Are you curious? If you are interested in participating in a TOLL workshop with a short contribution (10 -15 minutes), please send us an email to by Sunday, 26 April 2026 with the following information:

1. Assignment to the main topic
2. Title of the contribution (approx. 50 characters)
3. Short description of the contribution (approx. 600 characters)
4. Your first and last name, with title if applicable
5. The name of your institution with location
6. If applicable, time restrictions at TOLL (Thu, 01.10.2026)
   (Workshops I from 10:15 to 12:00, Workshops II from 14:00-15:45)

Deadlines:

• Submission of contributions until Sun, 26.04.2026
• Re-registration for acceptance of the contribution by 01/06/2026
• Submission of the presentation by 21/09/2026

• If your submitted contribution is accepted for the TOLL, you will have 10-15 minutes for your contribution in the workshop.
• There will be another contribution in addition to yours.
• Your contribution will lay the foundation for the thematic exchange in the group.
• The workshop will be moderated.
• You will be networked with the other contributors and the moderator before the workshop.
• There are 105 minutes available for the workshop.
• The size of the workshop varies between 20 and 30 participants depending on the topic.
• The participants come from schools, study seminars, universities and other educational institutions.
• The dialogue mainly takes place in small groups (8 people per table).

• 8:15 Admission with coffee and tea
• 8:45-9:45 Opening lecture with welcome address
• 9:45-10:15 Coffee break
• 10:15-12:00 Workshop phase 1
• 12:00-13:00 Lunch break
• 13:00- 13:45 Lecture
• 14:00-15:45 Workshop phase 2
• 15:45-16:00 Farewell coffee

Self-regulated learning strengthens learners' motivation and self-efficacy, helps them to learn effectively and can help them to deal with attention deficits. Self-regulated learning thus creates the basis for sustainable, responsible learning.
But how can we enable learners to plan their learning processes independently, implement them autonomously and reflect on them critically? Which teaching methods are suitable for this and what prerequisites are needed? And to what extent are the role requirements for teachers also changing?
For this thematic focus, we would like to invite you to present and discuss examples, methods or concepts that you use to develop and promote self-regulated or self-directed learning.

Cooperative learning promotes structuring, exchange and the assumption of responsibility in processes based on the division of labour. Collaborative learning - both analogue and digital - focuses on joint thinking, negotiation, discussion and coordination. Cooperative and collaborative learning strengthens communication skills and promotes a change of perspective in solution-orientated processes. At the same time, they support goal-orientated cooperation in the joint interdisciplinary development of knowledge.

But what are suitable methods and forms of learning to promote joint working? How should roles and responsibilities be organised (including those of teachers)? What prerequisites do these forms of learning need and how do we enable learners to do this? How can we promote not only subject-specific knowledge, but also interdisciplinary or interdisciplinary competences in order to do justice to social and academic appointments? And how can learning achievements in these learning settings be assessed fairly?

For this thematic focus, we would like to invite you to present and discuss examples, methods or concepts with which you can develop and promote cooperative and collaborative learning.

Problem-based learning and research-based learning focus on the independent examination of authentic questions: from the development of hypotheses and targeted research or investigation to the evaluation and interpretation of results. The aim is to actively build up knowledge as well as the ability to master complex, unfamiliar situations and independently develop questions and solution strategies.

But how is knowledge created when learners become researchers? How do we enable learners to learn and think in a problem-orientated and research-based way? Which contexts and learning arrangements are suitable for problem-orientated or research-based learning? How can the complex thinking and action processes of problem-orientated or research-based learning be established and further developed? To what extent does this learning change the role and function of teachers?

For this thematic focus, we would like to invite you to present and discuss examples, methods or concepts with which you develop and promote problem-orientated and research-based learning.

Deeper learning is a pedagogical approach that uses active, co-constructive processes to transform learners from passive to active creators of their own learning. The aim is to build in-depth understanding and develop transferable knowledge and key skills such as critical thinking, creativity and collaboration. Deeper Learning combines various learning strategies and follows a three-phase model: 1. instruction & appropriation to build a specialised foundation. 2. co-construction & co-creation to actively apply and deepen knowledge in teams and 3. authentic performance with the creation of a product such as a podcast.

But how can learning be achieved that goes beyond pure understanding and enables sustainable, in-depth transfer? How can learning opportunities be designed to promote deeper learning? How do we enable learners to successfully implement deeper learning? For which content is Deeper Learning particularly suitable? And how does Deeper Learning change the role of the teacher?

For this thematic focus, we would like to invite you to present and discuss examples, methods or concepts that you use to implement and promote Deeper Learning.

How do we enable people to shape co-operation and experience the synergy effects of working together? Successful teamwork is characterised by the fact that several people (whether in the classroom, staff room or seminar room) work together on common tasks. The different strengths of the individuals trigger creative processes that make it easier to achieve the envisaged goals. And the people in the team experience a sense of community, which has a positive effect on motivation and the willingness to participate and co-create.

In this workshop, we would like to invite you to present examples, methods or concepts that you can use to make your learners fit for teamwork and collaboration so that they have the opportunity to experience participation and a sense of community in a profitable way.

By developing a growth mindset, we strengthen learners' confidence in their own learning abilities and their expectations of self-efficacy. This increases motivation, resilience and willingness to learn, which means that challenges are accepted instead of avoided and mistakes are seen as learning opportunities. This leads to greater learning success, less fear of failure and greater self-confidence on the part of the learner. The growth mindset assumes that all learners can fundamentally develop their individual skills, competences and talents through effort, appropriate strategies and continuous learning.

But how can teachers make individual learning successes visible and tangible? What methods, concepts and formats can teachers use to promote the development of a growth mindset among learners? What role does the teacher's attitude play in this?

For this thematic focus, we would like to invite you to present and discuss examples, methods or concepts that encourage and support learners to develop a growth mindset for themselves.

It is undeniable that the role of teachers in schools and other educational institutions today goes far beyond the mere transfer of knowledge. It increasingly includes pedagogical, organisational and social tasks. There is a clear change in role, particularly when it comes to promoting individual learning strategies: teachers no longer act solely as mediators of knowledge, but actively accompany learning processes, motivate learners and promote their development. In this role of learning facilitator, they support the independent, reflective and sustainable organisation of learning processes.

But how does this role change work? What attitudes and competences enable teachers to support individual learning processes in a targeted and individually appropriate way? What conditions are conducive and how can teachers organise these in lessons and schools? And what does everyday teaching look like after the role change?

Environments conducive to learning are created through the interaction of a wide range of influencing factors. Relevant factors for environments conducive to learning range from spatial design and room conception to materials and resources (physical/digital) and learning atmosphere. Factors such as appreciative relationships, constructive error culture, flexible learning space design, clearly structured lessons with transparent learning objectives and motivating, self-directed forms of learning also influence learning.

Which of these factors actually characterise learning in the learning environments of schools, colleges or universities? Which learning is particularly supported or inhibited?

What learning-promoting effects can be achieved by changing individual factors?

What ideas, concepts and measures can be used to change learning environments in a targeted manner? What room for manoeuvre is there for individual teachers, for individual rooms or even for entire institutions? And what can be implemented even with small steps?

For this thematic focus, we would like to invite you to present and discuss examples, methods, concepts and experiences that can support the targeted design and further development of environments conducive to learning.