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.

Das Konzept der Zukunftskompetenzen wird aktuell für Hochschulen als eine Option gesehen, um Studierende besser auf eine ungewisse Zukunft vorzubereiten und diese zu Problemlösern der Zukunft auszubilden. Dabei verwundert es, dass das Konzept den Eingang in die politische Förderaktivitäten gefunden hat, ohne dass eine evidenzbasierte Analyse und eine kritische Diskussion des Konzeptes stattgefunden hat. In diesem Beitrag wird die Diskussion in einen historischen Zusammenhang eingeordnet und es werden Verbindungen zu vergleichbaren Konzepten und Aktivitäten hergestellt. Auf Basis von systematischen Literaturanalysen und Evidenzsynthesen wird der aktuelle Forschungsstand zusammengefasst und 9 Problembereiche bei der Diskussion und Förderung von Zukunftskompetenzen identifiziert. Neben der fehlenden Einordnung der Zukunftskompetenzen in frühere Ansätze wurden vor allem die fehlenden empirischen Grundlagen sowie das Nicht- Vorhandensein von Messemethoden zur Analyse dieser Kompetenzen als kritisch für die Förderung von Lernangeboten für Zukunftskompetenzen identifiziert. Als alternative Forschungs- und Entwicklungsrichtung wird die Herausforderung des Transfers innerhalb und ausserhalb von Expertisefeldern diskutiert.

Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N= 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive itempool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.

Providing and receiving feedback requires a certain openness in individuals which is referred to as feedback orientation. Although this openness is also required in peer-feedback processes personal factors that influence student’s openness (i.e. peer-feedback orientation) are less researched. Inspired by feedback orientation studies in a workplace setting we investigated personal factors that influence students’ peer-feedback orientation. As part of an exploratory sequential mixed methods research design, qualitative data on personal factors influencing student’s peer-feedback orientation was collected. Semi-structured interviews with students, teachers and researchers (N = 13) revealed a broad range of personal factors influencing their peer-feedback orientation. Thematic analyses of the data showed that the most prominent factors were related to the perceived usefulness of receiving and providing peer-feedback, the social bond between students, fairness and skills. The importance of existing feedback orientation dimensions (utility, accountability, social awareness and self-efficacy) by (Linderbaum and Levy, Journal of Management 36:1372–1405, 2010) was confirmed in a higher education setting. Interestingly, different interpretations of the dimensions were found which should lead to the development of a peer-feedback orientation scale for higher education.