This research-to-practice full paper proposes a structured approach to cooperatively develop, review, and employ open educational resources (OER) for pre-service teachers focusing on computer ethics and digital competences. The rapidly progressing digital and social transformation requires students as well as teachers and staff to adapt their teaching and learning. While this holds true for the vast majority of educational contexts, (pre-service) teachers are particularly challenged into acquiring digital skills and almost at the same time passing on the respective knowledge and digital skills to their students. Understandably, pre-service teachers long for reliable, easily accessible resources that they could use in class to effectively support them in preparing their students for their future jobs and lives. The current paper presents the authors' student-centered approach to developing OER on computer ethics with emphasis on including students in all phases of the development and testing of the OER, sparking students to measurably advance their digital competences. To provide accessible, high-quality resources, the focus will be on presenting the student-centered quality assurance approach we introduced while testing the OER in class and improving them based on secondary-level students' feedback. Methodologically, this paper employs the cyclic participatory research approach, which involves analyzing students' reflections and feedback, the researcher's personal observations throughout the process, the feedback of secondarylevel students during the pilot testing in the classroom, as well as the perceptions of the master students implementing the OER in a lesson in class. As a result, this study presents a set of OER developed in a student-centered manner, specifically designed to meet the needs of pre-service and early career teachers. Furthermore, the paper suggests and reflects a genuinely student-centered process of developing, evaluating, and improving OER. It aims to inspire educators, staff, educational researchers, course designers, administrators, (pre-service) teachers and interested tertiary-level students to constructively and collaboratively engage in a learner-centered development of OER and thereby support our society's learning and democratic living with the digital transformation.

The goal of this research full paper is to provide insight into most recent findings of interviews with faculty members teaching digital skills in an integrated and innovative way embedded into courses on subject didactics of a teacher education program. Pre-studies analyzing students' perspectives regarding the inclusion of digital competences in the teacher education program of a large Central-European university revealed that less than half of the students who were at an advanced stage in their studies felt sufficiently prepared to impart digital competences in their daily teaching. Given the importance of being digitally competent in the modern, digital era, the question arises, how digital competences can be sustainably included in the curriculum of a teacher education program. This paper analyzes interviews with five faculty members successfully teaching digital skills in concert with subject didactics of Geography in order to identify best practices for the integration of digital competences. The first author asked our Interview Partners to provide insight into the content they mediated, the integration of digital competences and tools in their courses, how their teaching could be further improved, and what challenges they encounter. Eventually, we looked for best practices and collected instructors' thoughts on improvements on a curricular level and examples of transferring the good practices to other subjects, such that future students could benefit from a better integration of digital competences. For this paper, we analyzed the data with a mixture of narrative analysis and thematic analysis. Improving the mediating of digital skills and competences in a wider range of subjects at the university level should eventually help students, and ultimately their students, to implement digital know-how such as modern teaching tools into their courses, making teaching more effective and computational thinking as well as related fields of computing more accessible to academic as well as secondary and younger students. The research so far has shown promising results considering examples of tools that can be used on a broad spectrum of subjects and lead to a factor of learned new digital competences if used properly. On the other hand, lecturers also warned about relying too much on technology in specific tasks such as orientation on a map or analyzing statistical data. We conclude that combining existing approaches with new, more modern didactics can be the key to transferring the competencies required for our students' future.

The aim of our paper is to provide good practices for teaching data science to non-computer science students and find out how we can motivate female students to take MINT (Mathematics, Computer science, Natural science and Technology) classes. The analyzed data science course is offered at University of Vienna in the Business Analytics, Data Science, and Digital Humanities faculties as part of the masters' programs. In this work, we outline the course structure and present findings gained through teaching it. Moreover, we highlight the main differences between the editions of the course. Anonymous surveys, grade analysis, and student interviews, show that female students achieved the same learning outcomes as their male peers in all the terms as measured by the total score and all three sub-scores, namely the project submission, the mid-term quiz, and the final quiz. In 2020 and 2021, no significant differences could be found in student performance by their attended study program. In 2022, a difference could be found in the midterm exam; however, no significant difference could be found in the final exam and the project work, indicating that the course was able to harmonize the learners' diverse background. This suggests that the diverse learning opportunities offered in this course fit the individual needs of students of different backgrounds, which increases the accessibility of the data science field among non-computer science students. We propose the course as described in this paper as a good practice of teaching 21st century digital skills in a studentcentered way and conclude the paper with five recommendations.

