Dear readers,

The DIPF supports the education system with empirical educational research, digital infrastructure and knowledge transfer. In doing so, we set ourselves four strategic priorities: Firstly, we research the differential educational conditions and trajectories, taking into account all stakeholders and requirements. The aim is to improve individual support and thus learning success. Secondly, we are driving forward the further development of education in the digital world so that it is implemented fairly and sustainably. Thirdly, we are committed to open science, open access to knowledge and open opportunities to produce knowledge. And fourthly, we realize transfer and transfer research, because everyone involved and, above all, the learners themselves benefit from an exchange between practice, administration, politics, research and the general public. Through the interaction of these four focal points, the DIPF makes a central contribution to high-quality, responsible, internationally compatible education that promotes equity. This activity report clearly illustrates the wide range of activities with which our Institute has recently pursued these goals.

We strengthened research at the DIPF once again. We are delighted to have gained Dr. Katharina Vogel, an excellent expert, for the professorship “Historical Educational Research with a Focus on Digital Humanities” appointed by us and Humboldt-Universität zu Berlin - a pioneering future field for the future. We are also involved in productive networks and collaborations. This applies to the region, where the DIPF is now part of the “Frankfurt Alliance”, in which 16 academic institutions from the Rhine-Main region utilize synergies. This applies to the international field, where we are also in contact with the universities of Harvard and Stanford in the DFG-funded research group “Core - Critical Thinking in Online Learning Environments in Higher Education”. And it applies to interdisciplinary collaboration, for example with our participation in the LOEWE center DYNAMIC, which conducts research into mental illness.

We were also able to significantly develop our infrastructure services. The fact that the “Specialized Information Service for Educational Science and Research”, which we coordinate, is being funded by the DFG for a further three years confirms the first-class work of this service - which will be used, among other things, to expand our open science offerings. With the Mastodon instance “eduresearch.social”, we are now enabling the education community to exchange information on social media in compliance with data protection regulations. In addition, a new knowledge platform provides a structured and user-friendly insight into the fascinating results of the educational history research network “Educational myths about the GDR - a dictatorship and its afterlife”.

The DIPF also stands for far-reaching monitoring of the education system and constructive policy advice. The national report on education, which was compiled under our leadership, has already been published for the tenth time and its focus chapter is dedicated to vocational education and training. Overall, it states that the German education system is working at full capacity and is under great pressure to adapt. An impulse paper by the Standing Scientific Commission of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (KMK) has furthermore dealt with the use of large AI language models in education. Prof. Dr. Hendrik Drachsler was a co-author of the paper, and I am a member of the commission. The paper highlights the enormous potential of the technology but also sees a great need for qualification and regulation.

Transfer activities and practice-oriented research continue to be of immense importance to us. One example of this is the Campus Schools program initiated jointly with Goethe University Frankfurt. This involves schools in the Rhine-Main region working closely with researchers to improve educational opportunities for heterogeneous learning groups. Another extraordinary success is that we coordinate the scientific monitoring of the Startchancen program. It supports 4000 schools in socially challenging situations, systematically building on existing structures and integrating all those involved. One core component is a governance center. Through that the schools' management and support systems work together with researchers to develop new management knowledge and innovative cooperation formats. The fact that we have been able to recruit Dr. Martina Diedrich, the former director of the Hamburg Institute for Educational Monitoring and Quality Development, to head up the center underlines the importance of this approach.

Finally, I would like to thank our highly qualified and committed employees. We want to offer them the best possible working conditions. The DIPF has already received several awards as a family-friendly employer and has now also been awarded the “berufundfamilie + vielfalt” certificate. This is confirmation for us and at the same time a promise: All employees should experience appreciation regardless of their personal backgrounds and prerequisites and be able to contribute with the great potential of this diversity. I am proud of that!

Now I hope you enjoy reading this report, sincerely

Yours, Kai Maaz
(Managing Director of the DIPF)