Gen X, Gen Y, Gen Z, Baby Boomer - terms for generations whose values and attitudes are different. These different generations come together in the school system and can lead to friction as well as synergy effects. The keynote lecture provides an insight into generational and cohort research and sheds light on the living environments of the different generations. Rüdiger Maas categorises widespread assumptions and impressions, particularly with regard to Generation Z, to which the majority of pupils and prospective teachers belong: Do our young people only buy what they see on TikTok? Are young people underachieving, disinterested or even tired of politics? Through his analyses, he enables a deeper understanding of what moves and drives this generation.
Let yourself be surprised by these science-based insights into how young people think, feel and act!

RÜDIGER MAAS is the founder and board member of the Institute for Generation Research in Augsburg. His research focuses on the influence of the generations currently living in Germany. The psychologist is regarded as the best-known generation researcher in Germany.

Schools experience the fundamental shifts for schools and learning in the dynamic development of the digital age in and around them on a daily basis. From the perspective of school and teaching development, it is therefore crucial to be able to categorise the paradigm shifts and shifts from the perspective of a generational change in order to react to them in a future-oriented manner.
- Gaining insight into the pace of change - how do we recognise and understand the broad lines of transformation?
- Digital change is getting down to business - what kind of education do we actually want?
- Focussing on future skills - what skills do people need for a world in constant change?
The 2nd keynote lecture will take you on a journey through change and use surprising images and metaphors to sharpen our fundamental understanding of the digital transformation.

JÖRAN MUUß-MERHOLZ is a Diplom pedagogue specialising in learning and teaching in the digital transformation and part of the agency "J&K - Jöran und Konsorten". As a think-and-do tank, the team works at the interfaces between education & learning and media & communication. In addition to the agency's consulting and conceptual work, Jöran Muuß-Merholz writes for subject and mass media, print and online, from blogs to books, and gives lectures and workshops in German-speaking countries and elsewhere.

The demands on schools have increased immeasurably in recent years, yet the structures in schools have remained virtually unchanged. It is obvious that schools should become places of democratic learning and face up to social challenges such as digitalisation; they should educate pupils against the backdrop of the Sustainable Development Goals and, above all, keep everyone working in the system healthy. However, there is no systematically anchored space in everyday school life that enables these tasks to be continuously addressed. Schools are left to their own devices and their creativity, but also their courage, is required. How school transformation can nevertheless succeed under the current unregulated conditions is presented in this keynote speech using the example of the Green comprehensive school in Duisburg, which was awarded the German School Award Special in 2021 for its team model. Based on this example of implementation, you will have the opportunity to discuss the challenges and potential for success with the advisor.

MARTINA ZILLA SEIFERT was head teacher at the Green comprehensive school in Duisburg from 2015 to 2022. Her school was awarded the "German School Award Special 2021" in 2021 for its concept to strengthen teamwork. Today, she has come out of retirement to work as a trainer in the field of cooperative learning and is an active member of the alliance www.bildungswende-jetzt.de.

Jamila Tressel's central message is: "Away from the immature fulfilment of duties and towards the courageous, responsible and self-thinking individual". She is a former pupil of "Schule im Aufbruch" and has been focussing since her school days on what pupils need today to really become "fit for the future" at school. She will present opportunities, methods and ideas that have helped her and her classmates to deal with and take responsibility both for themselves and in society. She calls for courage for change in our schools: More independence, more responsibility, more experiences for life in society. This is her recipe for success for future-orientated teaching.

JAMILA TRESSEL is an author and educational mentor who is committed to educational transformation and the establishment of new learning and school concepts. She acts as a consultant at international congresses in the education and business sectors and is a co-founder of the gUG "Herausforderung einfach machen" (making challenges simple) as well as a supporter and co-partner of the "Schule im Aufbruch" initiative.

