of digital transformation and military crisis. Using the benchmarking methodology „15 cases in 15 countries“ and qualitative interviews with teachers, the work compares Ukrainian norms with the practice of EU countries. The results show that broad educational exceptions (in particular, Articles 22 and 24) create a situation of „legal comfort“ for the academic community, allowing the legal use of protected content in closed digital environments. However, this gives rise to the „OER paradox“: the absence of legal barriers to the use of proprietary resources reduces the motivation to create full-fledged open educational resources under free licenses. The paper highlights the need for institutional incentives to overcome dependence on closed content and integrate Ukraine into the global open education movement.

[Link to the slides]

Wir freuen uns sehr, dass unser Partner von der Zürcher Hochschule für Angewandte Wissenschaften einen MOOC zu „Design von digitalen Lernangeboten“ anbieten und uns dabei ihr mehrfach preisgekröntes Tool myScripting vorstellen werden. Und ganz nebenbei ist das auch die erste Kooperation von iMooX mit einer schweizer Hochschule.

Die Gestaltung digitaler Lernangebote stellt Lehrende vor neue didaktische, technologische und organisatorische Herausforderungen. In diesem Kurs lernen Bildungsfachpersonen, digitale Lernangebote systematisch zu entwickeln. Der Kurs verbindet Grundlagen der Kognitionswissenschaft mit erprobten Designmodellen und didaktischen Gestaltungsprinzipien und zeigt auf, wie digitale Lernangebote systematisch geplant und evaluiert werden können.
Ein zentrales Element des Kurses ist die Integration von myScripting, einem frei zugänglichen Tool, das die Kursplanung durch visuelle Ablaufdiagramme, Metadatenintegration und adaptive Analytik unterstützt. Im Kurs werden die Funktionalitäten und die verschiedenen Einsatzmöglichkeiten des Tools für das Design digitaler Lernangebote vorgestellt und die Teilnehmenden entwerfen damit ein eigenes digitales Lernangebot.

Selbstverständlich ist auch dieser Kurs kostenlos und frei zugänglich: [Link zur kostenlosen Anmeldung]

The findings show that FC approaches is promising positive on motivational effects, self efficacy, and participation, particularly among low achieving learners, while emphasizing the importance of effective instructional design and strong teacher support in overcoming technical and organizational challenges.

[Link to the slides]

This study analyses the impact of the new Law of Ukraine „On Copyright and Related Rights“ (2811-IX) on the use of educational materials in the context of digital transformation and military crisis. Using the benchmarking methodology „15 cases in 15 countries“ and qualitative interviews with teachers, the work compares Ukrainian norms with the practice of EU countries. The results show that broad educational exceptions (in particular, Articles 22 and 24) create a situation of „legal comfort“ for the academic community, allowing the legal use of protected content in closed digital environments. However, this gives rise to the „OER paradox“: the absence of legal barriers to the use of proprietary resources reduces the motivation to create full-fledged open educational resources under free licenses. The paper highlights the need for institutional incentives to overcome dependence on closed content and integrate Ukraine into the global open education movement.

[Link to the slides]

Generative artificial intelligence (genAI) is increasingly shaping higher education by enabling new forms of content creation, assessment, learner support, personalization, and synthetic media. A whitepaper now presents a practice-derived framework developed through a cross-case synthesis of nine diverse GenAI implementations at Graz University of Technology. Analyzing projects ranging from AI-generated content to RAG-based chatbots, recurring decision points and risk patterns were identified to formulate a five-phase, non-linear evaluation model.

[Link to the poster]
[Link to ResearchGate]

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.

Over the last thirteen years, more than 14 000 freshmen at the Graz University of Technology (TU Graz) have taken part in the annual “Welcome Days” surveys. This study analyses the responses collected between 2011 and 2025 to chart the shifting digital profile of incoming students. The results highlight evolving patterns in hardware ownership, social‑media activity, communication preferences, digital recreation, and the utilization of online information sources. Notably, the data reveal a steady increase in the adoption of artificial‑intelligence applications and tablet devices, alongside a decline in the use of Wikipedia and open‑source software. These trends pose significant challenges for TU Graz, prompting the need for initiatives that strengthen digital sovereignty and promote on‑premise hosting of open‑source solutions.

[Link to the slides]

[Link to the slides @ Repository TU Graz]

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education. It explains a powerful framwork, named LISA framework to categorize AI teaching and learning activities.

Abstract:
This report from the Erasmus+ project DigiSET (Grant No. 101249272) highlights that Austria is remarkably advanced when it comes to digital competences and AI integration in education. The national digital teaching competence framework for teachers, digi.kompP (updated in 2026), already explicitly addresses both AI and sustainability — a significant strength. At the same time, it is understandable that policy mandates, such as embedding sustainability as a cross-cutting theme across all curricula, take time to unfold their full effect in practice. While digital pedagogy and AI training are increasingly well established in teacher education, the seamless integration of digital and sustainability perspectives in everyday teaching is still developing. Areas like hands-on OER creation, critical reflection on AI bias, and connecting digital tools to ecological impact need continued attention. The report encourages building on Austria’s strong foundation by fostering more interdisciplinary training formats that bridge digital and sustainable education — turning an already promising landscape into a truly integrated one.

[report @ zenodo]
[report @ TU Graz repository]
[report @ ResearchGate]

Reference: Schön, S., Brünner, B., Ebner, M., Keser Aschenberger, F., Aral, N., & Aydin, D. (2026). Teacher Competences for Sustainable Digital Literacy. WP 2: Country Report Austria. Graz University of Technology. https://doi.org/10.3217/5rybf-96s62