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<p>The digital transformation in schools has been an integral part of scientific discourse for many years. In recent times, the topic has gained further prominence due to the COVID&#xa0;19 pandemic and its associated challenges. Relevant models illustrate that the digital transformation goes beyond the classroom level and affects the school as a&#xa0;whole. In this context, school management has been assigned a&#xa0;central role in shaping digital school improvement processes. In this study, 333 school management members from vocational schools in German-speaking Switzerland and 117 principals from vocational schools in Baden-Württemberg were interviewed using an online survey. Referring to the maturity model of digitalization for educational institutions, the results show that the state of digitalization-related development is perceived similarly in both countries. However, there are significant differences in terms of technical and pedagogical IT support as well as teachers’ attitudes towards digital technologies. Further analyses show that school management members are well aware of the importance of strategy and leadership in the context of digital transformation in schools. Based on the findings, implications for practice and future research are discussed.</p>

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Die treibende Kraft hinter dem Wandel? Die digitale Transformation an beruflichen Schulen aus der Perspektive von Schulleitungen in der Schweiz und in Deutschland

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月23日

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  • Andreas Harder,
  • Stephan Schumann,
  • Serge Imboden

摘要

The digital transformation in schools has been an integral part of scientific discourse for many years. In recent times, the topic has gained further prominence due to the COVID 19 pandemic and its associated challenges. Relevant models illustrate that the digital transformation goes beyond the classroom level and affects the school as a whole. In this context, school management has been assigned a central role in shaping digital school improvement processes. In this study, 333 school management members from vocational schools in German-speaking Switzerland and 117 principals from vocational schools in Baden-Württemberg were interviewed using an online survey. Referring to the maturity model of digitalization for educational institutions, the results show that the state of digitalization-related development is perceived similarly in both countries. However, there are significant differences in terms of technical and pedagogical IT support as well as teachers’ attitudes towards digital technologies. Further analyses show that school management members are well aware of the importance of strategy and leadership in the context of digital transformation in schools. Based on the findings, implications for practice and future research are discussed.