This research full paper is concerned with the question, in how far advanced pre-service teachers at the University of Vienna feel ‘fit’ to mediate digital skills as part of their instruction at secondary levels K5–K8. While the digital transformation is progressing rapidly, digital skills have become indispensable for all stakeholders in the educational field. To address this issue, we composed an online questionnaire consisting of closed- and open-ended questions. It was distributed among 4,054 students of the teacher education degree program and generated 322 full responses. In the survey, the students were asked to state their opinion on the integration of digital competencies in their attended teacher education degree program and how to improve it. With the use of qualitative content analysis (QCA), we analyzed which competencies and tools they missed the most in their studies or had to acquire on their own.The results of this mixed methods study indicate a lack of essential digital skills in the studies of most students, and that they feel a lack of preparation for the challenges to come as a teacher in the modern world. Moreover, most students agree that they had to acquire more than 75% of the required digital competencies on their own and pointed out the skills and tools they required the most throughout their study program or during their work as a teacher. Yet, some students report good practices in use in elective courses and in courses of various subject didactics. The paper provides a short overview of which digital competencies students wish most to be covered in their studies, including a truly professional handling of MS Teams and other tools such as learning apps, response systems, and tools for issuing learning materials and quizzes. As much as we value students’ capacities for self-learning in the digital sphere, we conclude with implications for a thoughtful integration of digital skills in teacher education programs to optimally prepare students for tomorrow’s challenges.

The aim of this research-to-practice full paper is to present the results of most recent analyses of the long-term school pilot project named "learning office approach". The learning office represents an alternative branch of a technology-oriented vocational secondary school in Europe encompassing the grades K9–K13 and has been implemented at the IT department in 2016. Students of a learning office cohort have flexible course schedules allowing them to choose between several subjects on a daily basis, which in turn enables differentiation and individualization: Students seeking help or striving to deepen their knowledge and skills may visit chosen subjects more often. Since learning office subjects do not rely on lectures and direct instruction, teachers become facilitative coaches helping students become self-responsible learners and study in a self-driven, self-directed way, which in turn fosters their 21stcentury skills.The COVID-19 pandemic and resulting emergency remote teaching strategies demonstrated the supreme importance of digital competences and self-efficacy: Students were abruptly required to work autonomously with digital systems and study at home in a self-driven way. Since the learning office heavily relies on students working with digital educational material and tools in a self-directed and student-centered way, the question arises if learners show indications of increased ICT competences and self-efficacy in the learning office.This paper evaluates the interplay of students’ self-reported ICT skills, school-specific self-efficacy, and academic performance in the learning office approach and traditional classrooms. Based on an extensive literature review, a questionnaire was developed and distributed among all 552 students of the grades 9–13 and students’ final grades of the winter term 2021/22 were analyzed. The results show a significant increase in self-perceived problem coping skills and ICT competences in the learning office approach, including the sub-scales "general ICT self-concept", "communication", "process and store", and "generate content". We conclude that technology-enhanced student-centered approaches, such as the learning office, are a viable method to foster students’ 21stcentury digital skills.

This Full Paper in the Research-To-Practice Category illustrates what an online survey of students’ opinions reveals about students’ perceived learning and take-away from a course on Data Science. The course is offered at University of Vienna in the Business Analytics, Data Science, and Digital Humanities faculties as part of the masters’ programs. In this work, we outline the course structures, goals, modules, and present preliminary findings gained while teaching the course. Due to the global pandemic and resulting lock-downs, the course was held online, hence, we also analyze the effects of the current situation on the students.The results revealed that the structure of the course is appreciated by the students. Furthermore, the students liked the open source software taught in the course where they can create visual workflows with an intuitive, drag-and-drop style graphical interface, without the need for coding. The results also confirmed our hypothesis which showed that working in groups is more complex and difficult using online tools. We learn that the instructor-generated technique for forming the groups assigning to each group students with different backgrounds, lead to teams that are able to solve problems faster as they are more cognitively diverse. These findings confirm that the approach used in the Data Science course is viable for teaching computer science skills to non computer-scientist and can be used by other educational institutions.