Organizations can be identified as central actors in transition processes (cf. Truschkat 2013; Truschkat et al. 2019) and therefore play a central role in successfully shaping the passages characterized by uncertainty. On the one hand, transitions are considered to have great potential (cf. Dunlop 2017), as they support individual learning processes and biographically relevant changes (cf. Griebel/Niesel 2017). On the other hand, however, transitions are associated with the fact that they require the individual to make "a variety of adjustments" (cf. Mackowiak 2011, p. 21). Therefore, the individual and temporal uncertainties associated with transitions are often looked at and considerations of how to design transitions in a successful way are developed from this. Organizations play an important role here (cf. Krähnert et al. 2022; Truschkat/Stauber 2011).  (cf. Krähnert et.al. 2022). This is because organizations themselves construct, control and accompany these uncertain processes through representatives of organizations (gatekeepers) (Behrens/Rabe-Kleberg 2000) by counselling or evaluation (cf. Truschkat/Stauber 2011).

At the same time the increasing digitalization, not least due to the digitalization of the working world, is also leading to reshaping the organization of transitions (cf. Heisler/Meier 2020). It is not only access to digital technologies and the availability of digital skills that are now a basic requirement for integration into work (cf. D21/Kanter 2023), transitions themselves are also increasingly organized and shaped in digital contexts i.e. by digital job markets, digital career networks or digital application portals. Accordingly, the acquisition and possession of digital skills can be considered central to the safe management of digitalized transitions into work.

By understanding digitalized transitions as a multi-actor and multi-situated process of uncertainty, the focus is on the constitutive conditions and negotiation processes between the individual actors (cf. Wanka et al. 2020). An organizational pedagogical perspective opens up the possibility of looking at organizations as co-actors in negotiation and support, as well as focusing on the organizational nature of digitalized transition processes. In the lecture, this perspective will be presented further on the basis of a future research project.

theoretical approach on the relation between organization and digitalized transitions

An organizational pedagogical perspective opens up the possibility of looking at organizations as co-actors in negotiation and support, as well as focusing on the organizational nature of digitalized transition processes. In the lecture, this perspective will be presented further on the basis of a future research project.

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