DIPF aims to create a scientific basis for overcoming challenges in the education system. In this way, equitable participation in education is to be made possible and individual support continuously improved.
In order to research differential educational conditions and trajectories, researchers take into account individual, institutional and structural levels of the education system as well as their interactions. The researchers thus aim at making educational processes succeed and remove barriers in pre-school, school and university educational settings.
In this regard, DIPF has a broad range of expertise. Here, researchers evaluate educational reforms and examine them with regard to the interaction of structures and individual learning conditions. The individual prerequisites for successful learning are a focal point. Research is conducted on how children and adolescents can be individually supported in an optimal way, and which risk factors have a negative impact on school-related competences and socio-emotional well-being.
In order to further expand educational offers in kindergartens, schools and universities, the Institute researches teaching in heterogeneous learning groups, with a particular focus on professionalising educational staff. They should learn, for example, how teaching works differently given different individual prerequisites and how learners with special needs can be better supported.
Projects
- ABIBA | Meta – Overcoming Educational Barriers: Learning Environments, Educational Success and Social Participation
- Accompanying Design and Research for the Startchancen Programme
- BALU – Belief Revision through Autonomous Learning in Ugandan School Children
- BIJU – Learning Processes, Educational Careers, and Psychosocial Development in Adolescence and Young Adulthood Study
- BONUS study: Scientific monitoring and evaluation of the Bonus Program for schools in challenging circumstances in Berlin
- BRISE-Interaction Quality
- BRISE-School Readiness
- BiPra-Text – Bilingual Practices for Text Comprehension and Production
- CLaB – Child Language Brokering: Perspectives of Teachers and Learners on a Translingual Everyday Practice
- DYNAMIC – Dynamic Network Approach of Mental Health in Children and Adolescents
- EABU – Emergence and Reducation of Educational Inequalities in Childhood and Adolescence
- Educational choices and educational pathways within the context of structural changes in Berlin’s secondary school system (BERLIN study)
- FLINK – How to Read Fluently: Individual Intervention of Reading Competencies
- FLINK-SRL – Self-Regulation and Reading Fluency
- GEN-CORE – Generic Critical Online Reasoning in Higher Education
- GTS-Bilanz – Quality of All-day Provisions. Perspectives after 15 Years of Research on All-day Schools
- GeoLoT
- GesUB – Research Synthesis on the Genesis of Social Inequalities in Educational Attainment
- Hector – Scientific Support for the Hector Children's Academies in Baden-Württemberg
- INFLATE – School Grades: Between Inflation, Stability and Deflation
- InSel – Recognise Internalising Symptoms and Respond Professionally
- InkluGaTa –Inclusive All-Day Provision as a Space for Development: Promoting Participation and Quality for Primary-School-Aged Children
- KONTEXT Grundschule – Cooperatively Created InfoTEXTs for Primary Schools
- LONDI 2 – Implementation and Evaluation of the LONDI Platform for Diagnosis and Remediation of Learning Disorders
- MILES-HuGS – Primary and Secondary Social Background Effects at Different Points of Transition in the Education System
- MotivO – Reading Motivation and Reading Achievement across Orthographies
- NEOS Study – Scientific Monitoring of the New Upper Secondary School in Schleswig-Holstein
- NEPS – National Educational Panel Study, stage 5
- National Report on Education
- PREDICT – Prediction Generation as a Tool to Activate Children’s Prior Knowledge and Improve Learning
- PROMPT – Optimizing Self-Regulated Learning Processes With Digital Prompts
- ReKi – Stress Among (Gifted) Primary School Students
- Rocket – The Role of Orthographic Knowledge in Reading and Spelling Development
- SchiWa – Schools in Times of Change
- Schleswig-Holstein State Education Report 2025
- SchuMaS - Schule macht stark
- SprachFit – Scientific Evaluation
- Stereo-no-GO – Gender- and Origin-based Inequalities in Programs for Gifted Children
- TRANSFER – Evaluation and Research-Policy-Practice Transfer to Promote Equity and Inclusion
- TaLC – Teacher Language in Classrooms
- ZIB – Centre for International Student Assessment