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Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

 
Thu08Oct
F21/01.57
F21/02.18
F21/02.31
F21/02.41
F21/02.55
F21/03.83
No specific location / location unknown
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9:00am
10:00am
11:00am
12:00pm
1:00pm
2:00pm
3:00pm
4:00pm
5:00pm
6:00pm
7:00pm
8:00pm
9:00pm
10:00pm
Welcome & Opening (Day 2): Welcome and Opening of Day 2 – Full-Day Conference Programme
8:30am - 9:00am
F21/01.57
Location: F21/01.57

Day 2 begins with a brief welcome and an overview of the programme for the day. Participants can look forward to a full schedule of keynote presentations, parallel sessions, workshops, and discussions. Lunch and coffee breaks throughout the day provide opportunities to network, exchange ideas, and continue conversations with colleagues.

Short Networking Break: Short Refreshment Break and Networking Opportunity
10:30am - 10:45am
F21/01.57
Location: F21/01.57

Take a short break to exchange ideas, meet fellow participants, and continue conversations in an informal setting while enjoying refreshments.

Lunch & Poster Session: Lunch Break with Poster Presentations and Networking (15)
12:15pm - 1:30pm
F21/01.57
Location: F21/01.57

Enjoy lunch while exploring the poster presentations and engaging in conversations with presenters and fellow participants. This session provides an opportunity to discover ongoing projects, exchange ideas, and discuss research and practice-based experiences in an informal setting. Participants are invited to take their time to visit the posters and connect with the service-learning community.

2nd keynote: C.Heckmann, H.Horz: Educating Future Teachers as Democratic Change Agents: Service-Learning, Democratic Resilience, and the Challenge of Evidence
1:30pm - 2:30pm
F21/01.57
Location: F21/01.57

Prof. Dr. Holger Horz is Professor of Educational Psychology at Goethe University Frankfurt, Germany, where he heads the Department of Teaching and Learning in Adulthood. He also serves as Executive Director of the Academy for Educational Research and Teacher Training and the Interdisciplinary College for University Teaching. His current work examines how digital technologies and artificial intelligence transform learning, teaching, and professional judgement, and how authentic learning environments such as service-learning can foster scientific, professional, and civic competencies. In general, his research up to now focuses on the use of digital technologies and artificial intelligence in education, higher education and teacher education, as well as service-learning and the development of professional competencies. He has coordinated numerous interdisciplinary and externally funded research projects that combine educational psychology with innovative approaches to teaching and learning.

 

Dr. Carmen Heckmann is a Postdoctoral Researcher in Educational Psychology and Operational Director of the Interdisciplinary College for University Teaching at Goethe University Frankfurt, Germany. Her research and teaching focus on higher education, teacher education, service-learning, and community-engaged learning. She designs and evaluates innovative educational approaches that connect academic learning with societal engagement and professional development. Her current work particularly addresses democracy education, scientific literacy, and science communication in teacher education and psychology. She is involved in several externally funded projects that investigate how higher education and AI promote democratic values and evidence-informed thinking. She is an active member of the German Psychological Society (DGPs), and the German Service-Learning in Higher Education Network (Hochschulnetzwerk Bildung durch Verantwortung e.V.).

Across Europe, higher education institutions are increasingly expected to contribute to strengthening democratic societies in times of political polarization, growing antisemitism, science denial, and digital misinformation. Additionally, the rapid socio-technical development of generative AI further intensifies these challenges: future teachers will increasingly have to navigate AI-mediated information environments in which misinformation, synthetic media, algorithmic amplification, and uncertainty about expertise reshape the conditions of democratic participation. Teacher education, in particular, is expected to prepare future teachers not only as competent professionals but also as democratic multipliers who foster democratic participation, critical thinking, and evidence-informed decision-making in schools and society.\nThis keynote critically examines both the opportunities and the limitations of this expectation. Drawing on three educational initiatives at Goethe University Frankfurt, we present different approaches to embedding democracy education into teacher education through service-learning and community-engaged learning. The three initiatives address democracy-oriented teacher education from complementary angles: social inclusion and migration, antisemitism prevention and historical-political responsibility, and scientific literacy in the face of misinformation and declining trust in expertise. In all three cases, service-learning is not treated as an add-on to teacher education, but as a pedagogical structure that connects academic knowledge, civic responsibility, professional reflection, and engagement with real-world educational challenges.\nTogether, these initiatives illustrate how higher education can create authentic learning environments that encourage future teachers to assume responsibility beyond the university and to develop professional identities closely connected to democratic values. At the same time, our experiences raise a fundamental research question: How can the long-term contribution of such educational interventions to democratic competence and civic engagement, such as democratic attitudes, tolerance for ambiguity, evidence-based judgment, basic scientific literacy, perspective-taking or willingness to participate be demonstrated empirically?\nProgramme evaluations are indispensable for understanding students’ learning experiences and perceived professional growth, but they rarely suffice to demonstrate sustained changes in democratic orientations, professional action, or civic engagement. Longitudinal research designs, dedicated funding schemes, and validated instruments for assessing democratic competence are still insufficiently developed. The keynote therefore argues that advancing democracy-oriented higher education requires not only innovative educational practice but also stronger methodological and institutional support for evaluating its long-term impact.\nRather than presenting democracy education as a proven solution, the keynote invites participants to discuss how higher education can responsibly balance ambitious educational goals with realistic expectations regarding evidence, impact, and evaluation.
III. Session 5 · Track B: PANEL DISCUSSION - ACCREDITATION IN TRANSITION: RECOGNISING SERVICE-LEARNING AND SOCIETAL COMPETENCES IN EUROPEAN HIGHER EDUCATION
2:45pm - 4:15pm
F21/01.57
Location: F21/01.57

