Research field
Work and Technology
Human-machine interface, technical development and innovation, digitalisation of the workplace, Industry 4.0, smart technology, green skills
The starting point of this research field is the interrelationship between work and technology in occupational contexts. It examines not only the status quo of technological and organisational change but, above all, its potential for shaping good, learning-conducive and sustainable work. At its core are technological innovations (Industry 4.0/5.0, robotics, automation, data-driven and networked work systems, etc.) whose use in occupational work processes serves as the point of departure for research on technology acceptance, human–technology interaction, the definition of occupational requirement profiles, and the design of initial and continuing training provision. In this context, the continuous building of knowledge and competences and their further development in the sense of lifelong learning are also addressed. Challenges such as the digitalisation of all areas of life, environmental change and demographic change affect every sector of the world of work and occupations. As a result, novel forms of human–technology interaction are emerging whose interdependencies need to be shaped. These changes of society-wide relevance are addressed in the research field Work and Technology within the context of vocational education and training.
Research questions
How do Industry 4.0/5.0, robotics and data-driven work systems change occupational work processes and the requirement profiles of skilled workers?
Under which conditions do skilled workers accept new technologies in their work processes, and how can technology acceptance be fostered through participation and qualification?
How can human–technology interaction in manufacturing, the crafts and services be designed so that it enables good, learning-conducive and sustainable work?
Which competences do skilled workers need for working with collaborative robots and networked work systems, and how can these be developed in initial and continuing training?
How do digitalisation, demographic change and environmental change jointly affect the division of labour, workload and learning opportunities in companies?
What role do skilled workers and their experiential knowledge play in developing and introducing technological innovations in companies?
How can companies turn technological change into an occasion for lifelong learning and the further development of their skilled workers?
Projects
All projects-
2025–2027
Karrieren@Stahl – Careers@Steel – Career models and professional development pathways to secure and develop skilled workers in the steel industry
The research project ‘Karrieren@Stahl – Career models and professional development pathways for securing and developing skilled labour in the steel industry’ aims to address the changing qualification and skills requirements in the steel and foundry industries.
PD Dr. Susanne Peters Frieda Klaus Dr. Lisa Meyne Michael Sander Alexander Seedorf
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2024–2027
VETAssIst – Artificial Intelligence as a VET Teaching Assistant
The ‘Artificial Intelligence as VET Teacher Assistant’ (VETAssIst) project is supported by the Erasmus+ KA220-VET funding scheme. Our aim is to further develop vocational education and training by integrating the transformative potential of artificial intelligence (AI) into the day-to-day work of vocational education and training teachers.
Dr. Vivian Harberts Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2024–2027
ISOV – Innovative Skills for an Old Vocation
Like all sectors, the industrial footwear manufacturing sector is also facing the megatrends of globalisation, digitalisation and sustainability. Work processes are changing – and so both initial and continuing vocational training must change as well.
Department: Prof. Dr. Falk Howe
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2024–2027
CESynergy – Circular Economy Pathways for the Energy Transition
Challenges of the energy transition - - - The energy sector is at a critical juncture: electricity supply systems are a major contributor to greenhouse gas emissions and global warming. In transitioning the energy supply from fossil fuels to renewable energy sources, it is not only the technological and environmental aspects that must be taken into account, but also the necessary material resources.
Dr. Vivian Harberts Myrthe Reinsberg Dr. Andreas Saniter Dr. Julia Tietjen
Department: Prof. Dr. Falk Howe
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2023–2027
WASABI – AI in human-centred manufacturing
WASABI will develop intelligent digital assistance solutions, thereby enabling SMEs to recruit new staff more quickly and to provide training and further education in a more efficient, employee-centred manner. The solutions will enable employees to interact with complex software using natural language, thereby meeting skills requirements.
Department: Prof. Dr.-Ing. Maren Petersen
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2025–2026
DIVE IN – Bringing digitalisation to life virtually in vocational education and training: A VR module for trainee teachers
The DIVE IN project is developing a module that uses virtual reality (VR) and collaborative robots (cobots) to provide trainee vocational school teachers with practical preparation for the reflective use of digital technologies in the classroom and for promoting their acceptance.
