The TEgoDi concept (Teacher Education goes Digital) emerged from the need to enhance the digital media skills of teacher students, contributing an innovative dimension to teacher education (Müller et al., 2021). The integration of digital media-related competencies becomes paramount as educators need to navigate the potentials and limitations of digital media in pedagogical practices (McGarr & McDonagh, 2019). TALIS (Teaching and Learning International Survey) findings underscore the urgency, with only 53 percent of teachers regularly incorporating technology into teaching, and fewer expressing a desire for further education (Schleicher, 2020). Post-graduation, many students feel inadequately prepared for effective digital media use in teaching, emphasizing the need to consider subject-specific teaching–learning processes (Koehler & Mishra, 2009).

Digital media-related competencies encompass a spectrum of knowledge, skills, and dispositions required by teachers to adeptly design teaching-learning processes (Falloon, 2020). In response to the need for a holistic and integrated approach, TEgoDi adopts a project-oriented strategy rooted in theories of situated learning (Lave & Wenger, 2008) and authentic learning (Herrington & Herrington, 2006). This approach is embedded within a teacher education programme, where prospective teachers engage in two projects: a media-based teaching project and a media development project (Müller et al., 2021). To facilitate students' competence development, various support structures are integrated, including regular feedback based on online learning analytics, self-assessments, and tutoring. A key factor of sustainability and success of the TEgoDi project is the curricular anchoring of the media projects. In this way, the media projects get the chance to be perceived not just as an add-on, but as integral part of teacher education. The TEgoDi approach has been implemented since 2023, and both media projects will be anchored in the study and examination regulations and new module handbooks across the curriculum from 2025.

Although it is not yet compulsory, the integration of media projects into the courses is encouraged. To this end, a transitional statute has encouraged the facilitation of media projects in existing courses for trialling. The TEgoDi's media project implementation is currently in a pilot phase and is being evaluated ongoing basis. 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 and tutors from the TEgoDi project. Our presentation focuses on the final phase of the evaluation, in which early adopters integrate the described media projects into their courses and assess both the process and the outcomes. As we evaluate the TEgoDi's media project implementation in its pilot phase, our presentation addresses the following key research question providing insights into the effectiveness of the TEgoDi concept in teacher education:

How do two pioneering media projects in teacher education influence the development of competencies among students, and to what extent do various supportive structures, including regular feedback based on online learning analytics, self-assessments, and tutoring, contribute to this process?

In our presentation, we will address this crucial aspect of teacher education going digital. Through the exemplary good-practice examples, the challenges and their handling are illustrated, and outlook address the necessity of media projects and lessons learned. Achieving comprehensive integration involves embedding the projects in all study disciplines, which was accomplished through the adaptation of module handbooks and study examination regulations. Interdisciplinary workshops were pivotal in developing common minimum standards, ensuring the acquisition of media pedagogical competencies by prospective teachers across all study programs. Further details on the evaluation methodology are outlined in the subsequent section.

In addressing the research question, an experiential evaluation is conducted by drawing on insights and feedback from early adopters representing various disciplines and teaching formats. These early adopters play a crucial role in testing the media projects on both quantitative and qualitative levels, providing valuable perspectives that contribute to the fine-tuning of the TEgoDi concept. The evaluation follows a methodological approach that encompasses both quantitative and qualitative dimensions in a mixed methods design (Carter, Bryant-Lukosius, DiCenso, Blythe & Neville, 2014; Flick, 2018). In the context of the quantitative dimension, a questionnaire was distributed to students (N=69) participating in courses where the instructors, acting as early adopters, were testing the implementation of media projects. The questionnaire covered diverse aspects, such as attitudes toward digital media, attitudes regarding the integration of digital media in teaching, assessments of the usefulness of digital media in instruction, and self-evaluations of media pedagogical competencies. The questionnaires were descriptively analyzed using SPSS. Additionally, the research employs qualitative methods to provide a deeper understanding of the effects and challenges associated with the integration of media projects. Problem-centred interviews (Witzel & Reiter, 2012) (n=31) and focus groups (Stewart & Shamdasani, 2015) (n=5) as well as student feedback (Mandouit, 2018) with a total of 92 students was done to serve as essential tools to capture nuanced insights into the experiences of students during the implementation of the media projects. The analysis of the data utilized qualitative content analysis, following the methodological framework presented by Kuckartz and Rädiker (2023), with support from the Maxqda software (Rädiker & Kuckartz, 2020; Loxton, 2021). The qualitative dimensions complement the quantitative analysis, offering a comprehensive view of the multifaceted aspects influencing the successful implementation of media projects. It is noteworthy that the mandatory integration into all study disciplines is slated to commence in the summer semester of 2025. Before this period, the current phase serves as a trial period, utilizing experiences and insights to refine the media projects. This deliberate approach allows for a gradual implementation, accommodating the diversity of study disciplines and the varying requirements of teaching formats.

The evaluation findings not only contribute to successfully integrating technological innovations in teacher education but also foster a pedagogical transformation crucial to meet evolving education sector demands. Continuous evaluation, particularly involving early adopters, enhances media project quality, ensuring a robust foundation for integration into all disciplines from 2025 onwards. Addressing the research question, examining two pioneering media projects provides valuable insights into their impact on student competency development. Findings emphasize the crucial role of supportive structures, including regular feedback, analytics, self-assessments, and tutoring. Outcomes align with the goal of enhancing media literacy and pedagogical understanding in teacher education: (1) Supportive structures in competency development: - Lessons highlight clear communication's importance, particularly in conveying intended outcomes like promoting media literacy. - Milestones and supportive structures offer crucial guidance, providing students orientation during their learning journey. - Enhanced monitoring, feedback, and tutoring commitment elevate overall project quality. - Balancing guidance and fostering independence is crucial, identified through lessons learned. (2) Shaping the role of educators: - Shifting educators' role to learning facilitators is pivotal for successful project implementation. - Considering educators' role change aligns with balancing guidance and fostering student independence. - Lessons emphasize challenges of prioritizing focus over breadth, with a recommendation to potentially reduce subject matter depth. - Focusing more on application and transfer could enhance project effectiveness. (3) Meeting the challenge of clear communication: - Clear criteria and literature sources are crucial for depth and academic challenge. - Lessons underscore the importance of explicit guidelines to avoid task over- or underestimation. In this list, focusing on depicted students, it's crucial to recognize the vital role of educators in implementing media projects within teacher education. Effective support hinges on educators perceiving it as added value, and interdisciplinary projects necessitate universally applicable standards.

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