Even before the global pandemic, many countries were increasingly concerned about the advancement of media and information literacy (MIL) in public schools. Frau-Meigs et al. (2017) found in a comparison of 28 European countries differences regarding the state of implementation of MIL. They also identified core aspects of successful MIL governance: comprehensive definition (meaning and values), policy framework (ethics and standards), training and resources (means) and funding and evaluation. During the two years of the COVID-19 pandemic, many countries have undergone profound changes concerning the status of MIL in society, not only but also mediated by the global pandemic. According to Petko and Döbeli Honegger (2011) the digital transformation in Swiss schools is progressing only slowly. This complex development could potentially be due to the decentralized educational system in Switzerland. Moreover, these changes impact different levels of the educational system: regional and national school administration, school boards, the school as an organization, teachers, pupils and their parents (Grass & Schimank, 2019). From the educational governance perspective (Abs et al., 2015), actors on different levels affect how change processes reach schools and are received by students in classrooms.

Currently in Switzerland the implementation of a new modular "Media and ICT" (M&I) curriculum in public schools in all of the 21 German-speaking cantons (districts) is an ongoing process. This research is embedded in a larger research project “xxx”, funded by the Swiss National Science Foundation (Grant #xxx) and investigates the implementation of the modular curriculum at different levels of the education system. In a first research phase, expert interviews and a document analysis were conducted to reconstruct the national as well as the cantonal level of the implementation process. Our initial findings reveal at the governance level that the cantonal educational authorities share to some extent the same definition of M&I in school, which goes back to the common national curriculum. Nevertheless, the other core aspects of successful MIL governance suggested by Frau-Meigs et al. (2017) are processed differently from canton to canton. As we are interested in the context of educational governance in the broader scope of the Swiss educational system, we want to focus more in-depth on the implementation process of schools in their local context. Due to the heterogeneous technical equipment and their pedagogical use in schools as well as the different technological infra- and support structure, it is assumed that the implementation of the modular curriculum M&I differs strongly between the schools. This Mixed-Method-Study aims to investigate the following two research questions:

• What is the current state of of implementation of M&I in six different cantonal contexts from the perspective of schools (definition, policy framework, training and resources and funding as well as evaluation)?
• How was the implementation process designed in different local contexts?

In the research project "xxx", six schools from the following cantons are examined in more detail: Valais, Grisons, Bern, Zurich, Solothurn and Appenzell Ausserrhoden. All of these six cantons began introducing the new modular curriculum M&I in the summer of 2018 and are therefore comparable in terms of the timing of reform implementation. By using a Mixed-Method approach, the contextual conditions in which schools and their relevant actors (e.g., school management, teachers, local council) are involved are identified and described. For this purpose, qualitative (interviews, document analysis and observations) and quantitative instruments (online questionnaire) are used among six Swiss schools in order to gain a multi-perspective and holistic insight in the implementation state and process of the schools. Following Morgan (2014), this combination of qualitative and quantitative methods has the advantage of additional coverage. Through additional coverage, an expanded view of the implementation process can be obtained using various methods and also additional, in-depth knowledge can be generated. This convergent parallel design (Creswell & Plano Clarks, 2011) allows to prioritize both methods equally and to keep the strands independent during analysis. For the overall qualitative dataset (n=36), we use structured content analysis to describe the current state and the process of the implementation of M&I in the schools following Kuckartz (2018) in MAXQDA. On the one hand, the categories were created deductively from the theory according to Frau-Meigs et al. (2017) and expanded inductively from the data material. The teacher questionnaires (n=220) were transferred to the data matrix of the statistical program SPSS and analyzed descriptively. The results from the qualitative and quantitative data are related to each other during the overall interpretation of the data and compiled to six school portraits. The data collection is currently still taking place. Detailed results are expected at the end of March 2022.

This research paper is based on an educational governance perspective and combines qualitative and quantitative data from different actors to describe the implementation process in schools and in their local school context. We assume maximal variation of the implementation state and processes of the modular curriculum M&I in schools because the schools are rooted in very different local contexts. According to educational authorities and school leaders, the strategies of the municipality play an important role in the implementation process. Nevertheless, there exists a common policy framework for the six described cantonal contexts which is reflected in a basic common understanding of MIL between the schools. More variation is present in teacher competences and values towards MIL in everyday school life. From the data gathered so far, we assume that training and resources, funding and evaluation are varying greatly between the schools. We conclude that schools and local educational authorities make different use of their room for maneuver regarding the provision of recommendations, guidelines and implementation specification. This contribution highlights the current state of development. In addition, the basis of the international framework will allow the comparability and international integrability of our results. The goal of the paper is to reflect on the characteristics of indicators for successful educational change in MIL and digital transformation to extend findings beyond levels of the Swiss educational system. In terms of theoretical relevance, the present study contributes to the field of curriculum implementation and extends these findings to a highly relevant context: the implementation of the M&I modular curriculum in Switzerland. Similar curriculum implementations can be observed worldwide. It shows that Frau Meigs et al. (2017) aspects of successful MIL governance can be a fruitful theoretical analytical perspective for curriculum change processes by demonstrating how schools and their local context influence the implementation.

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