Projects
Ongoing projects
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2026–2027
PoR – Poetiken des Widerstands und der Hoffnung: Poetische/Ästhetische Widerstandsformen marginalisierter Communities in Deutschland
Das Projekt „Poetries of Resistance and Hope“ untersucht poetische und audiovisuelle Ausdrucksformen marginalisierter, insbesondere von Rassismus und Ableismus betroffener Communities in Deutschland. Im Zentrum steht die Frage, inwiefern Gedichte, Spoken Word Performances sowie Audio- und Videoinstallationen, insbesondere in digitalen und sozialen Medien, als Bildungsräume der Verweigerung, des Widerstands, der Hoffnung und der Imagination alternativer Gegenwarten und Zukünfte verstanden werden können. Ziel des Projekts ist es, diese medialen und ästhetischen Praktiken als Formen gesellschaftlicher Auseinandersetzung sichtbar zu machen und ihre hegemoniekritischen Bildungspotenziale zu untersuchen. Hierzu wird ein Text- und Bildarchiv aufgebaut und ausgewähltes Material diskursanalytisch untersucht. Zugleich dient die Studie der Entwicklung empirischer und konzeptioneller Grundlagen für ein weiterführendes Drittmittelprojekt.
Department: Prof. Dr. Alisha Heinemann
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2026–2029
GEKKO – Innovative approaches to logistics design to enhance the skills of continuing professional development mentors
The project ‘Innovative Approaches in Logistics to Foster the Competence of Continuing Professional Development Mentors’ (GEKKO) is funded under the guidelines for supporting projects aimed at enhancing and strengthening work-related continuing professional development through the training and establishment of continuing professional development mentors. GEKKO aims to train continuing professional development mentors (CPD mentors) within the context of small and medium-sized logistics enterprises (SMEs) and to establish them at company level.
Dr. Christine Siemer Frieda Klaus
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2026
BLP Mechtronik – BLP Industrial Mechatronics: Advancing TVET in Namibia through the Introduction of an Industrial Mechatronics Qualification
The GIZ project supports the introduction of a practice-oriented, competency-based qualification in industrial mechatronics in Namibia. Working with Namibian vocational training centres and the Namibia University of Science and Technology, the Institute Technology and Education at the University of Bremen has trained teachers and developed curricula and teaching materials. The professional development programme combined short courses, online training and mentoring with action-based learning. The aim is to establish the programme as a lasting part of Namibia’s vocational education and training system and broaden career opportunities in technical occupations. The project is funded by BMZ through the German Government and Federal States Programme and co-financed by the federal state of Bremen.
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2025–2028
FinDMB – An educational game on financial literacy for migrants – sensitive to cultural differences, multilingual, career-focused
The ‘FinDMB’ project is developing and testing an educational game designed to promote financial literacy amongst (relatively) recent migrants. The programme is therefore aimed at learners who are acquiring the German language for educational and professional purposes, who face intersectional disadvantages, and who are still finding their feet in the German financial, education and labour markets.
Dr. Franziska Bonna Dr. Julia Tietjen
Department: Prof. Dr. Alisha Heinemann
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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
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
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
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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2024–2026
FUESE – Strengthening Outreach within the Social Ecosystem of Universities in Central America
In recent years, universities in Central America have undergone profound changes as a result of globalisation, the shift towards a knowledge-based society and advances in information and communication technologies. These changes particularly affect their remit, their governance and their social role. The FUESE project aims to modernise university continuing education by reforming institutional policies and practices in order to strengthen their impact on the socio-economic environment in the region. The project is being implemented in three phases, with all partners involved in the assessment, planning, implementation, evaluation and institutionalisation of a new model designed to improve the effectiveness of university continuing education.
Department: Prof. Dr. Falk Howe
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2024–2026
FLAME – Modern and efficient fire service career training
As part of the ‘Modern and Efficient Fire Service Career Training’ (FLAME) project, the ITB is supporting the Hamburg Fire Service Academy in modernising and expanding its career training programme for civil servants.
Dr. Claudia Fenzl Dr. Lisa Meyne Nils Weinowski
Department: Prof. Dr. Falk Howe
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2023–2026
DEVISE4KE – Strengthening the sustainable development of vocational education and training in Kenya by integrating workplace-based learning and improving the ICT skills of teachers and pupils through the use of solar energy and energy-efficient equipment
As part of the DEVISE4KE project, three secondary schools offering vocational training programmes in a rural region of Kenya are being equipped with photovoltaic systems and low-energy IT equipment. Through these measures, as well as teaching and learning activities for teachers, the aim is to enable digital-supported and work-based learning for local pupils.
