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Nursing education in conflict: How intersectionality impacts access to educational opportunities?
(2026)
Background: Nursing, as a pillar of healthcare, must train a diversifying workforce under increasingly complex conditions. Access to education is affected by intersectional factors including gender, international biographie, socio-economic status, and hierarchical structures, yet systematic analyses remain limited.
Methods: A PRISMA-based scoping review was conducted using PubMed, Ebsco CINAHL, PeDocs, CareLit, Livivo, and Google Scholar. Seventy studies were screened, with eight articles thoroughly analyzed for conceptual insights.
Results: Intersectional barriers substantially hinder access to educational and qualification opportunities in nursing, disproportionately affecting marginalized groups. Hierarchical structures, Eurocentric curricula, and inadequately adapted digital strategies exacerbate these disparities and perpetuate discriminatory practices that negatively impact both carers and patients.
Conclusion: Traditional deficit-oriented approaches focus on perceived adaptation issues among marginalized groups rather than on the structural barriers within the healthcare system. Early integration of intersectional perspectives in nursing education is essential for fostering ethical awareness, challenging power imbalances, and empowering professionals to dismantle discriminatory practices. Comprehensive curricular reforms that address racism, gender dynamics, and socio-economic inequities can promote inclusivity, improve professional retention, and enhance patient care outcomes. Systematically integrating intersectional frameworks into nursing education is crucial for reducing systemic inequities and catalyzing long-term structural change in the healthcare system.
Introduction: The digital transformation in healthcare requires future professionals to have solid digital skills. Despite the global relevance of digital skills, little is known about how these skills differ in countries with different healthcare and education systems. This study compares the self-assessed digital skills of two institutional samples of healthcare and nursing students in Germany and India using the DigKomp 2.2 questionnaire and examines the correlation between perceived competence and the strategies reported for searching for information.
Methods: An online cross-sectional survey was conducted in April and May 2025 among 49 students in Germany and 256 students in India. Digital competences were assessed using the DigKomp 2.2 questionnaire, which covers all five dimensions of the DigComp framework. An open-ended question was used to record the students’ strategies for searching for reliable information on the internet. The quantitative data were analyzed using the Kolmogorov–Smirnov test, the Levene test, and the t-test for two independent samples.
Results: Both cohorts showed acceptable to high internal consistency across all DigKomp 2.2 dimensions. Students in the German cohort reported higher competencies in data processing and evaluation and communication/collaboration, while students from the Indian cohort scored higher in digital content creation, security and problem solving. The exploratory bivariate analysis between the Indian and German samples revealed significant differences in 7 out of 15 items, specifically within the dimensions of digital content creation (3/3 items), Security (2/3 items), data processing & evaluation (1/3 items), and problem solving (1/4 items), whereas no significant differences were found in communication/cooperation (0/2 items). Qualitative responses revealed structured and academically oriented search strategies among German cohort. Indian responses showed greater heterogeneity.
Discussion: Digital competence development varies substantially between the two institutional samples, reflecting differences in educational structures, access to digital technologies and national digitalization trajectories. While German students demonstrate strong academically grounded competencies, Indian students exhibit strengths in practical and applied digital competence. These findings underscore the need for context-sensitive digital education strategies that combine structured research competencies with practical digital literacy to prepare students for increasingly digitalized healthcare environments in both countries.
This article deals with the use of Artificial Intelligence (AI) in teaching German for specific purposes. It examines the potential of AI for the didactic design of exercises and teaching materials, for providing personalized feedback, and for supporting differentiated instruction. As a case study, a project conducted during the summer semester 2025 in Kyrgyzstan is presented, in which ChatGPT-supported exercises were developed and evaluated. Additionally, the perspectives of teachers regarding the opportunities and risks of using AI in specialized language teaching are discussed.
The digital transformation of healthcare education has accelerated significantly due to the COVID-19 pandemic, shifting traditional, practice-oriented teaching towards digital methodologies. Before the pandemic, digital teaching was minimally adopted and lacked systematic strategies, especially in Germany’s higher education institutions. This study comprised two cross-sectional online surveys among university faculty in public health, nursing, and medicine—conducted in 2020 and 2021—with a total of 238 participants. The surveys explored the use of digital tools, satisfaction with digital teaching, perceived challenges, and expectations for future teaching practices. Digital platforms such as Zoom, Moodle and MS Teams emerged as the most widely used tools, primarily for content delivery rather than interactive or collaborative activities. Faculty reported generally positive experiences and increasing adaptation to digital teaching, though concerns persisted regarding its time demands and limited support for personalized learning and student engagement. Satisfaction with digital teaching grew between the two survey phases, yet remained moderate regarding didactic support and student outcomes. Educational videos and learning management systems were highlighted as favored methodologies. Nonetheless, reservations about reducing attrition rates and supporting disadvantaged learners indicate unresolved challenges. While digital methodologies in healthcare education have gained acceptance, their integration remains shaped by technical considerations rather than didactic innovation. To optimize digital teaching, institutions must provide targeted professional development, define clear frameworks for digital competencies, and implement systematic evaluation processes. The adoption of emerging technologies, including artificial intelligence, necessitates further investment in faculty training and attention to ethical and legal considerations. Comprehensive pedagogical reforms are essential for the sustainable advancement of digital education in healthcare.
