DigiPrim
Aim of the project
In Switzerland, there is hardly any current, empirically reliable data on the state of digitalization in primary schools. This gap was addressed by the DigiPrim project ("Digitalization in Swiss Schools and its Impact on Educational Trajectories") at the University of Bern.
Digitalization and education
The surveys of school principals, parents, and pupils provide a differentiated picture of the current state of digitalization in primary schools. The data collected are used to explore the opportunities and risks of learning in the digital classroom and to identify conditions for the successful integration of information and communication technologies (ICT) at the school level.
Complementary analyses of the data from the longitudinal study TREE (Transitions from Education to Employment) provide information on the effects of ICT use, practice and skills at school and in the private environment on the transition phase to post-compulsory education.
Translation into practice
A central goal of DigiPrim is the translation of project results into practice. In addition to designing presentations and workshops, the results are therefore prepared for different target groups.
Data collection on digitalization among 8-year-old pupils
The survey at primary school level took place from May to July 2022 as part of the pilot survey of the ÜGK (Verification of the Attainment of Basic Competences). The questionnaire for the survey of school principals was designed in cooperation with the projects Reform@work of the PH Bern and EPFL-LEARN.
More information ... about the survey | about the data | about the results
TREE | Analyses on post-compulsory educational transitions
In the "TREE" part of the project, the effects of digitalization on the educational transition after compulsory education (9th grade) after secondary level 1 are examined. For this purpose, data from the longitudinal study "TREE" is used, which maps the transition to post-compulsory education in detail.
The findings contribute to a better understanding of the impact of the digital transformation on career paths, especially in the technical and scientific fields.
The focus of the analyses lies on the STEM skills shortage in Switzerland and the gender differences that still exist in vocational training in the ICT sector
Practical relevance (translation)
The translation of the project output into practice is achieved by making the data available to the research community on the one hand, and by communicating the results to interested parties in educational policy, administration and practice outside of academia on the other hand.
In addition, the results of the project allow for the development and implementation of evidence-based interventions and instruments with regard to school digitalization strategies.
Presentations and workshops in the schools focus on the conditions for success in dealing with digitalization at the school level - and show how digitalization and the performance and competences of the students are connected.
Key data
Funding
University of Bern as part of the Canton Bern's BeLEARN initiative.
Duration
2022 - 2024
Reporting
Herzing, Jessica M. E.; Leo Röhlke. (2024). DigiPrim – Status quo der Digitalisierung auf der Primarstufe. Version 1-0. Bern: University of Bern, Interfaculty Centre for Educational Research. DOI: 10.48350/193898.
Röhlke, Leo; Herzing, Jessica M. E. (2024). Vorsprung von Anfang an? Familiärer Hintergrund und digitale Anwendungskompetenzen von Schüler*innen in der Deutschschweiz am Ende des Zyklus 1. Interfaculty Centre for Educational Research (ICER), Universität Bern. https://doi.org/10.48350/198371.
Röhlke, Leo; Herzing, Jessica M. E. (2024). Regeln, Richtlinien und Massnahmen zum Umgang mit digitalen Medien an Schweizer Primarschulen. Version 1-0. Bern: Universität Bern, Interfaculty Centre for Educational Research. https://doi.org/10.48620/76235.
Herzing, Jessica M. E., Wicki, Thomas; Röhlke, Leo (2025). Treiber und Barrieren der ICT-Integration auf der Primarstufe. Version 1-0. Bern: Universität Bern, Interfaculty Centre for Educational Research. https://doi.org/10.48620/85024.