Inclusive Digital Education – Changing Self-Efficacy in Teacher-Training Courses

Digitalisation and inclusion are two key interdisciplinary topics in vocational education that are often addressed separately and aimed at finding common links and exploiting common synergies in the inclusive digital education approach. Satisfying these requirements in the classroom poses a major challenge for student teachers in their initial career phase. In the context of an intervention programme, a mixed-methods design is used to investigate the extent to which the self-efficacy of student teachers changes with regard to the integration of inclusive digital education. The results show that self-efficacy changes positively, a finding that can be attributed especially to the several weeks of involvement in the intervention programme, as well as the attitude resulting from the personal importance of inclusive digital education. The high demands on teaching associated with inclusive digital education and the partial lack of framework conditions at the student teachers’ schools can be identified as challenges.