Digital Science in Education

Proceedings of the 4th International Conference on Digital Science in Education, May 28–29, 2026, Potsdam, Germany
Erscheinungsjahr 2027
ISBN: 978-3-032-47449-0
Verlag: Springer

Buch, Englisch, Format (B × H): 155 mm x 235 mm

Reihe: Progress in IS

This book presents the peer-reviewed proceedings of the 4th International Conference on Digital Science in Education, held on May 28–29, 2026, in Potsdam, Germany, exploring digital science in education. For decades, digital technologies have continuously reshaped the educational landscape. From Skinner’s teaching machines and early computer-based learning systems like Project PLATO to open educational resources, iTunesU, MOOCs, and, most recently, various forms of artificial intelligence, educational technologies have alternately been met with enthusiasm and skepticism, ultimately becoming integrated into mainstream practice. This book brings together twenty one chapters investigating the influence of digital technologies across schools, vocational education and training (VET), and higher education. The topics addressed include AI-resilient and AI-supported assessment, the application of robots for storytelling in schools, accessibility considerations for emerging technologies, and the use of AR/VR in educational contexts. These contributions represent a range of geographic regions—including Ireland, the Netherlands, Pakistan, Turkey, Germany, and the United States—as well as diverse educational settings, from schools and VET to universities, informal learning, and online environments, employing a variety of methodological approaches. 

Zielgruppe

Research

Autoren/Hrsg.

Meinel, Christoph

Friedrichsen, Mike

Staubitz, Thomas

Inhaltsverzeichnis

LLMs in Higher Education: Beyond Adoption, Towards Responsible Design.- AI Ethics in Education: A Declaration-Based Governance Model in Türkiye.- "Enhancing Trust in AI-Driven Educational Systems: A Framework for Secure and Ethical Digital Learning Environments in Emerging Economies".- From Citizens to Users: Artificial Intelligence, Platform Sociality, and Democracy as a Method of Infrastructural Design.- Wearable Augmented Reality for Presenter Support in Higher Education A Design Science Approach to Cognitive Load Reduction.- Orchestrating Immersive Open Pedagogies: A Participatory Design Study of the Campus of Virtual Education (COVE).- When AI Can Perform, Schools Must Redesign What Counts:Learning Validity, Skills in Practice, and Green & Screen in a Practice-Based School Case.- From Real-World Modeling to AI-Augmented Software Development: A Deeper Learning Module in Computer Science Education.- Can Digital Safety Games Travel Across Cultures? Exploring the Impact of Localising the Evaluation Instrument in GroSafe Trials with Pakistani Teenagers.- Digital Sovereignty as an Educational Mandate.- Teaching Thinking in the Age of AI.- A Modular LLM Pipeline for Fair, Criteria-Based Grading of Handwritten Examinations. Architecture, Prompt Design,and a Research Agenda.- "NaWi4Future: Redesigning Science Assessment When AI.- Knows Everything Evidence from Grades 7 and 8 at Berlin Cosmopolitan School".- RETURN: The Rapid EdTech UX Research Node Manifesto for Responsible Educational Innovation.- AI-Powered Chatbots in Learning Management Systems: A Systematic Review of Integration Approaches and Pedagogical Implications for Higher Education.- Deskilling or Empowerment – think about it! Rethinking AI Integration in Higher Education Through the Lens of Learning.- Large Language Models and the Transformation of University Education: Reconfiguring the Foundations, (Pre)Conditions, Empirical Applications, and Dialogical Dynamics of Academic Dialogue.- More Demanding, Not Less: Artificial Intelligence, Healthcare-Specific German Language Acquisition, and the Changing Role of Higher Education Instructors in Labor Market-Oriented Language Education.- On the paths to the Future of University Education.- Epistemic Orchestration: Generative AI as an Interpretive Infrastructure in Digital Education and Platform Ecosystems.- AI Literacy, Academic Integrity, and Human Agency: Ethical Tensions and Future Directions for Higher Education.

Über Autor(innen)

Christoph Meinel is Founding President of the German University of Digital Science and Professor Emeritus (C4) of Computer Science at the University of Potsdam. He served as Managing and Scientific Director of the Hasso Plattner Institute for Digital Engineering from 2004 to 2023 and was Founding Dean of the Digital Engineering Faculty at the University of Potsdam (2017–2021). He is a member of acatech (German National Academy of Science and Engineering) and has published over 25 books and 800 peer-reviewed papers in the fields of internet technologies, cybersecurity, and digital education.

Mike Friedrichsen is Founding President and CEO of the German University of Digital Science. He was a full professor of Business Informatics and Digital Media at Stuttgart Media University for over 25 years. His research focuses on digital economy, digital media management, and innovation in digital education. He is the founder of the UDS Competence Center for Digital Economy and Society and an editor of the Springer book series “Media Business and Innovation.”

Thomas Staubitz is a Professor of Educational Technologies and Social Learning at the German University of Digital Science and the Speaker of its Educational Technologies Research Center. He was a Senior Researcher at the Hasso Plattner Institute, where he was responsible for the openHPI MOOC platform and its partner platforms as well as several European and national research projects, delivering courses to a total of around 15 million learners. Thomas is an ACM member, a Senior Member of IEEE, and a member of the ACM Learning@Scale and IEEE DEMOcon steering committees, as well as a reviewer for several conferences and journals.