Learning report 2024: what drives people in germany to learn
IU International University of Applied Sciences publishes ‘IU Learning Report 2024: How Germany learns’, a comprehensive, representative study on the educational and learning behaviour of people in Germany
IU published a comprehensive, representative study on the educational and learning behaviour of people in Germany.
- People in Germany most often learn out of curiosity and interest, followed by learning for work or study, school or vocational training.
- Learning is most often perceived as a success when it is ‘practical’ and ‘sustainable’.
- The smartphone is a particular distraction for Generation Z (up to 25 years old) when learning.
- Artificial intelligence (AI) is predominantly viewed as positive when used for learning. Almost 60 per cent of respondents with AI experience in learning also state that their learning outcomes have improved with the help of AI.
Erfurt, 3 December 2024. The ‘IU Learning Report 2024’ by IU International University of Applied Sciences (IU) examines what drives people in Germany to learn, how they learn and what goals they pursue in doing so. The representative study shows: 72.1 per cent of people in Germany are currently learning – and most often out of curiosity and an interest in learning new things. The focus is particularly on practical and sustainable learning success, while digital technologies such as artificial intelligence are becoming increasingly important.
Reasons for learning: curiosity, career, studies
37.9 per cent of respondents stated that they currently learn out of curiosity and interest in a topic, followed by 28.9 per cent who learn for their job and 19.3 per cent who learn for their education (university, school, vocational training). ‘Curiosity and interest in the topic’ is also the most frequently cited motivator for learning, while around a quarter each cite personal growth, personal goals and visions, and personal success as motivating factors. The aspect of doing something useful with learning is mentioned almost as often.
Dr Ulrike Lichtinger, Professor of Social Sciences at the IU International University of Applied Sciences and an expert in positive education, says: ‘The results confirm that curiosity and a love of learning are powerful intrinsic human drives, and that a genuine interest in the subject is essential to persevere. Ideally, and for particularly lasting results, people learn when they want to, not when they have to.’
Practical and sustainable: the most common factors for learning success
For a large proportion of respondents, learning success means that it is ‘practical’ and ‘sustainable’ – that is, that what has been learned can be applied in practice (54.3 per cent), the subject matter has been understood (47.1 per cent) and what has been learned can be remembered in the long term (47.1 per cent).
‘People strive to apply what they have learned. Often, it is only through practical application that learning content becomes new knowledge, which is sustainably anchored in our brains and grows into new skills. Putting what you have learned into practice gives you a real sense of achievement,’ says Lichtinger.
A wide range of learning strategies and tools – from classic to AI
What is the right way to learn? According to Prof. Dr. Ulrike Lichtinger, it depends on the type of learner and personality. There are many strategies – specifically, these include mind maps, learning plans or learning objectives. In the survey, the vast majority of respondents rated the following as very or somewhat helpful for efficient learning: repeating the material learned, active learning, self-reflection, and multisensory learning (listening, writing, and reading).
When it comes to tools, learners in Germany most often rely on printed learning materials (59.9 per cent) such as books or lecture notes. Almost as popular are videos (54.5 per cent) with learning content or explanations. Interestingly, almost half of the people in Germany use self-created documents for learning (45.8 per cent), for example, summaries or index cards. These top three responses are the same for all generations, from young to old.
Digital methods such as learning apps and artificial intelligence are used by 42.2 per cent of respondents either always or often when learning. Among 26- to 40-year-olds (Generation Y), the figure is as high as 48.7 per cent. When it comes to learning with videos, podcasts, audio books and similar media, Generation Y is also ahead in the age comparison, with almost 70 per cent.
Learning: between concentration and distraction
Almost half of all people in Germany can focus on studying for one to two hours without interruption (47.3 per cent), 17.2 per cent can study for about half an hour without interruption and 14.2 per cent of those surveyed can study for three to four hours without interruption.
Fatigue, smartphones and personal concerns and obligations are the top three concentration killers when learning – with major differences between generations: Generations Z and Y (up to 40 years old) most frequently cite the smartphone as a disruptive factor when learning, while Generation Z (up to 25 years old) is also often distracted by social media. For Generation X and baby boomers (41 to 65 years old), tiredness is the most common distraction.
‘The distraction caused by smartphones and social media shows that we need to develop new approaches to improve the ability to concentrate and learning environments, especially for young people. Educational programmes should focus more on media literacy to empower the younger generation to minimise distractions and achieve their learning goals more effectively,’ Lichtinger urges.
Artificial intelligence in learning: positive experiences and improved results
35.8 per cent of respondents have already consciously used AI technologies (e.g. ChatGPT, DeepL) for learning. Of these respondents, almost 9 out of 10 (87.2 per cent) rate their experiences with AI technologies for learning as very or rather positive.
Dr Kristina Schaaff, Professor of Digital Transformation with a focus on AI at IU International University of Applied Sciences, says: ‘The vast majority of respondents who have already had experience with AI technologies in learning rate them as positive across all generations. This highlights the great potential offered by AI-based learning apps, such as an AI learning buddy developed at the IU to support students in their learning process.’
It is also particularly interesting that 57.9 per cent report that their learning and exam results have improved since they started using AI technologies for learning.
‘The high proportion of people who report that AI technologies have improved their learning outcomes underscores the tremendous power of these technologies to make learning more efficient and accessible. At the same time, the results highlight the need to teach people how to use AI technologies in a reflective way so that they can be deployed meaningfully,’ says Schaaff.
ABOUT THE STUDY
The ‘IU Learning Report 2024: How Germany Learns’ by the IU International University examines issues related to education and learning. For the study, the IU surveyed 2,512 people in Germany between the ages of 16 and 65, representative of age and gender. The survey was conducted between 27 March and 9 April 2024.
The complete study can be found at: https://www.iu.de/en/research/studies/iu-learning-report-2024/
ABOUT THE EXPERTS
Dr Ulrike Lichtinger is a professor of social sciences at the IU International University of Applied Sciences and an expert in positive education. Her research focuses, among other things, on intervention and impact research with a focus on qualitative methods, lifelong learning, positive education and leadership.
Dr Kristina Schaaff is Professor of Digital Transformation with a focus on AI at IU International University of Applied Sciences. Her research focuses on digital transformation, artificial intelligence and affective computing.
With nearly 130,000 students, IU International University of Applied Sciences (IU) is the largest university in Germany. The private, state-recognised educational institution, based in Erfurt, began teaching in 2000 and now has 37 campuses. IU stands for maximum flexibility in study: whether through dual study, distance learning or on campus – students from over 160 nations tailor their educational path to suit their individual circumstances. With more than 200 degree programmes at bachelor’s, master’s and MBA level, IU imparts practical skills. Innovative learning concepts foster targeted, future-proof skills for an increasingly AI-driven world of work. A modern, digitally supported learning environment and the use of artificial intelligence enable effective, personalised learning. As a pioneer in this field, IU has developed its own digital learning companion, ‘Syntea’, which has been in use since 2023. A network of over 15,000 companies – including Motel One, Vodafone, AWO and Deutsche Bahn – makes IU a strong partner in the training of skilled workers and consistently links academic teaching with practical experience. Further information at: iu.org
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