MYRE DK-DE: a border-crossing initiative
In MYRE – More Youths Realize Emerging Technologies -, there are naturally also international aspects. Technologies and their influence on our lives do not stop at the borders. Everywhere, there is a search for modes and methods to organize education and teaching in relation to the possibilities and challenges that technologies bring with them.
Innovative educational practitioners may have found convincing local solutions that may not be directly transferable, but can contribute with inspiration for further development other places. European reports and policies support this approach. Exchange across country borders, as well as research and transnational co-creation is promoted by the European Union, OECD, UNESCO and other major influential bodies.
MYRE DK-DE in short
MYRE DK-DE addressed challenges from emerging technologies, such as Artificial Intelligence, robotics, and the Metaverse, as well as lesser-known technologies like Quantum Computing. These technologies have a global impact but pose local challenges, often addressed by ad-hoc local initiatives.
The project focused on equipping educational institutions and enhancing student learning by managing the threats and opportunities these technologies present.
MYRE DK-DE involved three Danish and German partners and their local consortia, aiming for a more systematic approach by combining local solutions:
- Vovational Highschools Svendborg (Svendborg Erhvervsgymnasier)
- The University of Southern Denmark (SDU)
- Regional Vocational Centre Business . Kiel (RBZ Wirtschaft . Kiel)
While at least 10 teaching modules had been intended to be developed, reviewed, and refined in exchanges across the border, the project ended up with 13 modules.
Evaluation covered local implementation, student learning impact, and teacher empowerment. The ROBOdidactics model served as a common framework.
The project was organized into five work packages: 1) Project management, 2) Quality & evaluations, 3) Exchanges & collaboration, 4) Production, and 5) Documentation & follow-up.
MYRE DK-DE emphasized transparency and co-creation across educational levels. The project aimed to ease career choices for young people and their educational transition.
The project became the spearhead for a broader Danish-German initiative. This initiative resulted in the groundwork for a formal network and for a series of MOOCs (massive open online courses) for border-crossing empowerment and collaboration.
Additional educational partners and their local consortia were committed in Schleswig-Holstein and Southern Denmark, respectively.
Didactic principles
The tech-didactic model ROBOdidactics (Majgaard 2019, vs. 2.0 2020) served as a joint framework for mutual understanding and development or further development of local teaching processes.
The teaching modules were applied in the educational programs according to the respective regulations, as well as adapted for co-teaching across the levels. The modules promoted the students’ digital production, digital literacy, and career learning, while incorporating activities related to sustainability (UN Goals) and border-crossing themes.
The ROBOdidactics model was developed, tested, and reviewed across various educational organizations and levels during a series of projects in Southern Denmark (2018–2022).
From ROBOdidactics to DigiDidactics
In parallel and in the following years, the model was applied to teaching contexts requiring specific tech-didactics, while further research was conducted. Meanwhile, new themes emerged, making it increasingly urgent to integrate these aspects. First and foremost, the need to think and act sustainably — also in relation to digital technologies — became more pressing. Additionally, globalization and the growing demand for engaging with new technologies in cross-border collaborations gained importance.
Thus, MYRE DK-DE became the organizational framework for a thorough review from fresh perspectives with professionals across the Danish-German country border. Researchers from SDU reviewed the recommendations developed by the participants during a joint didactic workshop. The process was fully documented and shared with the implied stakeholders.
This process was resulted in a revised tech-didactic model: DigiDidactics (Nov. 2024).
The model places particular emphasis on the student-centered approach and Digital Literacy, while also explicitly addressing the topic of sustainability.
DigiDidactics still requires refinement, particularly in the form of an updated guideline. This work is planned to be undertaken through future cross-organizational and cross-border collaboration.