Svenja Gmeinder Christoph Leupold
Department: Prof. Dr.-Ing. Maren Petersen
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2024–2025
BLP Green Energy – Strengthening vocational training for the green energy sector in Namibia
The project “BLP Green Energy Namibia” supports the development of Namibia’s vocational education and training system for an emerging green hydrogen economy and other industrial sectors. In 2025, the Institute Technology and Education (ITB) at the University of Bremen, together with the Namibia Training Authority, developed the occupational profile “Industrial Mechatronics” for Levels 2 to 4 of the national qualifications framework. It integrates electrical engineering, mechanics, automation and information technology. A complementary qualitative study involving 47 women examined career choices, training conditions and barriers to entering technical occupations, informing recommendations on career guidance, equal opportunities and transitions into employment. The results provide a foundation for the profile’s phased introduction and trainer development.
Jan Naumann Dr. Kristina Kühn Nils Petermann PD Dr. Susanne Peters
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2022–2024
WBV-HB – Bremen Automotive Industry Further Training Network
Against the backdrop of the challenges posed by the transformation of companies in the automotive industry in the state of Bremen and the surrounding area, the continuing education network aims to promote and coordinate a regional range of continuing education programmes that meet the skills requirements of companies as they shape this transformation and contribute to the strategic development of a skilled workforce tailored to these needs.
PD Dr. Susanne Peters Daniel Weerts
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2021–2024
KIM – Artificial Intelligence as a Mentor for Lifelong Learning
The collaborative project ‘KIM – Artificial Intelligence as a Mentor for Lifelong Learning’ aims to develop an AI solution that offers users of professional development platforms targeted guidance in choosing training programmes. The project focuses on users and their professional and career aspirations. Users begin by carrying out a self-assessment of their skills and outlining their current professional and career aspirations, as well as their personal preferences (e.g. free and paid courses, time constraints regarding course availability, etc.).
Department: Prof. Dr.-Ing. Maren Petersen
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2021–2024
SmaLo – Smart Learning in Logistics
The issue: In the logistics sector in particular, we are seeing the simultaneous occurrence of advancing digitalisation – with the associated risks of job displacement – and low participation in further training. Whilst the need for learning is undisputed, it is difficult to develop continuing professional development programmes in such a way that they address both organisational and career-related perspectives in equal measure.
Dr. Daniela Ahrens Sophia Roppertz Dr. Christine Siemer
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2021–2024
KIWI – Artificial intelligence for tailored further education and training to enhance employability in the face of increasing digitalisation in manufacturing within the context of Industry 4.0.
As part of the KIWI project, a smartphone app is being developed for production staff which, with the aid of artificial intelligence, enables a cross-platform search for tailored further education and training opportunities. Due to digitalisation and the associated increase in automation, the manufacturing sector is undergoing rapid change, which is also accompanied by shifts in job requirements and role profiles.
Department: Prof. Dr.-Ing. Maren Petersen
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2020–2023
COALA – Cognitive-assisted agile manufacturing for a workforce supported by trustworthy artificial intelligence
People are at the heart of knowledge-intensive manufacturing processes. They must be skilled and flexible in order to meet the demands of their working environment. Training new staff in these processes is time-consuming and costly for companies. Industries such as the Italian textile sector are suffering from a shortage of skilled workers, caused, for example, by demographic change. A second challenge for the manufacturing sector is the constant competition from high-quality products. COALA will tackle both challenges through the innovative design and development of a voice-controlled digital intelligent assistant for the manufacturing sector.
Department: Prof. Dr.-Ing. Maren Petersen
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2020–2024
Kaefer – Design of a digitally supported, work-process- and skills-based training programme for insulation fitters at KAEFER
In collaboration with KAEFER Industrie GmbH, the ITB is carrying out a project to develop a digitally supported, work-process-oriented and skills-enhancing training concept, which is being implemented in practice as a model for the occupations of ‘Insulation Technician’ and ‘industrial insulator’.
