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The global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches.

Data were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques.

The results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities.

This research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

Illustrates the rising significance of foreign‐language training with respect to employment opportunities in commerce and industry. Draws on a wide‐ranging and diverse base of literature in order to indicate the value of learning a foreign language, the manner in which such training can be utilized and several other fundamental considerations relating to language and employment. Issues analysed include: the linkage of linguistic with other skills, which students are likely to benefit the most from language training, the impact of various levels of proficiency, language for business as opposed to general language training and the cultural element in terms of career prospects. Makes objective and subjective evaluations as to the significance of these various issues with the aim of assisting students, employees and educational institutions in assessing the benefits and costs, advantages and shortcomings of different types and levels of language education.

The following chapter describes and discusses survey-based findings of students’ perception concerning the acquisition of a third language supported by modern technologies at the university level and provides an overview of research on teaching methodologies. The surveys show that selected reality-based activities not only support students’ language-learning efforts, but also contribute to a more relaxed acquisition of the German language, an important factor of Stephen Krashen’s theory of the lowering of the “Affective Filter,” which stems from 1984. The goal was to find specific technology-enhanced exercises that support the acquisition of the German language, including relatively complex grammatical structures. Although the surveys were conducted among students who took German classes at various levels, the assumption can be made that some aspects of the findings and suggestions are also beneficial for the teaching of other foreign languages.

This study aims to present findings from an ongoing study in three rural schools in Denmark where videoconferences are used as part of the teaching at lower secondary level. The research focuses on how students learn from videoconferences that are both one-to-many and peer-to-peer. Videoconferencing, conceptualized by the schools in question as telepresence, is performed in a unique combination of desktop interaction through mobile devices (iPads) and studio-based large screen lectures and interaction.

Data have been collected through multi-sited ethnography, which has contributed to mapping relationships between schools and studying their collaboration through telepresence. As collaboration between schools is built into the project, multi-sited ethnography has followed telepresence as a phenomenon that emerges within these collaborations, i.e. the idea is that looking at it from one locality is only seeing it partially.

Preliminary results from the project suggest that schools need to work more on organizational frameworks for collaboration and that synchronous connections could be extended through asynchronous communication to support the potential of collaboration via telepresence with iPads.

The study has followed schools for two years in the initial development phase, but can be further qualified by following the next phase of the project, which will be initiated in the Autumn of 2015.

The study has implications for the development of telepresence practices in which mobile devices are used in home classrooms and combined with stationary devices in auditoriums. In addition to this, the study provides examples of how schools can collaborate through telepresence activities in which both teacher-driven and student-driven activities are involved.

The study fulfils a need for knowledge about ways in which telepresence and videoconferencing is used in elementary education and for different educational goals.

Presents an annotated bibliography of journals and magazines useful to students and professors of German studies. The publications listed are suitable for academic and large public libraries.

In September 2015, Germany witnessed an unanticipated migration of refugees toward the European Union. The government established an open-border policy that meant Germany would harbor all refugee arrivals. In large, the civil society joined efforts to create a so-called Willkommenskultur (welcome culture) during the “summer of welcome.”

This chapter will introduce the project “Start ins Deutsche” (German language kick-off) of Goethe University Frankfurt as an ambitious example of civil society initiatives. Start ins Deutsche was founded on the premise of “integration by language learning.” Within Start ins Deutsche, university students volunteer to teach German to refugees. In many cases these refugees have a realistic perspective to enroll into fulltime studies at Goethe University at a later stage to pursue academic degrees.

In this chapter, the authors outline the project and its main aims. Based on this, the authors thereafter analyze evaluation data about Start ins Deutsche with regard to the perceptions of German language teachers and their language learners, respectively. The evaluation data of Start ins Deutsche reveal that the German language teachers interpret their role beyond being just teachers, while the learners appreciate the effort of their teachers in every aspect. Hence, the authors believe the project serves as a best-practice example for a civil society project toward establishing a Willkommenskultur in Germany.

With the arrival of the COVID-19 pandemic in Europe in March 2020, higher education institutions (HEIs) worldwide were confronted with creating online courses to complete the semester. While emphasizing positive elements such as flexibility and innovative solutions, the literature focused on numerous faculty problems such as online fatigue, emotional well-being and stress. This paper aims to explore faculty perceptions of teaching during the exceptional circumstances of the COVID-19 pandemic.

Two surveys, in the first week and at the end of the semester, were conducted at a business school in Switzerland via the program Lima. A total of 19 faculty members participated in the survey. Of the participants, 56.7% responded in the first survey and 70.9% responded in the second.

The findings revealed that the faculty’s impressions of their online courses remained positive. The most significant issue cited was time. According to faculty estimations, more than ten additional hours per week were spent preparing for online courses. Nonetheless, many faculty members reported interest in continuing online practices in their future courses.

The COVID-19 pandemic pushed HEIs to embrace the digital revolution while teaching in a competence-oriented mode. However, moving forward, HEIs must mitigate the long-term effects by careful planning and evaluating their digital readiness as an institution and offering training for their faculty and students when necessary.

The study contributes to the existing literature by analyzing one stakeholder group, i.e. faculty members, and their perceptions of teaching during a worldwide pandemic.

In 2018, a group of higher education institutions (HEIs) in Switzerland started discussing the future of education. With the COVID-19 pandemic, many of their initial ideas and solutions were tested in the unpredictable, emergency online setting. This study aims to use student and faculty member perceptions to outline the future of higher education.

This research is based on eight surveys from students and faculty members at one Swiss HEI in business studies. While many previous studies focus on one group or one moment in time, this study examines the future of business education from both perspectives and traces the responses throughout the pandemic.

Teaching and learning strategies and perceptions evolved during the COVID-19 pandemic. Nonetheless, despite the potential, many HEIs simply reverted to normal instead of adapting to the “new normal”. Conversely, some HEIs have continued using the same exercises and tools that were used in the emergency remote pandemic-mode, without adapting or reflecting on the current learning environment. Based on the findings, both students and faculty members have increased their interest and proficiency in using digital tools although the students remained more open toward the opportunities of digital teaching and learning.

Based on the results, this study offers a model for the future of education that HEIs could implement when moving forward, whether on campus or online.

Higher education institutions (HEIs) seek innovative approaches to attract students. Since the COVID-19 pandemic, many HEIs have considered diversification through digitalization. From the initial urgency to implement technology at the start of the pandemic to a gradual acceptance over time, HEIs witnessed a shift in perceptions. This paper aims to explore the evolution of the use of technology in HEI classrooms from pre- to post-Covid-19 as seen through the eyes of students and faculty members.

Seven surveys were conducted from March 2020 to January 2023 with faculty members and students at one business HEI in Switzerland. This longitudinal study analyzed the perceptions of faculty and students regarding technology in the ever-changing HEI environments. These results have been used to make practical recommendations for future HEI classroom settings.

The findings reveal that the social aspect must be considered when implementing technology into HEIs. Faculty members and students need appropriate training and adequate resources to engage with the technology in and outside the classroom. The results suggest that one result of the pandemic was a greater acceptance of blended learning practices in traditional business education.

The pandemic has left long-lasting effects on teaching and learning. While many HEIs revert to traditional ways, the authors suggest the need to embrace technology that encourages engagement and authentic teaching and learning. HEIs must listen to their faculty members and students, to create more innovative learning environments.