For Dr Florian Perst, this is already the second award in a row: After achieving 10th place last year, he is now among the three best tutors.

2,404 votes for dedicated tutors

A total of 195 nominations were received for 101 tutors. 58 tutors from 31 institutes and universities qualified for the voting phase, in which 2,404 votes were cast. The categories evaluated were "Subject-matter expertise & comprehensibility," "Support & accessibility," and "Motivation & commitment."

Gerrit Stephan from the ATN Academy took first place, followed by Petra Reuter from the Koblenz Chamber of Industry and Commerce Academy in second place. Dr Florian Perst completed the top three.

Quick feedback and an open ear

Dr Florian Perst has been working as a tutor in the Marketing & Management department at IU since 2022. He wants to be readily and reliably available to his students.

"I know from my own student days how valuable quick feedback is for being able to move forward immediately. That's why I try not to keep my students waiting for long. Seeing that my enthusiasm for teaching resonates with my students means a lot to me, and that's exactly why I enjoy this job so much. I will definitely remain true to my motto, 'Teaching is passion.'"

The renewed nomination and ranking demonstrate how much students and alumni appreciate this commitment.

About the “Tutor of the Year” award

The title "Tutor of the Year" is awarded annually as part of the EDUCATION. DIGITAL. NETWORKED. study prize by the German Association of Distance Learning Providers (Bundesverband der Fernstudienanbieter e. V.) in cooperation with Fernstudium Direkt, the comparison portal for continuing education and studies. The award recognises tutors working in state-approved distance learning courses or accredited distance learning programmes. The selection highlights the crucial importance of professional learning support in distance learning and provides a platform for those who guide learners professionally, personally, and with motivation on their educational journey.

The focus is on projects that have emerged directly from study, teaching and research at IU. Visitors can play analogue and digital games created by students, build their own spaceship and battle their way through a tiny universe full of space debris, arrive as a revamped Grim Reaper just in time for a performance review with Sir Death, search for a missing sister in a remote village, or search suspicious vehicles at the German border for curious contraband: These are just some of the games that IU students are presenting at gamescom and making available to play on site.

Among them is the card game “Runenschmettern”, developed as part of the ‘Analogue Game’ study project. Also on offer are XR applications such as “VR Charlie” from the AR/VR degree programme, an interactive terraforming installation, Dungeons & Empathy, micro-jams, workshops and other interactive formats.

Even the design of the exhibition stand itself became a teaching project: Prof. Marion Plank and Mycha Schekalla worked with students to develop the graphic concept for the IU’s exhibition. In a collaborative design process, the students explored how an initially abstract concept such as empathy could be translated visually. This resulted in a variety of character concepts – ranging from an RPG-inspired blob to modular puzzle figures and an angular action character.

At the stand, visitors will meet, amongst others, Prof. Dr Armin Grasnick and Steven Koch, who will provide insights into the medical XR application VR Charlie, as well as lecturers and researchers from the fields of game design and game studies, including Prof. Jörg Burbach, Dr Stefan Simond and Benedikt Schüler. The stand thus also serves as a meeting place for exchange and networking between students, academia, the games industry and the interested public.

From Gamepathy to gamescom: Games as a subject of design and research

Another key focus is Gamepathy, which has been bringing together game studies, gaming culture and student game jams since 2023. The very first Gamepathy event in 2023 combined an academic conference on games with a game jam organised by IU students; the contributions were subsequently published in academic journals. At gamescom, results from the game jams and other projects in this field will be presented.

The exhibition stand thus builds on an approach that characterises the Game Design degree programme: games are not only designed, but also played, analysed, researched and discussed as a cultural medium. The question of how games can foster empathy, encourage a change of perspective and connect players with one another links student projects with contributions from game studies and design research.

Twitch livestream and digital coverage

Anyone unable to attend in person can follow parts of the programme online: on Sunday 30 August, there will be a live stream from gamescom on Twitch at: twitch.tv/gamesbavaria. The stream will also be available as video on demand at any time after the event. Further insights, projects and impressions from the trade fair will be published via Gamepathy’s social media channels.

“Designing with Empathy” at gamescom dev

IU will also be represented at gamescom dev – formerly devcom – during gamescom Business Week. This international developers’ fair brings together “top-notch” experts from the fields of game development, design, technology and research.

