This research addresses the critical need for improved educational practices and training for teachers working with students under various severe (physical and psychological) health conditions in hospitals and all other school settings. The overarching research question guiding this study is: What are the essential educational needs and competencies required for effective pedagogy for the given contexts, and how can these needs be effectively addressed through a evidence-based teacher trainings? This question is examined within the context of inclusive education, recognizing the diverse learning needs and challenges faced by this unique student cohort and the given conditions.

The study's objectives are threefold: 1) To comprehensively analyse existing educational programs and resources for teachers in the field of education of pupils presenting with various severe health conditions in hospital and ordinary school settings, identifying both effective practices and significant gaps; 2) To assess the specific needs and perspectives of all faced with this conditions and especially to train teachers, focusing on their perceived challenges, required skills, and desired training components; and 3) To design a comprehensive curriculum for a Master of Advanced Studies (MAS) program based upon 1) and 2) that addresses the identified needs and equips teachers with the necessary knowledge, skills, and competencies to successful in the given work contexts.

The theoretical framework is grounded in the principles of inclusive education, recognizing that all students, regardless of (health) status, have a right to high-quality education that supports their individual learning needs and promotes their overall well-being. This necessitates a departure from traditional pedagogical approaches and an embrace of more flexible, responsive, and individualized methods. The study also draws upon relevant theoretical perspectives from special needs education, pediatric psychology, and healthcare education, considering the interdisciplinary nature of this field and the interplay between medical, psychological, and pedagogical (e.g. didactical or educational) factors. The research acknowledges the complex and contested nature of education itself and its research methods. The rapidly changing social, technological, and environmental landscape creates uncertainty and highlights the inherent difficulty of predicting and shaping the future of education, influencing both the present and future needs of this specific student cohort.

A mixed-methods approach is employed, combining qualitative and quantitative research techniques to provide a comprehensive understanding of the research questions. Document Analysis: A systematic review of existing curricula, training materials, and published research in pedagogy for pupils with various health conditions educated in hospital and special school settings will be conducted. This qualitative analysis will identify current best practices, existing gaps in training, and emerging trends in the field. A thematic analysis approach will identify recurring themes through an analysis of university module descriptions and training program announcements across Germany, Austria, and Switzerland. Needs Assessment Survey: A quantitative survey will be distributed to teachers currently working in hospital and special school settings, gathering data on their perceived challenges, required skills, and preferences for professional development opportunities. The survey will utilize established scales for relevant constructs where possible, ensuring reliability and validity. Expert Interviews: Semi-structured interviews will be conducted with key stakeholders including experienced teachers, educational administrators, and healthcare professionals. This qualitative data will provide rich insights into the complexities and experiences of working with this student cohort and will inform the design of the MAS curriculum. The interview study will use Mayring's qualitative content analysis, combining deductive and inductive category development. Pre-defined categories, grounded in relevant pedagogical theories regarding illness and professional development, will be iteratively refined based on the data, allowing for the emergence of new, data-driven categories. Data collected through these methods will be analysed using appropriate qualitative and quantitative techniques, including thematic analysis and qualitative content analysis for qualitative data and statistical analysis for quantitative data. The triangulation of data from these different sources will enhance the robustness and validity of the findings.

The expected outcomes of this research are: A comprehensive report detailing the current state of pedagogy for students with various health conditions in hospital and special school settings, highlighting both successful interventions and significant areas for improvement. A detailed description of the educational needs and preferences of teachers working with this student cohort. This will include specific skills and competencies they identify as essential for effective practice. A proposed curriculum for a Master of Advanced Studies (MAS) program that is evidence-based and directly addresses the identified needs and provides teachers with the necessary knowledge, skills, and competencies for effective work with this student cohort. This curriculum will be informed by a combination of the above empirical findings and best practices from the literature. Recommendations for policy and practice that can support improvements in the education of students with various health conditions and the professional development of their teachers. The findings of this study will contribute significantly to the field of inclusive education, providing valuable insights for educators, policymakers, and other stakeholders interested in improving the educational experiences of students with various health conditions. The resulting MAS curriculum will be a significant contribution towards improving teacher preparation and professional development.

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