Förderung digitaler Souveränität in der Lehrkräftefortbildung.

Begriffliche Einordnungen, Diskussion und Implikationen aus fächerübergreifender, gesellschaftswissenschaftlicher Perspektive

Abstract

The article explores the promotion of digital sovereignty among teachers through social science professional development in geography, history, and politics. First, normative conceptual foundations and conceptual approaches to digital sovereignty are analyzed, which
are further explored using the "Frankfurt Triangle" and the "DigCompEdu Model". Based on this, an insight is provided into the co-constructive development of a prototypical self-learning module to promote digital sovereignty among teachers in the context of open educational practices.