The European Union and many governments of its (former) membership states demand more expertise on China, including Chinese language skills. Fostering Chinese language education requires a thorough understanding of the target group. This article aims to lay the foundation for a systematic and comprehensive analysis of the profile of at least one subgroup of Chinese learners, namely adult learners at universities in German-speaking countries. It presents the results of a preliminary meta-study comprising data from 217 Chinese learners. Among the information that can be extracted from various studies are personal data (age, gender, field of study, type of educational institution, first and, where applicable, second language) and data on individual learning biographies (number and specification of languages learned to date, use of learning strategies, and degree of language awareness). Results show that these learners have, on average, a comparable number of previously learned foreign languages. There are more multilingual speakers than, for example, among learners of Spanish. Experienced learners have certain preconditions and needs according to current L3 acquisition theories, which should be paid special attention to when teaching Chinese as a foreign language. Some didactic suggestions are put forward on how to integrate the results into the teaching of Chinese

Learning in the digital world requires not only technological skills for using digital tools but also ethical skills to critically reflect on (in)adequate digital media use and potential negative consequences. These skills are particularly crucial in professions dealing with public welfare and societal issues. Inter alia, those are teachers who educate the youth, legal professionals who judge (il)legal behavior regarding media, or computer scientists who bear responsibility when developing algorithms. Accordingly, higher education students studying teacher education, law studies, or computer science studies should develop ethical skills for the digital world. This study examined how higher education students perceive problematic media behaviors and which digital competences they regard relevant for ethical issues. In addition, the study investigated whether students of teacher education, law studies, and computer science studies differ in their perceptions. To this end, an online survey with N = 461 participating students was conducted. Study results indicated that higher education students perceived problematic media behaviors as such with posting inappropriate content identified as the most problematic. Furthermore, students considered several digital competences as relevant for ethical issues with protecting and acting safely as most relevant. In-depth analyses uncovered subject-specific differences with computer science students being most ethically savvy, albeit differences were only of small effect size. The study provides valuable insights into the intersection of digital competences, ethical considerations, and academic disciplines. In the future, longitudinal and training studies will help to understand how differences emerge and whether students of different study subjects benefit from digital ethics training.

Does the AI agree? Inter-rater agreement in learning diary evaluation

Theory

Learning diaries as formative assessments are promising to support the learning process and stimulate reflection. In an open learning diary, learners apply learning strategies to reflect on their learning and deepen their knowledge. To guide learners, learning diaries can be structured according to different learning strategies. However, grading and feedback on learning diaries is effortful for teachers. Artificial intelligence (AI) may assist teachers in the evaluation process. A prerequisite is that AI and teachers show high inter-rater agreement.

Research Questions

The current study aimed to analyze the agreement between teachers and ChatGPT-4o by examining four separately assessed learning strategy categories of a learning diary in adult education (organization, in-depth elaboration, transfer-supporting elaboration, and metacognition). The two research questions were:

• Q1: How accurate is the overall agreement between teachers and ChatGPT-4o, and are there differences across different learning strategy categories?

• Q2: Does the inter-rater agreement differ between teachers across the four learning strategy categories?

Method

Seven different adult education teachers and ChatGPT-4o evaluated a total of 540 learning diary entries. Each teacher assessed approximately 65 entries. Teachers were trained in criteria-based evaluation per learning strategy category. An engineered prompt supported the ChatGPT-4o model.

Teacher ratings served as the reference for the inter-rater agreement. Absolute accuracy and under-/overestimation (bias) were calculated for each learning strategy category as accuracy measures. Furthermore, overall accuracy values were calculated across the four categories for absolute accuracy and bias.

A doubly multivariate repeated measures ANOVA was conducted with the four learning strategy categories as repeated measures and absolute accuracy and bias as measures to test for accuracy differences between the learning strategy categories (Q1). Additionally, teacher was used as a between-subjects factor. Thus, the interaction of the learning strategy category and rating teacher regarding accuracy could be tested statistically (Q2).