Accreditation is no longer only about academic rigor and compliance with formal standards. Modern study programmes are increasingly expected to foster societal responsibility alongside academic excellence. If higher education is to prepare graduates to contribute to democracy, uphold shared European values, engage as active citizens, and address complex societal challenges, accreditation and quality assurance standards must explicitly recognise and encourage these dimensions of learning.

Service-Learning and related pedagogical approaches effectively bridge theory and practice by connecting students with communities and complex societal challenges. But how are these contributions recognised within European accreditation frameworks? Can quality assurance and accreditation processes actively encourage educational innovation? Or do existing criteria still privilege more traditional academic models?

This panel explores how accreditation and the broader role of quality assurance agencies can support transformative education. Building on recent European developments, including the criteria for the European Joint Degree Label, it examines how quality assurance standards can enable—rather than constrain—the recognition and promotion of meaningful learning experiences that foster civic engagement, active citizenship, democratic culture, and societal impact. This contributes to the joint work of the Policy-Making and Networks & Alliances EASLHE Working Groups by fostering dialogue on how European quality frameworks can better recognise Service-Learning and other forms of societal engagement as integral dimensions of educational quality.

Panelists:

Short Coffee Break: Coffee Break and Networking
4:15pm - 4:30pm
F21/01.57
Location: F21/01.57

Take a short break to enjoy refreshments and connect with fellow participants. The coffee break offers an opportunity to continue discussions, exchange ideas, and prepare for the next conference sessions in an informal setting.

EASLHE General Assembly: EASLHE General Assembly – Open to All Conference Participants
6:00pm - 6:30pm
F21/01.57
Location: F21/01.57

The EASLHE General Assembly provides an opportunity to learn more about the European Association for Service-Learning in Higher Education, its activities, ongoing initiatives, and future plans. Members will participate in the official General Assembly, while all conference participants who are interested in the association and its work are warmly invited to attend and gain insights into the EASLHE community.

IV. Session 1 · Track A: Service-Learning in Teacher Education
4:30pm - 6:00pm
F21/02.18
Location: F21/02.18
Guided city tour: Guided City Tour through Historic Bamberg
6:30pm - 7:30pm

Discover the UNESCO World Heritage city of Bamberg during a guided walking tour. Explore the city’s rich history, cultural highlights, and unique architecture while learning more about its traditions and heritage. The tour offers a relaxed opportunity to experience Bamberg together with fellow conference participants and to enjoy the atmosphere of this historic city.

Conference Dinner at Luitpold: https://www.uni-bamberg.de/wipaed/9th-european-conference-on-service-learning-in-higher-education/conference-dinner/
7:30pm - 10:00pm

Conference Dinner
Thursday, 8 October · 7:30 PM

at Luitpold Bamberg (Cafe Luitpold | Boulevard Cafe & Restaurant | Bamberg)

An elegant evening of Franconian hospitality awaits.

Enjoy a rich Franconian buffet featuring regional specialties, with dedicated selections for fish lovers and vegetarian guests.

🍺 Traditional Bockbier Tapping Ceremony
Experience the authentic Franconian Bockbieranstich as part of the evening.

€47 per person
Including sparkling and still water served at every table.

Additional drinks are charged individually.
 

Registration is required for participation
and can be completed via the ConfTool conference system.