As the contributions in the volume edited by Popkewitz in 1987 show, the formation of school subjects is a complex process. A comparison to the contributions in the volume edited by Wähler et al. in 2024 additionally suggests, that national charateristics might be relevant in the formation process. This applies in particular to subjects that cannot be clearly assigned to a single science. An example of the latter is "Digital Basic Education" which was introduced as a new school subject "Digital Basic Education" in Austria in 2022. As far as we know, this is the first time that a school subject on the topic of media has been introduced. Since there is no single science that can be referred to as a content provider, and since there were no teacher training programmes or textbooks before the introduction of the subject, it seems relevant to investigate what content was taught in the first year from the perspective of teachers and students. In addition, it is interesting to investigate whether the content taught is related to the curriculum and contributes to students' media literacy.

In order to investigate the relationship between the content taught in the newly introduced school subject "Digital Basic Education" from the perspective of teachers and students, 463 6th grade students in the second year after the introduction of the subject in the eastern region of Austria were surveyed. Data were collected during classes. A cluster sampling method was used to randomly select schools. All classes in the selected schools were interviewed. This is therefore a convenience sample. In addition, six group discussions with students and six interviews with teachers were conducted. Quantitative data were analysed using simple univariate and bivariate statistical methods. Qualitative data were analysed using structured content analysis.

The analysis of the curriculm shows that the details in the curriculum do not match the overall requirements articulated in the preamble to the curriculum. The interpretation of the interviews with the teachers show that the teachers hardly consider the learning objective from the curriculum. Instead, they follow ideas that are circulated by tech companies and in the bourgeois press. Consequently, the content reported by the students cannot be linked to the lessons. A correlation between the content taught from the students' perspective and the students' media literacy could not be observed. The results suggest that the lessons primarily promote acceptance of the Californian ideology.

Baacke, Dieter. 1997. Medienpädagogik. Grundlagen der Medienkommunikation 1. Tübingen: Niemeyer. Barbrook, Richard, und Andy Cameron. 1996. „The Californian Ideology“. Science as Culture 6 (1): 44–72. https://doi.org/10.1080/09505439609526455. Eichstetter, Pia. 2024. «Repräsentation des Frankfurt Dreiecks im ersten Unterrichtsjahr nach Etablierung des Fachs Digitale Grundbildung». Medienimpulse 63 (3): 1–38. https://doi.org/10.21243/MI-03-24-20. Popkewitz, Tom ed. (1987): The Formation of School Subjects: The Struggle for Creating The American Institution. London: Falmer. Fuchs, Wolfgang. 2020. «Digitale Grundbildung an den Mittelschulen Vorarlbergs». F&E Edition, Nr. 26, 87–96. Meder, Norbert. 2015. «Neue Technologien und Erziehung/Bildung». Medienimpulse 53 (1): 1–12. https://journals.univie.ac.at/index.php/mp/article/view/mi788. Swertz, Christian. 2018. «Digitale Grundbildung im Pilotversuch Beobachtungen einer entstehenden Praxis». Medienimpulse 56 (3): 1–23. https://doi.org/10.21243/mi-03-18-11. ———. 2021. «Bildung, Verantwortung und digitale Daten». Medienimpulse 59 (3): 1–40. https://doi.org/10.21243/MI-03-21-12. Swertz, Christian, und Kobra Mohammadpourkachalami. 2024. «Die Messung von Medienkompetenz». Medienimpulse 62 (2): 1–112. https://doi.org/10.21243/MI-02-24-04. Turing, Alan. 1936. «On Computable Numbers, with an Application to the Entscheidungsproblem». Proceedings of the London Mathematical Society 42 (2): 230–65. Wähler, Josefine; Lorenz, Marco; Reh, Sabine & Scholz, Joachim (Hrsg.): Fachunterrichtsgeschichten. Studien zur Geschichte der Praxis des Fachunterrichts. Bad Heilbrunn: Klinkhardt Weich, Andreas. 2019. «Das „Frankfurt-Dreieck“. Ein interdisziplinäres Modell zu Bildung und Digitalisierung». Medienimpulse 57 (2): 1–19. https://doi.org/10.21243/mi-02-19-05.