Embedded in the lernen:digital competence network, DigiProMIN promotes digitization in STEM education. To this end, the collaborative project is not only developing freely accessible training opportunities and materials for teachers, but also building a sustainable educational network that will optimize science-to-practice transfer in the long term.

How does science communication work in the virtual teacher's lounge “Twitter-Lehrerzimmer”, who tweets what, and how? And what research findings actually reach the classroom? The project "Knowledge Transfer in the #twlz" delves into the dynamics of the German speaking Twitter teacher's community and provides insights for successful science practice transfer on social media.

The learning:digital Competence Network is shaping the digital transformation of schools and teacher training on the basis of its extensive expertise in around 180 research and development projects. A designated transfer centre ensures a constant exchange between the individual projects and between science and practice. Our task: detecting research gaps and focal points.

How can high-achieving students be characterized? And how are they best supported to reach their full potential? Our colleague Lisa Ziernwald looked into these questions in the course of her doctoral thesis, which she successfully completed today. We are very delighted, congratulate her and take this opportunity to look at the results of her research.

Most high-achieving students are not in special classes or attend additional programs. They study in mixed-ability classrooms together with other students. But even here, teachers can support their potential – by implementing differentiated instruction.

Whether in view of global politics or locally in schools, our eyes are cast back on an eventful year. And yet again, schools and teachers were particularly challenged. Now, time to relax and look back on our own successes with a little distance. Heading to the winter break, we wish you happy holidays and a happy new year, in which we hope to continue understanding and shaping education together.

What is the secret to success for good initial teacher training? How do the teachers-to-be stay on track during their studies, and how do their self-efficacy and enthusiasm change during the first years in the classroom? Anna Hartl spent three years researching this in the course of her doctoral thesis, which she has now successfully completed. We sincerely congratulate our colleague and summarize.

High-achieving students are a many-faceted group with different potentials and competences. Understanding these differences and identifying subgroups can help teachers provide targeted support in the classroom. Our newly published study compares statistical approaches for grouping high-achieving students, considering not only achievement indicators, but also characteristics such as motivation and interest.

The school pilot project InnoLab-N tests out innovative learning settings: Participation and acquisition of competences shall enable the students to create a sustainable future. Using a specifically developed concept, we accompany the school pilot project by evaluating the effectiveness of the interventions. Thus we can see, how to shape the schools of tomorrow.

Special classes as talent factories or costly supplementary offers? – This is not the reality for most high-achieving students. The majority of them are in mixed-ability-classes. Using differentiated instruction, teachers can support high-achieving students anyways. However, so far, they do not make use of them frequently. That is what our recently published study shows.