Zusammenfassung

Diese Studie untersucht die Ansprüche und Gestaltungspräferenzen von Wirtschaftslehrkräften an digitale Fortbildungen im Bereich der ökonomischen Bildung. Grundlage bilden Daten von N=189 Wirtschaftslehrkräften aus Niedersachsen, die im Rahmen einer quantitativen Befragung Interesse an einer digitalen Fortbildung im Bereich der ökonomischen Bildung bekundet haben. Die Ergebnisse verdeutlichen eine mehrheitliche Präferenz für Fortbildungsveranstaltungen im Blended-Learning-Format. Ein Drittel der Befragten zeigt auch Offenheit gegenüber beiden Formaten (online und Blended-Learning). Hinsichtlich der organisatorischen Gestaltung digitaler Fortbildungen liegen teilweise heterogene Präferenzen vor: Digitale Fortbildungen am Vormittag werden ähnlich stark nachgefragt wie solche am Nachmittag; zudem werden diese am liebsten zuhause durchgeführt.

Abstract

This study explores the expectations and design preferences of economics teachers regarding online professional development in economic education. Based on data from a quantitative survey of N=189 economics teachers in Lower Saxony, Germany, the study investigates their preferred training formats, organizational structures, and instructional methods. The findings indicate a strong preference for blended learning, while one-third of respondents remain open to both online-only and blended learning formats. Preferences regarding the organization of digital train-ing are diverse: morning and afternoon sessions are equally favored, with individuals' own homes being the preferred location for participation. Approximately half of the respondents also consider schools to be a suitable learning environment.

Preferred instructional methods include hands-on activities, self-directed learning phases, and knowledge-based lectures. The preference for lectures aligns with a stated demand for guided digital training sessions, underlining the importance of instructional support in online teacher professional development. Instructors are expected to play a crucial role not only in knowledge transmission, but also in structuring and supporting the learning process. Additionally, innovative digital tools – such as gamebased learning environments, podcasts, and AIpowered applications – are considered promising by a significant proportion of respondents. These findings provide valuable insights for designing targeted, media-didactically sound professional development programs that cater to the specific needs of economics teachers and contribute to their ongoing professionalization in economic education.