Prof. Nadine Trautzsch will be speaking there on Tuesday on Stage 11 on the topic of “Designing with Empathy”. The talk combines perspectives from design research, game design and game studies, and explores how empathy can be understood not only as a theme within a game, but also as a concrete creative skill and method. This approach builds on research from the IU’s Game Design degree programme and on the academic examination of ‘Gamepathy’ in the conference proceedings gamepathy#2.

The appearance at gamescom and gamescom dev thus highlights how closely teaching, creative practice, student projects and research are intertwined at IU: from initial concepts through playable prototypes and game jams to academic reflection and international professional exchange.

Come and visit us at gamescom 2026

26–30 August 2026
Hall 10.1 | Stand F013 | Cologne

Further information on the programme, the IU stand and Gamepathy

https://www.iu.de/gamescom-26/ 
https://www.instagram.com/reel/DbVNM0lApnO/?hl=de  
https://www.youtube.com/@Gamepathy 
https://iu-gamedesign.itch.io/ 

At the heart of the new institute's work is a key question for the future: How does the sustained use of artificial intelligence change human judgement, problem-solving skills and professional competence?

“Technology itself is not the bottleneck. What matters is that people learn to use artificial intelligence responsibly, critically assess its outputs and make informed decisions. This is precisely where we see one of the greatest areas of research need in the coming years,” explains Prof. Dr Kamal Bhattacharya, Vice-Rector for Research and Transfer and Professor of Computer Science at IU International University of Applied Sciences.

“With the AI Research Institute at IU, we are now creating the scientific basis for understanding how these competencies develop with sustained AI use and how education can specifically foster them. These are precisely the skills that can be scientifically researched, taught, measured and further developed,” Bhattacharya continues.

AI research under real-world conditions

With more than 130,000 students studying in digital and hybrid learning environments, IU provides the opportunity to investigate human-AI collaboration under real-world conditions, across disciplines and learning contexts and over longer periods of time. This makes it possible to empirically investigate long-term developments in judgement, problem-solving skills and professional competence, rather than focusing solely on short-term effects of AI use.

“Whether nurses, marketing managers or educators, the decisive question in the future will no longer be whether people use AI, but when they can trust it and when a decision needs to be consciously made by a human. We therefore do not just want to investigate what AI can do technically. We want to understand what sustained AI use means for human learning, judgement and professional competence, and how this can create measurable benefits for students and society,” says Institute Director Prof. Dr Thorsten Fröhlich, Professor of IT Management and Big Data at IU International University of Applied Sciences.

Future-oriented research areas

The institute brings together its research in four central areas:

• Human-AI competence: What skills do people need to use AI effectively and critically evaluate its outputs, rather than delegating judgements without reflection?
• Learning, teaching and assessment: How can AI support learning, feedback and assessment in a personalised and scientifically sound way, while maintaining human decision-making authority?
• Work, professions and organisations: How does sustained AI use change professional roles, expert judgements and organisational decision-making processes?
• Responsible human-AI systems: What design principles can be used to create fair and transparent AI systems with an appropriate balance between support and automation?

Four research projects at launch

Four research projects are already being implemented as the institute launches:

• Fairgrade investigates how AI can support the academic assessment of theses. The aim is to make assessment processes more transparent and consistent, while the person responsible for the assessment remains the final decision-maker at all times.
• KI Reflex investigates how a self-developed AI chatbot can support the professional self-reflection of IU distance-learning students. The project analyses user experience, interaction patterns and the didactic integration of the chatbot into the teaching and learning process in distance learning.
• Adaptive Learning investigates how personality traits influence collaboration with AI-based learning environments and how this can lead to more personalised and effective learning opportunities.
• DigiLearn investigates which learning strategies contribute to students' success in distance learning and how personality and life circumstances influence academic success. Based on these findings, the project aims to develop scientifically sound measures to provide targeted support for students and help prevent dropouts.

Research with direct benefits for study and careers

The AI Research Institute combines scientific excellence with concrete practical relevance. Students are involved voluntarily in research projects in compliance with data protection requirements and scientific and ethical standards. The knowledge gained will feed directly into the further development of AI-supported systems at IU, as well as into the design of future work and educational processes.

