There is more to a visit to a school lab than just organising the excursion - from selecting topics to individualisation and designing learning materials. In order to meet these needs, we combine the perspectives of didactic research with the creation of teaching-learning settings in which scientific staff as well as teachers and students are involved. We report on our aspiration to plan, implement and reflect on courses in the student laboratory in multi-professional teams in order to create independent learning opportunities for all participants.

This article presents the "Primary School of the Future" project, in which student teachers worked together with primary school pupils in teams to implement charitable and sustainable projects ranging from designing construction vehicles to building raised beds. It presents the theoretical concept and empirical findings on its impact, e.g. on children's literacy skills and socio-emotional experiences, on the professional skills and stress management of student teachers and on the perspectives of the teachers involved.

This article introduces the challenge project. Against the background of one's own strengths and weaknesses, interests and desires, the desire for something different, something new and transcending one's own self in collaboration with peers, designing and planning a challenge, carrying it out and reflecting on the experiences gained with oneself and others - in a nutshell, this is what the Challenge project involves. In the Challenge project, students work in small groups to find a common challenge for one or two weeks (e.g. a bike tour, a hike, a service-learning measure), which they organise and then carry out themselves without much financial support. They are accompanied by adults who limit their pedagogical support of the group to indirect support and advice as far as possible and rely on the self-regulation of the small group.

Since 2023, the University of Oldenburg has had a co-operation with KGS Rastede and IGS Flötenteich and trains students for this challenge. In this article, students present the project, their perspective and their valuable learning experiences as facilitators of the project.

Moral disengagement describes cognitive strategies that enable pupils to justify immoral behaviour such as bullying without feeling guilty. In our presentation, we explain this process as a stable influencing factor on bullying at school and discuss classic justifications such as "I was only joking!" using a case study. Together with the participants, we will develop strategies on how schools can promote responsibility and deal constructively with moral disengagement.

The team of the Methodenkartei www.methodenkartei.uni-oldenburg.de is united by one goal: to inspire people to think about learning and teaching. We develop ideas collaboratively at the universities of Oldenburg and Vechta, in each case with student employees, students and teachers. In this article, we present collaborative teaching methods, digital tools for group or team work as well as cooperation opportunities between schools and universities in the form of workshops, learning locations and classroom visits, and also discuss the difference between collaborative learning and group work.

In our article, we present our experiences from piloting the workshop "TikTok - between criticism and creativity" at school. The aim of the workshop is to integrate it into peer education. For us, peer education means: we develop ideas with potential for educational practice that we can establish in teaching. This could look like this for the TikTok workshop: Students familiarise themselves with the concept and run the workshop in schools. In co-operation with Blickwechsel e. V., the Methodenkartei team has implemented the workshop idea of a graduate in the participate@UOL project. Further offers can be found on the method file under "Meka in action! ". https://www. methodenkartei.uni-oldenburg.de/

This article presents an interactive simulation game that teaches young people in a playful and critical way how social media algorithms work - and what role they themselves play in the dissemination of information, opinions and political content. The pupils take on the perspective of the algorithm themselves, assign fictional posts to user profiles and experience how interest amplification, filter bubbles and radicalisation can arise dynamically. The aim of the game is to open up options for action for conscious media use and to initiate a constructive dialogue about how democratic education can and must also be effective in the digital space.

The serious game "Moderate Cuddlefish", which was developed by the Federal Agency for Civic Education, offers the opportunity to talk to young people about freedom of expression and marks in social media. As moderators of the Cuddlefish platform, they take on the task of ensuring democratic and fair communication by deleting inappropriate user posts. What is the basis for deciding whether a post is serious, populist or hate speech?

How can civic education also succeed beyond politics lessons? How can teachers contribute to promoting discourse and judgement skills and dealing with controversy across all subjects? Dr Annegret Jansen and Thies Henking report from the perspective of lecturers and students and provide an insight into the practice of pedagogical teacher training. They show how future teachers can be prepared for their role as democracy educators and provide ideas on how democracy education can be integrated into every subject.