Racism is a structural component of our society, and as Broden and Mecheril state, “racism educates.” As ‘guardians of cultural meaning’, textbooks have an integral part in this education. Starting from these assumptions, we identify and map out implications for anti-racist textbook analysis as a field of research-based teacher education in the foreign languages, hoping to stimulate racism-critical work on textbooks in teacher education. We will give an overview of anti-racist textbook analyses in foreign language education, educational sciences and other pedagogical fields, showing theoretical frameworks and research methodologies employed. Against this backdrop, we present approaches to anti-racist textbook analysis as well as specific methodologies. With Critical Discourse Analysis as our umbrella concept, we develop guiding principles for anti-racist textbook analysis, which we regard as a cornerstone of critical foreign language teacher education. We will illustrate these principles and methodologies with examples from a Spanish and an English textbook.
Der Artikel argumentiert für die Notwendigkeit eines dekolonialistischen und rassismuskritischen Ansatzes für den Spanischunterricht in deutschsprachigen Ländern. Durch die Kombination dieser Ansätze als ineinandergreifende Perspektiven schlägt der Artikel das Verlernen verinnerlichter (kolonial-)rassistischer Annahmen und Kenntnisse im Kontext des Unterrichts von Spanisch als Kolonialsprache und der Kolonialität von Bildung vor. Anhand der Analyse von zwei Schlüsselereignissen in Lernbiografien von Spanischlerner:innen werden Bereiche der Kolonialität, des Linguizismus und des Rassismus im Fremdsprachenunterricht aufgezeigt. Das Verlernen zielt darauf ab, kognitive und soziale Ungerechtigkeiten abzumildern und die Epistemologien des Globalen Südens im Wissenskanon anzuerkennen. Durch interpretative Wachsamkeit bei der Auswahl von Themen und durch ein Erkennen der Relevanz dekolonialistischer und rassismuskritischer Analysen, können wichtige Schritte in Richtung eines machtkritischeren und gerechteren Spanischunterrichts unternommen werden. Der Artikel schließt mit einer kritischen Selbstreflexion und gibt einen Ausblick auf dekolonialistische und rassismuskritische Potenziale in Forschung und Lehre.
Die Corona-Pandemie machte deutlich, dass der Großteil der Unternehmen und Bildungseinrichtungen in Deutschland nicht auf die Digitalisierung alltäglicher Arbeitsprozesse eingestellt ist. Obwohl moderne Technologien – von onlinebasierten Kommunikationstools bis hin zu Künstlicher Intelligenz – mehr und mehr zur Verfügung stehen, werden diese bislang unzureichend angewandt. Wesentliche Grundlage für die Praxiswirksamkeit entsprechender Systeme ist die Verwaltung und Nutzung durch geschultes Personal. Aufgrund des IT-Fachkräftemangels fehlt dieses Personal aktuell. Zeitgleich erfolgt auch die Wissensvermittlung im Rahmen von Aus- und Weiterbildung weiterhin hauptsächlich durch Präsenzangebote. Durch das Aufeinandertreffen dieses Faktors mit dem bereits vorhandenen Fachkräftemangel entsteht eine zunehmende Divergenz zwischen wirtschaftlichen Anforderungen und bestehenden Ressourcen. Unvorhersehbare Ereignisse, beispielsweise die aktuelle Coronakrise, verstärken diese Situation weiter. Wissensvermittlung muss daher sowohl in Unternehmen als auch in Forschung an vorherrschende digitale Strukturen angepasst werden. Der vorliegende Beitrag zeigt an einem Praxisbeispiel auf Hochschulebene, wie dieser Prozess realisiert werden kann. Im Rahmen der Umsetzung wurden bestehende Vorgehensmodelle für die Konzipierung von digitalen Schulungen anhand einer SAP-Schulung umgesetzt und erweitert. Durch eine nachgelagerte Evaluation durch Lehrkräfte und Studierende, konnten wesentliche Erkenntnisse zur Funktionalität und Weiterentwicklung digitaler Schulungsangebote gewonnen werden. Prospektiv müssen diese Ergebnisse auf diverse IT-Schulungen übertragen werden, um den Kontext New Learning zu stärken und dem Fachkräftemangel nachhaltig entgegenzuwirken.
