In this commentary the proposal for a repositioning of educational technology is commented and extended. Based on the limits of conceptualization of media, the research focus of educational technology is extended to macro-level of didactics, on the other hand educational technology is drafted as the implementation science of pedagogy.

Der Begriff der Kompetenz stellt sich als ein multidimensionales und uneinheitliches Konzept für Hochschulen dar. Der Beitrag diskutiert die Kompetenzorientierung von Hochschu­len aus historischer Sicht und systematisiert den aktuellen Diskurs zu Kompetenzen für die Hochschulbildung auf Basis von akademischen Kompetenzen. Schließlich wird der Trend zur Formulierung von neuen Kompetenzanforderungen an Hochschulen kritisch beleuchtet.

Considering the increasing relevance of digital education in cancer training, this study explores the current use of educational technologies in oncology across Europe. A cross-sectional study was conducted using convenience sampling to gather responses from learners and educators across Europe. Data was collected online via Lime Survey. Results indicate that both groups are most familiar with synchronous and blended learning, with less experience in asynchronous and hybrid formats. Live lectures were the most used tool, while virtual reality and simulations were less used. Regional differences reveal that Northern Europe prefers audio-based tools and e-books, while Central Europe demonstrates higher familiarity with asynchronous learning and interactive tools. Southern Europe has less experience with various modalities and tools. Professionally, cancer nurses reported more experience with asynchronous learning and learning management systems, while clinical oncologists demonstrated limited familiarity with various tools, particularly emerging technologies. For multi-disciplinary oncology training to succeed, practitioners need to align learning objectives with participants’ prior experiences and balance diverse target groups and implementation needs to address regional and professional disparities. Targeted efforts are needed to bridge gaps in digital infrastructure, accessibility, and institutional support. Explanatory studies are needed to confirm these findings.

Future students are confronted with a complex world that demands the ability to solve problems in unstructured, undefined, and unfamiliar situations. The aim of the present study was to investigate the development of problem-solving skills through the implementation of Problem-Based Learning (PBL). While previous research has primarily focused on content-related and long-term measurements when examining the effects of PBL, this study took a different approach by exploring the general increase in problem-solving skills resulting from PBL. The sample consisted of 90 second-semester students who were assessed at three different time points using three subscales of the Wilde-Intelligenz-Test I & II: analogies (AL), letter series (BR) and numerical series (ZN). The findings revealed a significant improvement in general problem-solving abilities within the PBL group. These results provide valuable insights into the impact of PBL on the development of general problem-solving skills, even within a domain-independent and short-term context. Lecturers are encouraged to consider implementing PBL in their study programs, as it equips graduates with the necessary skills to tackle the challenges of today’s dynamic and constantly changing world.