Teaching in a time of change: How to make the shift in roles a success

Modularised programmes, self-directed learning phases, hybrid spaces and AI-supported feedback: with omnimodal education, teachers are moving away from their familiar routines. Where existing skills are no longer sufficient, uncertainty arises, leading to questions such as: ‘Do I even belong here anymore?’

For Julia Košinár, a great deal depends on whether changes align with one’s own convictions. If they do, positive emotions are likely. If there is a disconnect, resistance may arise. As how people deal with change is shaped by their life experiences, there are ‘typical’ behavioural patterns: some want to get started straight away, others are initially wary, whilst others hope for clear guidance.

For leaders, this means recognising these different reactions and taking them seriously. They can provide guidance, offer encouragement, open up opportunities for staff to have a say, and offer targeted further training where skills are lacking. But the teachers themselves also have a role to play: for Košinár, it is crucial that they ask themselves honestly where they stand in the change process and what they need.