Publicly funded research projects develop innovative and digital technologies that fundamentally transform work processes in companies. This transformation presents employees with the challenge of learning and applying new work processes in various forms. However, there is a lack of concepts that systematically support knowledge transfer from publicly funded research projects and enable the sustainable integration of newly developed technologies and work processes into operational practices.

The research project "HaMiZu – Handwerk mit Zukunft” (engl. „Craft with a Future") investigates how the transfer of research findings from the funding line "Handwerk 4.0: digital und innovativ” (engl. “Craft 4.0: Digital and Innovative") can be supported for craft enterprises and vocational education and training (VET) in the craft sector. To address this gap, a workshop concept was developed that takes into account both the operational perspective and that of vocational education. The workshops aim to systematically analyse the work processes emerging, or transformed in research projects, formulate didactic learning situations, and make the results available for educational institutions, vocational schools, and companies. The goal is to promote sustainable anchoring of new technologies and their applications while fostering the corresponding vocational competence.

The theoretical foundation of this project is based on a constructivist and process-oriented understanding of vocational education, which emphasises learning through authentic work processes to develop vocational competence (European Training Foundation [ETF], 2013). Therefore, process-oriented learning was deliberately applied in the workshops to create a direct connection between analysed work processes and operational requirements (cf. Fischer & Bauer, 2007).

Another central element of the workshop concept is the "Complete Action Model" (cf. Tramm & Naeve, 2007), which is based on a hands-on learning approach. The model provides a didactic structure that allows learners not only to effectively acquire new work processes, but also to define and develop specific competencies within each phase. The learning situations derived from the work processes of research project applications create an authentic learning environment that supports the sustainable integration of new technologies and work practices.

The concept not only provides immediate support for companies and employees, but also offers significant potential for vocational education. The developed learning situations can be utilised by educational institutions and vocational schools to integrate new technologies and work practices into training contexts. This enables the creation of practical and future-oriented learning offerings that meet the needs of the evolving labour market.

An additional advantage of the concept lies in its flexibility and transferability, allowing its application not only in the companies directly involved in the research, but also in other sectors and educational contexts. The systematic approach and well-structured didactic framework also enable adaptation to different technological developments and vocational requirements.

The workshop concept combines established theories and approaches of vocational education, serving as a bridge between research and practical implementation in companies and in vocational education training. The developed learning situations are not only valuable for employees in craft enterprises, but also offer teachers in vocational education essential approaches to didactically prepare new technologies and work processes for classroom integration. They provide a practical basis for designing learning activities tailored to the current and future demands of the workforce.

The workshop concept developed within the HaMiZu project aims to systematically support knowledge transfer from research projects. The concept seeks to provide teachers with access to new digital technologies and their applications for educational purposes. The design is based on theories and approaches of vocational education that focus on fostering vocational competence and designing practical learning processes. • According to the constructivist understanding of vocational education, learning is particularly effective when it takes place in authentic work environments. This approach ensures that learning content is not only delivered theoretically, but directly applicable to vocational practice. • The process-oriented learning approach was integrated to closely link analysed work processes with operational requirements. This enables learners to acquire new technologies in a realistic context. • The action-orientated approach, operationalised through the Complete Action Model, provides a central structure for the developed learning situations. The model strengthens the autonomy of learners and enables systematic reflection and application of new processes. The concept was structured and conducted in two phases to enable both a thorough analysis and the development of didactic learning situations: 1. Input Workshop: In an open format with all projects, the theoretical foundations were conveyed, including constructivist learning, process-oriented learning, and the Complete Action Model. The aim was to establish a common understanding of the theoretical background and methodology for developing learning situations in the main workshop. As preparation, project teams were asked to bring a modelled work process, which served as the basis for designing the learning situations. Flexibility was provided in the modelling method used, as long as it was clear and understandable. 2. Main Workshop: The main workshop was conducted with each project individually. The prepared modelled work process was analysed in detail and translated into didactic learning situations. These learning situations were tailored to specific operational requirements. A particular focus was placed on incorporating the insights of application partners (craft enterprises) involved in the development and testing of new work processes. Their perspective was crucial for capturing and defining new competencies. The learning situations developed in the workshops were then analysed in detail. For this purpose, the relevant learning situations were associated with corresponding occupations and their respective training and further training regulations were consulted. As part of this analysis, the developed learning situations were assigned to the respective phases of initial and continuing training and the learning locations (company, school, inter-company school).

The workshop concept delivers results that can support knowledge transfer from research projects and for teachers in vocational education. The developed didactic learning situations provide a means to sustainably integrate new work processes into companies. These practically designed learning situations can help employees effectively learn and apply innovative technologies and work practices. Furthermore, they offer a potential foundation for educational institutions and vocational schools to incorporate new technologies and work processes into existing educational contexts, thus aligning vocational training with the demands of the modern workforce. A key aspect of the concept’s evaluation is identifying the conditions under which it can be successfully applied. Not every research project or work process can be directly translated into a learning situation. Success depends on factors such as the type of research project, the relevance of the developed technologies for vocational education, and the composition of participants. Only when work processes are sufficiently practical and participants are actively involved in the analysis can viable learning situations be created. Additionally, the applied theories and approaches, such as the constructivist understanding of vocational education, process-oriented learning, and the Complete Action Model, are critically reflected upon. The goal is to assess their suitability for the project and explore how the concept could be improved and extended based on the insights gained. In summary, the workshop concept offers a promising approach to supporting the knowledge transfer from research projects and integrating new work processes into vocational education. It has the potential to foster the individual competence development of employees and serve as a building block for further development of vocational education in the context of technological transformation. For teachers in vocational education, the developed learning situations provide opportunities to integrate new technologies and changed work processes into their teaching, thereby creating practical and didactically sound learning offerings.

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