Dr. Vivian Harberts Peter Kaune Dr. Christian Staden
Department: Prof. Dr. Falk Howe
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2023–2026
SKILLS4JUSTICE – Skills Partnerships for Sustainable and Just Migration Patterns
The issue: Many countries are experiencing, or are seeing a rise in, skills shortages, including in the IT sector, the care sector and the skilled trades. At the same time, there are both regular and irregular migration flows. Irregular migration results in significant disadvantages for those affected in terms of access to the labour market, which is not legally possible; however, regular labour migration also presents challenges for all stakeholders.
Dr. Kristina Kühn Frieda Klaus Dr. Andreas Saniter
Department: Prof. Dr. Dr. h.c. Michael Gessler
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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
Completed projects
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2025–2026
MissionICH-BOx MV – Development and testing of an e-portfolio concept for careers guidance in Mecklenburg-Western Pomerania based on ‘Mission ICH’
The project is developing and testing a digital e-portfolio concept for career guidance based on the Future-Box, which is being adapted to the framework conditions in Mecklenburg-Western Pomerania and the state programme ‘Mission ICH’. The aim is to promote self-directed learning processes, provide training for teachers and prepare for a state-wide roll-out from the 2026/2027 school year onwards.
Dr. Christian Staden Dr. Melanie Schall
Department: Prof. Dr. Falk Howe
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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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2024–2026
NaLoGO – Sustainability in logistics, taking the design and organisation of supply chains and e-mobility as examples
On 1 June 2024, the NaLoGO collaborative project was launched as part of the funding programme ‘Sustainable Careers – Future-Oriented Training’, with a duration of 24 months. The project is funded by the BMBF and co-financed by the European Social Fund Plus. NaLoGO aims to develop sustainability-related skills among training staff.
Dr. Daniela Ahrens Svenja Gmeinder
Department: Prof. Dr. Dr. h.c. Michael Gessler
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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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2023–2026
MULE – Multimedia Learning Environment for Work-Based Learning Tasks for VET Students in the Applied Informatics Sector
The MULE project aims to integrate current trends in applied computer science more effectively into curricula through collaboration between vocational colleges, universities and industry. This is to be achieved by identifying ‘professional fields of activity’ as the basis for learning and work tasks within a multimedia learning environment, with the focus on promoting pupils’ transversal and subject-specific competences. The project also aims to improve the comparability, transparency and recognition of the professional competences of specialists in applied computer science from Germany, Serbia, Italy and Spain through a transnational sectoral qualifications framework (SQF).
Dr. Vivian Harberts Peter Kaune Dr. Christine Siemer
Department: Prof. Dr. Falk Howe
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2023–2025
AI Pioneers – AI and the future of education
Problem statement: The transformative power of artificial intelligence (AI) extends across various sectors, including education; however, it is still unclear exactly what impact AI will have on learning, teaching and (European) policy.
Dr. Lisa Meyne Dr. Ludger Deitmer Frieda Klaus Dr. Christine Siemer
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2022–2025
AI4Ed – AI strategy in educational processes
AI4Ed aims to scrutinise current teaching and learning processes and will incorporate and experiment with innovative technologies (AI) and pedagogy in order to develop tools, methods and assessment systems that respond to the new reality.
Dr. Vivian Harberts Peter Kaune Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2022–2023
WB-Deutschkurs – WB German Course – Accompanying research into the pilot project ‘German course for people with cognitive impairments in the State of Bremen’
The ‘WB Deutschkurs’ project is carrying out the academic monitoring of the ongoing pilot project ‘German course for people with cognitive impairments in the State of Bremen’, which is aimed at employees in workshops for people with disabilities. The German as a Second Language (DaZ) courses are being evaluated as part of the accompanying research, and modified teaching approaches are being trialled in order to optimise content and methods with a view to creating a participatory learning environment. The recommendations for action resulting from the accompanying research are intended to support course providers in achieving the goal of greater participation by learners across society as a whole.
Dr. Franziska Bonna Marija Cubalevska
Department: Prof. Dr. Alisha Heinemann
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2022–2025
BIBB-Lernpfade – BIBB Learning Paths – Shaping in-company training
The aim of the BIBB Learning Paths project is to provide long-term support for training staff in developing their professional competence as training experts. The result is a series of ‘learning pathways’ tailored to the needs of the target group, which enable training staff – including through individually tailored programmes – to align their training plans and processes with the current requirements of their respective sectors. The conceptual basis for this continuing professional development programme is the long-established vocational science concept of the ‘Competence Workshop’ (http://www.kompetenzwerkstatt.net/).
