Challenge based learning in full-day schools of Germany: organization features and development factors in media pedagogical discourse

¹ Don State Technical University, 1, Gagarina, 344003, Rostov-on-Don, Russia
² Moscow State Pedagogical University, M. Pirogovskaya Str., 119991, Moscow, Russia

^* Corresponding author: denisdubover@gmail.com

Abstract

In a post-industrial society, the importance of information increases at an uncontrollable rate that leads to new challenges in the educational environment and especially in general educational institutions. The aim of the article is to analyze the successful experience of project work implementation in the field of media education in Germany in the conditions of a full-day training system for analyzing the possibilities of its implementation to domestic pedagogy. Materials and Methods Observation method, expert interviews and surveys were used for data collection and processing. The research was conducted in the framework of the implementation of DAAD Research Programme at the European University of Flensburg and full-day schools in Hamburg. A sample set of empirical research includes 350 students, 25 teachers, 12 school counselors, 12 full-day school principals in Hamburg and SchleswigHolstein. Research results. As a result of the observation, an understanding of the forms and methods of project work was obtained, various relationships were established between media education, project work and the achievement of social and personal competencies (soft skills). The analyzed documents show clear dynamics in the field of legalization of project activities and understanding of the need to achieve social and personal competencies through projectwork.