Künstliche Intelligenz (KI) kann im Prozess der Leistungsbewertung assistieren und diesen transformieren. Besonders lohnend scheint eine KI-Assistenz bei der Bewertung von komplexem, geschriebenem Text. Jedoch ist der Einsatz von KI im Bewertungsprozess «hochriskant» (EU 2024) und bedarf umfangreicher Analysen. Die vorliegende Studie untersucht, inwiefern ChatGPT-4o die Auswertung und Interpretation von Lerntagebucheinträgen objektiv vornehmen kann. Dafür werden 757 Lerntagebucheinträge aus der geförderten Weiterbildung in Deutschland von Mensch und Maschine bewertet. Sowohl Mensch als auch Maschine erhalten hierzu Kriterien, nach denen die Bewertung vorzunehmen ist; ChatGPT-4o wird diesbezüglich mit einem Prompt unterstützt. Die Übereinstimmung der Bewertungen wird anhand der Masse Sensitivität und Spezifität gemessen. Die Ergebnisse zeigen, dass die Bewertungsvorschläge von ChatGPT-4o eine moderate bis hohe Übereinstimmung mit den menschlichen Bewertungen aufweisen; gleichzeitig neigt ChatGPT-4o jedoch zu einer optimistischen Bewertung der Lerntagebucheinträge. Die Ergebnisse weisen darauf hin, dass eine hybride Intelligenz, also eine Kombination der Stärken von Mensch und Maschine, gewinnbringend für Bewertungsprozesse sein kann. Künftig denkbar sind halbautomatisierte Bewertungsprozesse von Lerntagebucheinträgen, in denen die KI die Bewertung der Lerntagebucheinträge übernimmt und Lehrkräfte bei kritischen Fällen regulierend eingreifen. So könnte die Korrektureffizienz ohne bedeutende Qualitätsverluste gesteigert werden.

Learning diaries are reflective tools, often used as formative assessments in adult education with the aim to promote cognitive and metacognitive learning strategies. As grading of and feedback on learning diaries is effortful for teachers, artificial intelligence (AI) may assist teachers in evaluating learning diaries. A prerequisite is that AI's ratings show high accordance with the teachers' ratings. AI accuracy, measured via absolute accuracy and bias, is the focus of the current study with N = 540 learning diary entries focusing on learning strategies, seven teachers, and ChatGPT-4o. Findings revealed that AI evaluations align closely with teacher assessments, indicated by high overall accuracy and low bias. Interestingly, the accuracy varied based on the types of learning strategies assessed in the diaries. Additionally, individual teacher assessments influenced the alignment between human and AI evaluations, suggesting that teachers applied their profession-specific expertise to the assessment process while AI produced somewhat generic evaluations. Overall, the study results indicate that AI can enhance the efficiency of formative assessments while providing timely feedback to learners.

For successful learning, monitoring one's learning behavior and outcomes is essential. While both the use of monitoring strategies and monitoring judgment accuracy are regarded as indicators for metacognitive monitoring, their joint contribution to metacognitive monitoring and their interrelationship is unclear. The current study investigated how monitoring strategies and monitoring judgments (spontaneous as well as prompted judgments) change micro-genetically and influence each other reciprocally during an exam preparation phase. In this diary study, N = 273 higher education students completed knowledge tests and surveys on five consecutive days. Results indicated interindividual differences in dependence of prior performance and gender for the accuracy of prompted judgments but not for monitoring strategies or spontaneous judgments. Random intercept cross-lagged panel models revealed that higher quality monitoring strategies led to the spontaneous formation of monitoring judgments, while the quality of monitoring strategies and prompted judgment accuracy did not influence each other significantly.

Extreme weather events are becoming more frequent and intense due to climate change. Yet, little is known about the relationship between exposure to extreme events, subjective attribution of these events to climate change, and climate policy support, especially in the Global South. Combining large-scale natural and social science data from 68 countries (N = 71,922), we develop a measure of exposed population to extreme weather events and investigate whether exposure to extreme weather and subjective attribution of extreme weather to climate change predict climate policy support. We find that most people support climate policies and link extreme weather events to climate change. Subjective attribution of extreme weather was positively associated with policy support for five widely discussed climate policies. However, exposure to most types of extreme weather event did not predict policy support. Overall, these results suggest that subjective attribution could facilitate climate policy support.

Context plays a critical role in talent development, yet most national analyses continue to rely on individual-centered talent concepts. This paper highlights the limitations of traditional models for assessing how countries support talent and proposes a resource-oriented, systemic alternative. Building on the Educational and Learning Capital Approach (ELCA), this study argues that national talent development depends on the availability, accessibility, and orchestration of both endogenous and exogenous learning resources across systemic levels. By analyzing the clumping patterns of excellence in STEM, the arts, sports, and innovation, this paper illustrates the unequal global distribution of talent-supportive environments. Seven key principles for effective resource orchestration are outlined, offering a framework for evaluating and strengthening national talent ecosystems. The paper concludes that systematic assessment and strategic enhancement of national resource landscapes are critical for sustainable talent development and for ensuring that human potential can flourish more equitably across countries.

