The coronavirus pandemic presented the educational system with enormous challenges and forced it to make far-reaching changes worldwide. School closures led to a huge variety of remote learning modes, an improvement of digital infrastructure at schools and an enhancement of digital teaching techniques (Eickelmann et al., 2024; Salmieri et al., 2024). Although digital devices play a major role in the lives of children and young people, the reflected use and handling of digital media cannot always be taken for granted (Eickelmann & Gerick, 2020). Studies emphasise the special role of self-regulation in the use of digital devices such as smartphones (Gökçearslan et al., 2015; Jeong et al., 2016). At the same time, self-regulated learning is considered an important factor in individualised support (Fischer et al., 2020). This paper examines the question of how comprehensive schools organise the teaching and learning processes of their first-year classes (5^th grade) in order to support independent, self-regulated learning, particularly in the use of digital media. The study investigates the manner in which digital media is utilised by fifth-graders in both academic and recreational settings, with a particular focus on the role of self-regulated learning in this context. The strategies and concepts of schools to promote these important future skills will also be presented.

In the 'Deisel' research project, the first-year classes (5th grade, pupils aged 10 to 12) at 16 comprehensive schools in Lower Saxony and North Rhine-Westphalia (Germany) will be analysed at four measurement points over two school years (2023/24 and 2024/25). Standardized surveys of pupils and teachers, as well as qualitative-empirical key informant interviews with various stakeholders, will be conducted. The multi-method longitudinal cohort design is intended to provide a reliable basis for determining the conditions for successful implementation, the stability of the effects, and the sustainability of promoting self-regulated learning and digital competencies. The study design also ensures support for schools in the (further) development of their concepts and programmes and thus the implementation of data-supported (post-pandemic) school development (Reintjes & im Brahm, 2021). The study consists of three sub-projects, which use different methodological approaches to address the issues raised.

In a first sub-project the strategic knowledge regarding strategies for self-regulated learning was assessed in n = 963 pupils. The results indicate that pupils were able to name an average of 2.6 strategies, while teachers (n = 763) name an average of 4.2 strategies. Consistent with other studies (Dignath & Büttner, 2018), it becomes evident that both groups have limited knowledge, particularly in the area of metacognitive strategies. In a second sub-project a test was developed to assess digitization-related competencies based on Lazonder et al. (2020) and referencing the Lower Saxony framework for media education (Niedersächsisches Kultusministerium, 2020). It was administered to n = 957 pupils. On average of 7.39 points out of 20 was achieved (SD = 3.16, MIN = 0, MAX = 17). The results show a significant positive correlation with cognitive foundational skills, the number of books at home, gender and the use of tablets or computers in school, as well as a significant negative correlation with social competencies (behavioral issues). In a third sub-project individual conditions for success and challenges in school development processes regarding digital teaching and learning were elucidated by guided interviews with the pedagogical leadership of the 16 project schools. Overall, the findings align with existing research and literature: Initially, a robust digital infrastructure was highlighted as a prerequisite for success (Eickelmann et al., 2019). In the absence of this challenge, uncertainties regarding instructional development were frequently observed (Gerick et al., 2023). Among the conditions for success, supportive team structures were emphasized (Hövel et al., 2020). In a concluding discussion, it will be discussed how the results of the three sub-projects can be triangulated and how they can be successfully transferred to schools in the project and beyond.

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