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This thesis deals with the creation of learning spaces to promote inclusion at higher technical colleges. Using three school classes at htl donaustadt, the concept of HTL:Impuls (holistic learning with brain, heart and hands; student-centred diversity of methods and motivating practical relevance based on personality development and social competence) is examined and tested for its usefulness in migration education and global learning. Important terms, methodological approaches (e.g. observational participation, self-reflection of the researcher) and the scientific framework are explained. The thesis then focuses on theoretical considerations on the topic of 'learning spaces' and practical examples within the framework of the HTL:Impuls concept (compulsory SOPK exercise, personality development seminars, workshops, projects, student-centred working methods). The different dimensions of the learning space are analysed. Important for the students are space and time for reflection, which make a significant contribution to migration education and global learning in the three diversity classes examined.
About the author
Since 1984, teacher at a technical college in Vienna, specialising in social learning and personal development; in 1994, founded and managed the KreaMont private school for 6- to 14-year-olds in St. Andrä-Wördern (Lower Austria); co-developed the HTL:impuls educational concept for technical colleges; taught at the University of Education in Vienna.