Dr. Melanie Schall Dr. Christian Staden
Department: Prof. Dr. Falk Howe
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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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2022
ZEBO – Working with socio-economically disadvantaged parents in careers guidance
Parents and guardians are the most important reference figures for many young people during periods of career exploration. Nevertheless, significant inequalities and uncertainties characterise cooperation between schools and parents. Socio-economically disadvantaged families, in particular, are overlooked too early. Following the contribution of the previous project, ‘BOGyO – Careers guidance for academic upper secondary schools’, to systematically improving Bremen's careers guidance structures, this work is now being deepened to help schools engage more effectively with socio-economically disadvantaged parents.
Marija Cubalevska Dr. Julia Tietjen
Department: Prof. Dr. Alisha Heinemann
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2022–2025
Orienta4VET – VET: an attractive and viable pathway. Innovating in VET through guidance processes and exploring flexible and diversified opportunities in VET
The second stage of learning following the completion of lower secondary education is essential both for continuing general and/or vocational education and for successful integration into the labour market (OECD, 2020). According to the OECD, vocational training is regarded as a successful route into the labour market, with countries that have better-developed and more established vocational training programmes being more effective at tackling youth unemployment.
Dr. Vivian Harberts Myrthe Reinsberg Dr. Klaus Ruth Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2022–2023
DUBB – Digitalisation and Inequality in the Context of Vocational Education and Training in the State of Bremen
In the project ‘Digitalisation and Inequality in the Context of Vocational Education and Training’, vocational education and training is used as a ‘magnifying glass’ through which inequalities arising from digitalisation processes can be identified simultaneously at various levels of society, thereby clarifying questions regarding the origins and nature of these inequalities and developing recommendations for action.
Departments: Prof. Dr.-Ing. Maren Petersen Prof. Dr. Alisha Heinemann
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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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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
F.IT – Women in IT
More women in IT – but how? The “F.IT Women in IT” project is working to find the answer to this question. Through targeted training and further education programmes, the project aims to create opportunities for women to make a career change into the sector. To successfully achieve this goal, the sector’s needs and the requirements of the target group are being analysed.
Department: Prof. Dr.-Ing. Maren Petersen
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2021–2022
Opportunities and Obstacles for German Family Businesses: Dual Apprenticeship and Continuing Vocational Education and Training in Central and Eastern Europe
On behalf of the Family Business Foundation, seven Central and Eastern European countries of strategic importance to Germany (Bulgaria, Poland, Romania, the Czech Republic, Serbia, Slovakia, and Hungary) were analyzed with regard to the vocational training initiatives of German family-owned businesses in these countries. Since the dual vocational training system—which has proven successful in Germany—is hardly established in these regions, companies often face significant bureaucratic hurdles and a lack of government infrastructure when training their employees. The study shows that family-owned businesses are already establishing their own educational structures through tremendous initiative and significant financial investment. To ensure long-term regional competitiveness, the project provides concrete recommendations for closer, systematic cooperation between local policymakers, vocational schools, and the business community.
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2020–2023
DUAL ECOsystems – European IT network
Over the course of the project, a compendium of dual training approaches in the information technology (IT) sector in Italy, Germany, Spain and Northern Ireland will be compiled. To this end, all dual training programmes in the participating countries that can be regarded as leading to a full qualification – i.e. at Level 3 or higher of the German/European Qualifications Framework (DQR/EQF) – will be analysed and their strengths and weaknesses described. In Germany, in addition to the traditional dual vocational training programmes in the sector (Level 4), the dual degree programmes at Bachelor’s level (6) and the dual Master’s programme offered by the Department of Computer Science at the University of Bremen at Level 7 will also be included. The aim of the project is to submit a full application under the ‘Centres of Vocational Excellence’ funding scheme.
Dr. Vivian Harberts Dr. Klaus Ruth Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2020–2023
tekom_LandBauMT – Technical communication in the learning and working processes of agricultural and construction machinery mechatronics technicians in the context of Industry 4.0
The ongoing digitalisation and networking in industry and the skilled trades are increasingly changing the requirements and tasks involved in the profession of agricultural and construction machinery mechatronics technician. Factors contributing to this include, amongst others, the increased use of diagnostic, analytical and design software in agricultural and construction machinery engineering, the growing use of high-voltage technology, the increasing interconnection of systems, and augmented, virtual and mixed reality technologies. However, inter-company training programmes for apprentices in agricultural and construction machinery mechatronics do not yet take sufficient account of this digital transformation. The ‘tekom_LandBauMT’ project addresses these challenges by modernising the inter-company training programmes for agricultural and construction machinery mechatronics technicians.
Dr. Vivian Harberts Nils Petermann Michael Sander
Departments: Prof. Dr. Falk Howe Prof. Dr.-Ing. Maren Petersen