The research relates to a teacher education programme (TEP) and pedagogical concepts in teacher education, but has already been highlighted at national conferences for transfer to other degree programmes in the context of digitalisation initiatives at universities, e.g. for implementation in all degree programmes at the university. Key research questions: How can a compulsory additional programme for all students to foster digital and 21st century skills be anchored in the curriculum? What prerequisites for success have been identified? The paper discusses the necessity of a change management process in the context of digitalisation initiatives at universities and presents a designing process for advancing digital transformation. Especially the promotion of digitisation-related competences among teachers is an educational policy concern in the context of the digital transformation. Therefore, the question of how prospective teachers can be better prepared for the effective and productive use of digital technologies in their lessons has been under investigation for some time. Media-related and cross-cutting competences should be specifically promoted (e.g. KMK 2012; 2017; Baumert & Kunter 2006; Koehler & Mishra 2009). A key challenge of teacher education is to develop learning opportunities and learning paths that enable teachers to acquire the required competences.

Teacher education is a core area of degree programmes at the University of Education Weingarten, Germany (UEW), as around 2/3 of its students are currently enrolled on TEP. UEW has chosen a comprehensive approach in the context of the project "Teacher Education goes Digital" (TEgoDi), to the sensitive modification of its TEP on the basis of an interdisciplinary concept in teacher education grounded in educational theory (Müller et al., 2021). Modification result: All teacher students complete two mandatory media projects, aimed at promoting digital competences within subject-specific topics. Media pedagogical and media (subject) didactic competences are strengthened within the TEP. A pedagogical makerspace, CoLiLab, equipped with digital tools, provides the necessary learning and production environment. Results, anchored in subject didactics and educational science curricula, are documented and reflected on via an e-portfolio.

University's decision-making processes, especially with regard to changes in the university’s TEP, are not organised top-down, but take their course through the university’s faculties and departments (Graf-Schlattmann et al. 2020). For this reason, TEgoDi included dedicated change agents attached to the faculties acting as experts for e-learning. They promote and mediate communication and cooperation between lecturers, university management, faculties and project staff (Stratmann et al., 2021).

Our paper presents approaches and means for the successful integration of this programme at UEW. For this purpose, the obligatory curricular elements in connection with the digital skills and competences required of teachers and the implementation of various support structures are briefly presented. In addition, the various instruments used in the project under discussion are described in order to systematically and appropriately involve all stakeholders at the university in the change process. As a central element, we consider an actor-specific perspective with action variables to increase the willingness to change. (Grassinger et al., 2022; Stratmann et al. 2021). In addition, the challenges of curricular anchoring are addressed by discussing the difficulties we have encountered in dealing with research and interventions. The curricular integration with all subjects participating in the TEP facilitated the most effective form of implementation. No add-on was introduced, which is often chosen as a solution for implementation. Instead, the existing course offerings were expanded to incorporate the aspect of enhancing digital-related skills, and the workload was relieved from subject disciplines through the support structures. Aims: 2024 formally linked to the existing study and examination regulations by a transitional statute, from 2025 on, compulsory part for all teacher students.

We worked with different work packages to establish demand-oriented support services for lecturers and students to ensure quality and to anchor the two digital media projects in the curriculum. In doing so, we used the method of design-based research (DBR) (Hoadley & Campos, 2022; Reinmann, 2017). DBR models usually assume that existing problems in practice form the starting point of the research, for the solution of which an intervention is developed, which is then tested, evaluated and successively improved. The designation and presentation of the phases vary. We also found this to be the case. TEgoDi applies a participatory change management approach, promoting and maintaining collective willingness to change in the entire university. This approach is comparable to the model of collective readiness for change developed by Graf-Schlattmann et al. (2020). The formative evaluation follows the iterative development procedure (Allen & Sites, 2012), which encompasses three major development loops. Each loop is evaluated using feedback from students and lecturers (as different target groups) and tutors or board members (as additional stakeholders). The summative evaluation focusses primarily on the effect of the two digital media-based projects on two levels: (1) On students level the central question is the effect on different individual variables, e.g. digital media self-efficacy (Pumptow & Brahm, 2020) or digital media-related competencies (Ghomi & Redecker, 2019). (2) On the level of lectures the acceptance of digital media in teaching–learning processes (Venkatesh & Bala, 2008) or the increased use of digital media during lectures are of interest. Further, it is intended to identify the critical success factors for sustainability of the implemented processes and structures as well as to publish them to transfer knowledge to upcoming projects with similar challenges (Müller et al. 2021). Firstly, the measures that contribute to the successful implementation of media projects in teacher training are analysed. This is done through a quantitative analysis that involves the use of measurable indicators. These indicators include learning outcomes, utilisation of media resources and students' experiences with the TEgoDi concept. This quantitative approach enables a systematic evaluation of the effectiveness of the TEgoDi concept in improving the digital media literacy of teacher students. Change agents evaluated the need, readiness and acceptance quantitatively in online surveys and qualitatively in workshops with all subjects (initially subject-specific and later interdisciplinary) as well as in meetings with early adopters. Early adopters have integrated media projects into their courses for trialling in 2021-2023.

In accordance with the requirements for TEP in Baden-Württemberg/Germany the connection to study and examination regulations was realised, the module handbooks were revised for the systematic and binding integration of media-related competence acquisition in all subjects. Transparency in the module handbooks enables a systematic and targeted processing of teaching and learning from the perspective of digital social change and the associated reflexive examination of subject/learning cultures. This way, the curricular anchoring in all subjects was ensured through acceptance and willingness. Extensive support services were set up and evaluated at the university as part of the TEgoDi project. To ensure quality, the students are professionally supervised by lecturers in whose courses the projects are located. Part of the decision-making process was the agreement on interdisciplinary standards for both media projects for quality assurance. In addition to templates for lecturers and material for media-didactic and technical input, media-didactic and technical learning guides support the implementation of projects in courses, providing adequate support materials to assist them in collaborating with students on the planning and reflection of media-based learning scenarios in a reflexive, theory-based manner (Janssen et al., 2013). 1. Demand-oriented support services: including an online self-assessment to reflect on one's own media-related didactic competences, the TEgoDi material collection as a digital advice centre and digital self-learning materials on the university’s DokuWiki and moodle lead them on their individual learning path. 2. Extensive support services for students: The learning support team of various learning and teaching labs and service points. While technical solutions simplify the scalability of the support services, learning guides support students individually and according to their needs on their way to acquiring competences. Workshops should enable learners to support each other in planning media-supported teaching and learning settings (Schnebel & Kreis 2014). In addition, the CoLiLab also provides technical equipment.

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