Read the blog post here! (in German only)

Project outlines are submitted using an application form via the respective Deanery. Applications are possible until 15 June 2026. The start of the funding period can take place flexibly on 1 October 2026 or 1 April 2027.

The “Lehrförderfonds“ is part of the University's strategic teaching development programme. The decision on funding is made by an awards committee appointed by the Presidium; funded lecturers will be informed in August 2026. University Didactics supports lecturers in the further development of teaching concepts, the application process and the implementation of projects.

"The University of Erfurt's new teaching support fund provides targeted impetus for the further development of teaching: it opens up space to implement innovative ideas and further expand proven concepts. By supporting teaching staff in trialling new methods and continuously improving their courses, we are sustainably strengthening the quality of our teaching. At the same time, promoting innovative teaching concepts helps to raise the status of teaching as a whole and further promote the exchange of ideas about good teaching," says Professor Julia Knop, Vice President for Academic Affairs.

• systematically strengthens the coherence of the dual cstudy programme,
• sustainably improves the link between theory and practice,
• institutionalise joint work processes,
• promotes exchange, professionalisation and knowledge transfer between all those involved,
• jointly developing training practices,
• visualises and integrates the needs of all stakeholders and thus
• has a lasting effect at the interfaces of the dual study programme.

The project involves Dr Ina Semper, Professor Petra Knorr and Hannes Seifert (University of Erfurt), Juliane Voigt (State Education Authority of Southern Thuringia) and Maria-Magdalena Lessat and Sylvia Luck as heads of training schools. The aim of "CoPrax" is to more closely interlink the cooperation between the university, state education authorities and training schools in the dual study programme and to strengthen the model's theoretical-practical coherence in the long term.

The project team will now develop and test specific joint working methods that will enable the university, school boards and training schools to better coordinate their cooperation in the dual study programme – such as binding communication channels, reflection and feedback formats as well as materials for practical support. In addition to financial support totalling 5,000 euros, the team will also receive extensive process support.

"The impetus for 'CoPrax' came from our experience with the newly introduced dual study programme for secondary school teaching," explains course coordinator Dr Ina Semper. “This study model creates the possibility of a particularly close interlinking of studies and school practice, but requires intensive and continuous coordination between all participating institutions. Up to now, cooperation has taken place under very different framework conditions in some cases, which has led to an increased need for coordination, uncertainties in roles and responsibilities, communication challenges and, at the same time, great potential for joint professionalisation. The project idea therefore arose from the desire to shape cooperation not only formally and organisationally, but also as a joint professional development process – in the form of a community of practice that works structurally and permanently at the interfaces of dual study programmes.”

Read the blog post here!(in German only)

The result:

• a 100% free, digital self-learning programme on the ICF
• practical, case-based modules with an authentic connection to the real world
• transdisciplinary basic modules and specific advanced modules
• diverse multimedia elements (videos, interviews, interactive scenarios)

The self-study course is available as Open Educational Resources (OER) under CC BY-SA 4.0 – freely usable, shareable and customisable. It comprises five basic modules, five advanced modules and twelve modules on case studies and thus enables flexible integration, e.g. in internal training courses, qualification measures, self-learning programmes, training and further education or to raise awareness among specialists in various fields of work.

The self-study course is now available online.

All members of the university are addressed – whether neurotypical or neurodivergent, with or without previous contact with neurodivergence. On the day (free of committees and teaching), there will be four to five (parallel) time slots, for example short lectures and expert panels, workshops and poster presentations on relevant research and teaching projects on campus, networking opportunities and information stands.

You will find more information abput the programme in good time on our “Dies academicus” website and in our calendar of events.

Further information can be found here. If you have any questions, please do not hesitate to contact the eTeach team at the University of Erfurt.

In the second project now being funded, "MI(N)Tmachen! - Students design learning programmes for primary schools under the direction of Dr Dagmar Brand (University of Erfurt) and Dr Stefan Griebel (TU Ilmenau), teacher training and technology students from both universities are jointly developing child-orientated approaches to the subject area of technology. The aim of the project is for interdisciplinary teams to develop tried-and-tested teaching concepts that teach digital education and initial programming skills in an age-appropriate way - embedded in maths, science lessons and handicrafts. Affordable, adaptable materials based on Lego Education and Circuit Cubes will be developed to strengthen both the technical and digital skills of primary school children. At the same time, students gain valuable practical experience. The results will flow into lessons and teacher training programmes as open educational resources and create sustainable synergies between the two universities. The project combines innovative programming materials with the Thuringian curricula and demonstrates a viable model for future-oriented STEM promotion in primary schools.

Pioneer for inclusive education and digital opportunities in Nigeria
Idowu Olamilekan Adeyemi has completed his master's degree with distinction earlier this year, is now a student assistant at the Willy Brandt School of Public Policy and has been campaigning for better inclusion since his childhood in Ibadan, Nigeria. His goal was and still is to break down systematic barriers for people with disabilities, especially in education and the labour market. With "Archivan Consulting Limited", Idowu Adeyemi has founded a social enterprise that offers young Nigerians and Nigerians with disabilities training in digital skills, employability and entrepreneurship to enable them to succeed in an increasingly technologised economy. "Archivan" has a twofold effect: it reduces inequality in the labour market and redefines what inclusion can look like in practice. Adeyemi wants to establish "Archivan" worldwide and prove that inclusive innovation is not only possible, but essential.

Fair future prospects for Pakistan's leather trade
Waseem Iqbal Chandio is also studying for a Master's degree at the Willy Brandt School of Public Policy, where he works as a student assistant. Just like Idowu Adeyemi, Waseem Chandio combines his academic studies at the University of Erfurt with experience in non-profit organisations. With "Lederbrücke", he has founded a project that aims to empower Pakistani leather artisans through fair, well-paid jobs, a more direct access to global markets and sustainable production. The aim is to decline the participation of exploitative middlemen, instead complying with EU production standards and introducing environmentally conscious alternatives such as artificial leather. By combining PR storytelling, craftsmanship and strategic retail partnerships, Waseem Chandio is positioning artisans between tradition and innovation.

Idowu Adeyemi and Waseem Chandio were among the 20 participants in this year's cohort of the GSA programme and stood out as future leaders with their ideas for a fairer and more sustainable future. With this award, they will receive further support from the Melton Foundation to expand the effectiveness of their projects.

The patronal celebration began on Friday morning with a church service in the cathedral. In his keynote speech "Life 3.0: Paradise in this world", Patrick Becker, Professor for Fundamental Theology and Religious Studies, spoke about the almost ubiquitous belief in technological progress as a modern deception. The decisive factor for the church is the extent to which this future narrative shifts the relationship between creator and creature and challenges theological reflection. Technical progress will not only change machines, but also people themselves. It is the bearer of a hope for the future, as can be seen across cultures. "Life 3.0" refers to a new creation that man himself has created and with which he wants to perfect himself. The creature, not the Creator, now takes the place of God. Becker said: "Life 3.0 is unquestionably a serious vision of salvation with a high potential for social impact that needs to be reflected upon theologically."