Dr. Christian Staden Dr. Vivian Harberts Alexander Seedorf
Department: Prof. Dr. Falk Howe
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2019–2021
Taccle AI – Improving skills and competences of VET teachers and trainers in the age of artificial intelligence
Young people urgently need new knowledge and skills relating to AI to participate effectively in vocational training and the world of work. Targeted continuing development for teachers and trainers is essential to prepare them for this task and enable new teaching and learning arrangements in different settings.
Sophia Roppertz Dr. Ludger Deitmer PD Dr. Susanne Peters
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2019–2022
KoRA – Virtual and augmented reality (VR/AR) in VET: developing competences for human–robot collaboration through a mixed-reality teaching and learning approach
The KoRA project is developing a teaching and learning concept designed to develop and promote skills in the field of collaborative robotics and the design of human-robot collaboration within vocational education and training. This is being implemented using mixed-reality learning software, in which complex assembly problems are solved in the form of learning and work tasks. In parallel with this development, the necessary haptic feedback for the target groups is being investigated. By transferring the process into virtual reality, the work process can be experienced and shaped independently of real-world operational procedures. This enables project-based and action-oriented learning.
Department: Prof. Dr.-Ing. Maren Petersen
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2019–2020
Strengthening of training capacities for state and private vocational training providers in Namibia combined with a recognised international certification for trainers in selected specialist areas
From March 2019 to February 2020, the project strengthened the technical and pedagogical competencies of trainers working for public and private vocational training providers in Namibia. The Institute Technology and Education (ITB) at the University of Bremen and Uni Bremen Campus GmbH, in cooperation with GIZ, developed two certificate programmes in electrical engineering and plumbing, each comprising 480 learning hours. Of 30 participants, 27 received a university certificate, including six who achieved “Master Trainer” status. Two additional training courses addressed automotive technology. Practical learning and work assignments, supported transfer phases and teaching materials facilitated application in vocational training. Preparations were made for recognition of the certificates in Namibia.
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2018–2020
Taccle VET – Extend European Framework for the Digital Competence of Educators for VET Teachers and Trainers
Problem statement: The European Research Council has issued a framework, DigCompEdu (JRC, Redecker and Punie, 2017), recommending how EU teachers of general subjects should use digital media in teaching. The Joint Research Council report lacks a perspective on the particular characteristics of VET that would enable targeted recommendations for vocational school teachers and trainers. This project aims to close that gap. Objectives: TACCLE VET aims to extend the European framework for developing digital competences to vocational training. Research question: Expert interviews explore the implications of digital transformation for teaching and learning in four occupational sectors (construction, agriculture, tourism and wellness), focusing on the distinctive features of VET.
Dr. Ludger Deitmer Pekka Kämäräinen
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2017–2021
MARIDAL – Maritime regional network for integrated working and learning
Problem statement: Current developments in Germany’s port industry, which is dominated by small and medium-sized enterprises, are leading to increased competitive pressure, resulting in growing automation and digitalisation strategies. These developments bring changes to work organisation and work processes in the port industry. Objectives: The BMBF funding directive ‘Digital Media in VET’ addresses the interactions between technological developments, structural changes in the world of work and the associated challenges for initial and continuing training. MARIDAL aims to promote working and learning in the maritime industry through media-supported learning formats and to sustain this by establishing a regional digital transfer network, taking into account the simultaneity of competence development and organisational development.
Dr. Daniela Ahrens Sophia Roppertz Dr. Melanie Schall
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2017–2020
MeMoApp – Media competence for mobile, app-based working and learning
The MeMoApp project, funded by the Federal Ministry of Education and Research and the European Social Fund, addresses professional drivers, an occupation with a particularly high degree of mobility. The occupational profile has changed fundamentally in recent years. Rising cognitive demands and the consequences of mediatisation and digitalisation confront employees with new challenges. Promoting media competence is an important prerequisite for meeting these challenges. To this end, MeMoApp has developed a company media education concept, under the umbrella term MekoSmartHub, as the basis for systematically integrating the promotion of media competence into the company’s working and learning culture. In addition, a mobile app that supports professional drivers in their daily work was developed in close cooperation with the practice partners.
