The core element of the current teaching and research activities at the LLL is the work with so-called learning boxes, each of which contains self-contained learning units, including detailed instructions for the teaching staff, learning cards and learning structure grids, differentiated tasks as well as materials and worksheets with which the tasks can be worked on as independently as possible - alone or in groups. The conceptual starting point is the development and implementation of pedagogically effective teaching ideas and action strategies in the sense of an inclusive school and teaching culture, which focuses on cooperative learning on the common subject. Within the framework of various project seminars, the learning boxes will be practically tested, evaluated and further developed in school classes (secondary level I, middle schools in Innsbruck). In addition, group discussions and a questionnaire survey on the students' understanding of inclusion will be conducted.

Involved school partner

NMS Telfs, NMS O-Dorf, Praxismittelschule PHT

Running Time

2022 – 2024

Involved researcher

Univ.-Prof. Dr. Thomas Hoffmann

Miriam Sonntag, Research assistant

Lena Gleirscher, student assistant

N.N., student assistant

Devices used

Learning boxes, iPads, eye tracking, basic set for brain physiology experiments, video cameras, possibly VR glasses

Key technologies

AAC media, NAO robot, possibly VR glasses


In terms of university didactics, the concept of LLL is linked to the principle of learning workshops, which has proven itself at many universities both in educational research and in teacher training. Learning workshops are considered to be places of research-based learning which, through a stimulating environment, encourage students to deal independently and flexibly with their own learning processes and new forms of teaching and learning. Two sub-projects will be realised in which the framework model of didactic reconstruction will be empirically tested with regard to target-differentiated learning and development-oriented teaching using the teaching topics of brain research and robotics as examples and adapted for inclusive learning settings. The overarching goal of this research is the experimental further development and implication of the underlying didactic framework model for inclusive teaching in the context of STEM subjects.