The main foc­us of the Fac­ul­ty of Educati­on lies on the indivi­du­al and in­s­ti­tut­i­o­nal condi­ti­o­ns, pr­oc­es­ses and re­s­ul­ts of lear­ning. Within the scope of the univer­si­ty-wide Educati­o­nal Re­se­arch Science Ini­t­i­ati­ve, ac­a­d­e­mics in the Fac­ul­ty ana­l­y­ze the develop­me­nt of pr­imary and second­ary school stu­de­n­ts as fut­u­re age­n­ts of civil society in light of he­terog­e­neo­us fa­m­ily bac­kgrounds, school con­di­ti­o­ns and lear­ning si­tuati­o­ns. For this purp­o­se, educati­o­nal scienc­es (pedagogy, psycho­l­ogy) are combined with the teac­hing subjec­ts of Ger­m­an, Engl­ish, mat­he­matics, gen­eral science and soc­ial studi­es, pol­i­tics, rel­igio­us educati­on, art, music, physic­al educati­on, bio­l­ogy and che­mi­s­try as well as busin­ess and soc­ial educati­on. The Fac­ul­ty of Educati­on has abo­ut 35 pr­ofe­s­sorships with a total staff nu­mb­er of appr­ox­imately 150.

The Science Initiatve Education

Research-based teacher education lies at the very heart of all efforts to qualify future generations and to foster young academics. Leuphana University of Lüneburg will redesign its teacher education program within the next few years in order to provide high-quality and research-based course offerings. This will help students meet the high standards of the teaching profession and will support practicing teachers in furthering their professional development. Heterogeneity as one of the most urging challenges the German educational system is facing today will be placed at the center of all research and teaching activities.

In view of the social development, prospective teachers are expected to be able to deal with diversity, developments and changes and to constantly revise, update and improve their subject-specific knowledge, particularly when dealing with heterogeneity. They should also be aware of the relativity of truth and should be able to act even under conditions of non-knowledge and uncertainty. The objective is to develop a personality that has a broad education as well as the ability to react to diverse challenges in an independent and creative manner within the scope of their own competence and practice.

The Educational Research Science Initiative is centered on the issue of heterogeneity, which is considered a pressing challenge at the moment and a major problem in the future: How can we familiarize young people with the different views of the world in view of the social changes and challenges underway?

The heterogeneity approach of the Educational Research Science Initiative is not only restricted to the heterogeneity of students but also focuses on the heterogeneity and interdependence of (subject-related) didactic accesses and their impact on students. These approaches to research, teaching and design, which are specific in terms of subject didactics, yet interdisciplinary and transdisciplinary, seem very suitable to not only focus on the topic of heterogeneity alone, but also to develop a set of instruments that allows to react to present-day challenges and deal with them in a constructive way.

In addition, the overall concept of the Educational Research Initiative is being developed with the intention of combining the first and second stage of teacher education more strongly and establishing and expanding a permanent school network (campus school). Within the scope of this network, projects and further and continuing education programs impact one another so that students, along with their studies, will have the opportunity to experience and actively shape research and practice-related activities.


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Barbara Hitz
Universitätsallee 1, C1.002
21335 Lüneburg
Fon +49.4131.677-2380
Fax +49.4131.677-1608