"It takes a whole village to educate a child." This African proverb very succinctly describes the reciprocal, socio-spatial dimension of school work. This is highly topical, as the mission of school(s) is becoming increasingly complex, the range of professions required in schools and the competences of the educational actors involved in their implementation are increasing. At the same time, all-day structures are being expanded across all school types.
In many places, so-called "campus" structures, local educational landscapes, neighbourhoods and/or "local living rooms" are emerging as a combination of these aspects and in response to the challenges. No matter what such a network is called, they all have one thing in common: they want to bring together people, services, skills and resources in order to be active for children and young people "like a whole village".
The impulse programme offers you an insight into various practical examples and provides practical suggestions for exploring your own potential locally.

STEFAN NIEMANN worked in education in Lower Saxony for a good 14 years, including 10 years as a headteacher, before taking over the SICHT.weise agency in 2012. As an independent consultant, he specialises in the areas of "school / education / municipality / authority". As a consultant and moderator, he works with schools and local authorities, government agencies and ministries.

This impulse programme firstly focuses on the effects of the multiple crises and the changed social conditions that are currently and have been evident in the lives of children and young people in recent years, and how these manifest themselves in schools. Building on this, the psychological needs that are increasingly emerging as a variety of stress factors in schools, both for learners and teachers, will be traced. Finally, psychological concepts and measures will be presented and discussed together on how schools can meet the various challenges such as psychological stress and illness, absenteeism, concentration and motivation problems.

DR. JÖRG SCHULTE-PELKUM has been working as a school psychologist since 2014. He is a trainer for counselling teachers, a member of the crisis and emergency team, a specialist in intercultural education and deputy head of the school psychology department at RLSB Osnabrück.

Do we really know what our children are seeing on Tiktok, Instagram, Snapchat and the like? The problem is not the duration of digital media use, but the content that children consume. Most parents assume that media education means limiting screen time - and have no idea that children are already being exposed to violent images - with dramatic effects on their psyche. A joint social effort is needed to protect our children and to emphasise the creative and profitable side of social networks and artificial intelligence.
Against this background, the impulse programme invites us to look together for answers as to what contribution schools can make to this collective challenge and what form this can take.

SILKE MÜLLER is head teacher at the Waldschule Hatten and works as an author, advisor and consultant in the context of digitalisation in education through her work on forward-looking digitalisation processes. Since 2021, she has been appointed the 1st Lower Saxony Ambassador for Digitalisation by the Lower Saxony Ministry of Economic Affairs and published her first bestseller "Wir verlieren unsere Kinder" (We are losing our children) with Droemer Knaur in 2023.

The challenges facing schools and the world of work are huge, diverse and unpredictable. But we can be certain of one thing: they can be mastered better with cooperation and division of labour than without.
This impulse offer enables you to understand more precisely, with the help of mental glasses, how cooperation and division of labour relate to each other and where effective scope for design lies... It is about bumblebees and fast food restaurants, dance areas and the willingness to restrict autonomy and you will get to know the four co-superheroes of cooperation.
Based on this understanding, you will receive concrete and practical suggestions on how you can organise networked collaboration in your school in such a way that goals can be achieved more efficiently, more effectively, more creatively and with less frustration.

The innovation project "Dual B and F Vocational School" offers students the opportunity for academic appointments. As part of the implementation of this concept, BBS I Delmenhorst has completely redeveloped the educational programme and implemented Dalton pedagogy for the first time in an advisory co-operation with IGS Garbsen. This development approach centres on a flexible, open and constantly changing form of personal and collaborative learning.
From the idea to the practice-oriented concept, this impulse offer provides an insight into the planning and realisation of Dalton pedagogy in an existing BBS system. The impulse offer provides practical inspiration - also for developments in other types of schools - based on the common goal of making lessons more attractive and efficient for pupils and teachers and promoting basic skills of independence and co-operation.

HENDRIK NORDMANN is the deputy headmaster of BBS1 Delmenhorst. In his role, he is intensively involved in the pedagogical and conceptual development of the school. In anticipation of the school reform planned for 2025 by the Ministry of Education and Cultural Affairs of Lower Saxony, he and his school have already implemented "BFS dual B and F" as an innovation project to promote students' career choices.