Dr. Kristina Kühn Michael Sander
Department: Prof. Dr. Falk Howe
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2016–2019
IntAGt – Integrating preventive occupational health and safety into initial and advanced training occupations in Industry 4.0
The IntAGt collaborative project was part of the BMBF funding priority ‘Preventive measures for the safe and healthy work of tomorrow’. Its aim was to develop and implement measures to promote healthy skilled work conducive to learning in digitalised industrial production. The project’s starting point was the central thesis that skilled workers, as (co-)designers of their own work, and managers alike need the competence to design work in ways that promote health. Work analyses using an analytical procedure combining methods from occupational psychology and occupational science made it possible to describe the occupational fields of activity of assembly, system operation and maintenance in terms of competence requirements as well as health-promoting and stressful working conditions. On this basis, various learning and teaching concepts aimed at in-company training, vocational schools and advanced training institutions, such as technician schools, were developed, tested and made available.
Dr. Claudia Fenzl Annette Baimler-Dietz Christian Daniel Dr. Christian Staden Raphael von Galen
Department: Prof. Dr. Falk Howe
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2015–2018
METALS – Machine Tool Alliance for Skills
Developing innovative learning units on new machine-tool technologies: METALS used a collaborative, cross-national comparative approach to develop learning units that would help apprentices and skilled workers close the gap between existing qualifications and future requirements.
Dr. Ludger Deitmer Pekka Kämäräinen Dr. Michael Reinhold Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2015–2018
MESA – Media use in welding training
MESA promotes digital media use in vocational education in the welding sector. As a sector-specific innovation, welding simulators offer clear learning advantages, but effective use requires a pedagogical framework that does not yet exist. MESA integrates digital media into a needs-based, pedagogically grounded concept supporting both general inter-company welding training and company training.
Christian Daniel Torsten Grantz Dr. Sven Schulte
Department: Prof. Dr.-Ing. Maren Petersen
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2014–2017
Brofessio – Occupational professionalism in manufacturing
Problem statement: In view of advancing digitalisation and changing worlds of work, continuing in-company training faces new challenges in realising learning integrated into work processes. Objectives: The collaborative project aimed to develop media-supported learning formats linking work and learning.
Dr. Daniela Ahrens Torsten Grantz Dr. Christian Staden
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2013–2017
ArKoH – Work-process-oriented competence development for the port of the future
Problem statement: Advancing digitalisation in ports (particularly at port terminals and in the area of industrial trucks) is leading to new competence requirements for skilled port workers. At the same time, competitive pressure among the north German ports is increasing, so that work processes tend to be viewed in terms of rationalisation and optimisation rather than their learning potential. Objectives: The aim of the ArKoH project was to develop a serious game for skilled port workers to support competence development.
Dr. Daniela Ahrens Dr. Sven Schulte
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2012–2016
Learning Layers – Scaling up Technologies for Informal Learning in SMEs
The (large-scale) project “Learning Layers”, launched in autumn 2012 within the 7th EU Framework Programme for Research (ICT priority), deals with the question of how Web 2.0 tools must be designed in order to specifically strengthen workplace learning of skilled workers and trainees in the main and ancillary construction trades.
Dr. Ludger Deitmer Graham Attwell Dr. Joanna Burchert Dr. Lars Heinemann Pekka Kämäräinen Werner Müller PD Dr. Rainer Bremer
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2005–2007
QualiVET – Quality Development and Quality Assurance with Labour Market Reference for the Vocational Education and Training System in the Metal Sector
The priority of the Leonardo pilot project is to ‘promote the quality of vocational education and training systems and practices’. The objective is to develop a European-level quality development framework (QER) and a procedure for implementing this QER in the metal sector.
Dr. Jessica Blings Prof. Dr. Georg Spöttl
Department: Prof. Dr. Dr. h.c. Michael Gessler