School students need to make decisions about their career paths after graduating. In Germany, students can choose between more than 300 vocational training programs, which can be overwhelming. Frequently, the students hesitate to talk with career counselors. The objective of this research is, therefore, to provide a recommendation system for school students to support their decision-making, which is based on their interests and provides recommendations with explanations based on a LLM. This system was developed with a social robot as the user interface to make it easy to use and appeal to the young target group. Based on user observations, preliminary findings indicate that the system is a valuable and engaging approach to support career counseling activities.

This study aims to investigate the influence of two interaction designs on user comfort and intention to use during pre-interaction phase. As part of a field experiment in a retail bank, a proactive and a passive interaction design of a social robot were compared. A standardized questionnaire was used to determine how the interaction design affects the comfort, trust and usage intention of customers and what role trust plays as a mediating factor. The data analysis shows that the proactive design was rated better in terms of psychological comfort and emotional value, but not in terms of trust and intention to use. Comfort with robots positively influenced the intention to use the social robot, with trust serving as a key mediator; in the proactive variant, the effect was only indirect via trust, while in the passive variant, both direct and indirect effects were observed. According to dual processing theory, proactive designs rely on automatic, emotion-driven processes that directly influence comfort, while passive designs encourage reflective decision-making, supporting trust and increasing usage intention despite lower comfort. A balanced integration of both approaches can enhance customer comfort and trust, facilitating the successful adoption of social robots in retail.

AI-based technologies are becoming increasingly significant while transforming human-machine interactions. Yet, many important questions remain unanswered. One example is the research question of the present contribution, regarding the effects of artificial intelligence (AI) on users’ perceptions of dependency on chatbots and smart home systems. The objective is to analyze to what extent users perceive dependencies on these technologies and which factors influence this perception. Based on a survey of 325 users, it was found that dependency perception is currently low but increases with more frequent usage. The results show a substantial association between perception of dependence and frequency of use, with a stronger effect among users of chatbots compared to users of smart home systems. Furthermore, a slight negative effect was observed for attitudes toward AI on dependency perception for both chatbots and smart home systems. To test the hypotheses, linear regression analyses were employed, revealing substantial associations between usage frequency and dependency perception. Despite limitations such as gender imbalance in the sample—even though gender had a negligible effect on PoD –, this study provides valuable insights into the societal impacts of AI and lays the groundwork for future research in this area. Future studies should include larger and more representative samples and develop validated measurement instruments to enhance the generalizability of findings. The results emphasize the necessity of critically evaluating the deployment and integration of AI technologies to identify potential dependencies at an early stage.

School Shootings sind gezielte Gewalttaten an Schulen bzw. Bildungseinrichtungen, die langfristig geplant sind. Obwohl der Begriff „Amoklauf“ häufig verwendet wird, trifft er nicht den Kern dieser Taten, da sie nicht impulsiv, sondern strategisch durchgeführt werden und daher Ähnlichkeit mit Terroranschlägen haben. Die Täter sind überwiegend männlich und Schüler oder ehemalige Schüler der betroffenen Bildungseinrichtung, oder es liegt ein direkter Bezug dazu vor. In den letzten Jahrzehnten hat die Zahl der School Shootings stark zugenommen, insbesondere seit den 1990er-Jahren. Das Columbine-Shooting von 1999 gilt als eine Art Vorbild für viele spätere Täter und war das erste School Shooting, über das die Medien weltweit live berichteten und dessen Bilder eine Art ikonischen Status erreichten. Die Täter von School Shootings haben oft wenig soziale Bindungen, aber ein starkes Interesse an Waffen und gewalthaltigen Medieninhalten. Sie bereiten ihre Taten über Monate, teilweise bis zu einem Jahr hinweg vor. Viele haben schulische Probleme, erleben soziale Zurückweisung und zeigen psychische Auffälligkeiten wie narzisstische oder depressive Züge. Ein entscheidender Faktor ist die Fantasie der Täter, die sich oft in Rachegedanken oder dem Wunsch nach Ruhm äußert. Zugang zu Waffen ist ein weiterer Risikofaktor. Medien tragen zur Verbreitung des Phänomens bei, da Täter sich an früheren Fällen orientieren und ihre eigene Tat medial inszenieren. Prävention erfordert Maßnahmen auf verschiedenen Ebenen: Ein frühzeitiges Erkennen von Warnsignalen, strengere Waffengesetze, eine gezielte medienpädagogische Arbeit und Veränderungen an Schulen können das Risiko senken. Schutzfaktoren auf individueller Ebene liegen in stabilen sozialen Beziehungen, emotionaler Unterstützung und sinnvollen Freizeitaktivitäten.