Controversies accompany a democratic society in every area. In educational institutions such as schools or universities, it can be about more than just enduring - ambiguity can also be utilised fruitfully. But dealing with conflicts over aesthetic, political or other judgements must be learned. To this end, this article takes up and combines perspectives from schools and universities.

The article focuses on an inclusive university seminar in the summer semester of 2025, in which students from different teaching degree programmes and people with disabilities form a joint seminar group. The work will take the form of an artistic project on the topic of "boundaries". The joint inclusive work takes place as part of a multi-day excursion to the North Sea resort of Schillig. In order to be able to look at the topic of "borders" from different perspectives, the participants first go on an "artistic search for traces" and then deepen their findings in their own or joint projects. The aim is to translate their perceptions and insights on the topic of borders into their own creations and to "show" something of themselves in the process. The experiences in the inclusive group and the artistic process experienced are then reflected on in written statements and verbally in the group. This encourages "unconventional" formulations that should/may go beyond the usual formal "boundaries" of examination performance at universities. The article presents the concept of the seminar and looks at examples of student reflections.

Tabletop role-playing games (TTRPGs) or pen-and-paper games are analogue, cooperative and imaginative storytelling games. With dice, pen and imagination, players can experience adventures in a participatory way, so that technical skills such as imagination, storytelling, understanding storylines or social skills such as listening, letting others speak out or community spirit can be developed. In this workshop, participants will learn about TTRPGs as a teaching method for diversity-sensitive contexts: How can pen-and-paper games be used methodically in open lessons? But how do they also need to be didactically modified or how can they be integrated into a series? The method is reflected on using the example of German lessons.

COOL stands for COoperative Open Learning and is a teaching concept based on the principles of freedom, co-operation and personal responsibility. It requires a change in attitude on the part of teachers and learners: teachers act as learning guides, trust in the pupils' ability to learn and encourage self-initiative. Learners work on their tasks at their own pace, help each other and take responsibility for their learning process - a model for motivating, future-orientated teaching.

Development comes from relationships - and that starts with ourselves. The pentagram makes it possible to experience how we can find genuine relationship skills through the five natural competences. Bodywork and mindfulness show the way to authentic encounters with children, young people and parents. Practical dialogue exercises create the calm that facilitates learning. When needs and emotions are recognised, conflicts are transformed and trust grows - quite naturally.

Appreciative relationships form the foundation of the IGS Oyten concept, on which learning formats such as the individualised learning office, subject-linking, topic-oriented (project) teaching, the "Challenge" project, the subject "Responsibility" and Education for Sustainable Development are based. They are primarily supported by firmly anchored team structures, a strong year group focus, the tandem principle, a tutor system and the table group principle. These concepts are presented in this article.

Teachers and (school) social workers are often confronted with religiously motivated conflicts and challenges. According to a study conducted as part of the 'Distanz' and UWIT research projects (https://www.forschungsverbund-deradikalisierung.de/ ), around a third of professionals report religiously motivated conflicts and challenges and around a quarter report Islamist statements and actions. These findings point to the need for targeted training and further education programmes. The University of Vechta has therefore developed a seminar concept for the initial, further and continuing education of (prospective) teachers, educators and school social workers, which deals with the challenges of religious conflicts and radicalisation in schools. The article presents the developed concept as well as examples of the methods "Compasito" - a human rights training programme - and "Betzavta" - a tolerance training programme.

The Osternburg secondary school in Oldenburg has set out to actively combat racism and discrimination in general. The aim is to promote a respectful, diverse and open school climate in which all members of the school community are valued regardless of origin, skin colour, religion, gender, sexual orientation or other characteristics.
As part of this commitment, teachers have undergone targeted training and developed a pedagogical concept based on several pillars. These include an elective course, internal school training, workshops and prevention work as well as the conscious design of the school and learning culture. In this article, teachers and pupils present together how this concept is implemented in practice, the challenges that arise and how the measures are perceived by pupils and teachers.