About the institute

The AI Research Institute at IU International University of Applied Sciences brings together interdisciplinary expertise from artificial intelligence, computer science, education, social sciences and business. As one of three IU Research Institutes, it is designed as a long-term initiative and brings together research, teaching and practice with the aim of translating scientific findings directly into applications for education and the world of work. The institutional framework of the IU Research Institutes is designed for research groups with funding typically provided for five years. In this way, IU creates the conditions for sustainable research with a long-term perspective.

For more information, please visit: AI Research Institute at IU

Contact: thorsten.froehlich@iu.org

Information for interested journalists

For questions, interview requests with the above-mentioned professors as well as image material, please contact the press office of IU International University of Applied Sciences: presse@iu.org

The event was opened by Prof. Dr Jens Rieger from IU. He addressed the question of how narratives that question societal diversity can weaken the promises of equality and participation upon which democratic societies are founded. These developments are particularly evident in groups already threatened by marginalisation. His conclusion was directed specifically at the professionals present: Social work must explicitly orient itself towards human rights, social justice, diversity, and participation, and confront exclusionary tendencies with professional clarity.

Following this, Prof. Dr Marit Cremer addressed the topic of "Human Rights and Diversity," explaining the significance of human rights for the everyday practice of social work. Using examples from international social work, she demonstrated how lived diversity can come under pressure in different national and institutional contexts. At the same time, she raised the question of what professional and ethical stance social work should adopt when societal conditions change.

Afterwards, the students took the floor. Lara Katine and Lennert Müller presented their paper "Social Inequality – Social Work – A Theory." They began by introducing the fundamentals of social inequality and then elaborated on these using Pierre Bourdieu's sociocultural theory of habitus, capital, and the social field. They demonstrated how societal structures influence access to education and social participation. The presentation was accompanied by a poster they had designed themselves.

The morning concluded with a panel discussion featuring Josef Held, musician and special education teacher. He has witnessed and significantly influenced the development of special education in Germany and Europe since the late 1970s, making him the most experienced voice in the discussion. Further posters from the students were presented and supplemented by an information table. Even after the official end of the programme, lively discussions continued at a reception organised by the IU Campus Karlsruhe team.

The event format also reflects how the topic is taught at IU: Students in the dual-study programme in Social Work spend an entire semester exploring diversity and social inequality. Diversity Day provides a public platform for this course content – and simultaneously brings the students together with the practitioners who will later mentor and guide them in their professional lives.

Unlike previous research, which has largely been based on surveys and self-reported data, this study examined students' actual usage behaviour.

"Previous research on AI learning assistants has relied primarily on relatively small-scale surveys. Our study is the first to demonstrate, how students actually use an AI learning companion such as Syntea, based on real usage data. In doing so, we provide a robust empirical foundation for the further development of AI-supported learning assistants while also making an important research contribution to the use of AI in higher education," explains lead author Prof. Dr.-Ing. Kristina Schaaff, Professor of Digital Transformation with a focus on AI at IU International University of Applied Sciences.

Analysis shows: AI usage follows students' study patterns

Among other findings, the analysis revealed the following:

• Syntea is widely used: Around 58 per cent of the students included in the study used Syntea during the observation period.
• The use of Syntea reflects students' different study and life circumstances: Whilst most interactions take place during weekday daytime hours, part-time students are more likely to use the AI learning companion outside regular working hours, particularly in the evenings and at weekends.
• Students across all age groups use the AI learning companion: Around 64 per cent of Generation Z students (born 1997–2012) use Syntea, compared with around 50 per cent of Generation X students (1965–1980) and 38 per cent of Baby Boomers (1946–1964).
• Women use Syntea slightly more frequently than men (59 per cent compared with 55 per cent).
• Syntea is used particularly intensively in the subject areas of Psychology & Education and Marketing & Communication.

The findings show that AI-supported learning does not take place in isolation from students' everyday study experience, but rather reflects their individual life circumstances. Part-time students, for example, tend to use Syntea more frequently in the evenings and at weekends, whilst full-time students predominantly use the AI learning companion during weekday daytime hours.

"The findings clearly demonstrate that AI-supported learning has become part of everyday student life at IU. Particularly interesting is the fact that some of the results contradict our original assumptions – for example, the high level of usage among older students. Insights like these can only be gained through the analysis of real usage data and help us to further develop Syntea in a targeted way," says Quintus Stierstorfer, Senior Director AI Product, inventor of Syntea and co-author of the study.

Findings feed directly into the further development of Syntea

For IU, study findings such as these also provide a concrete mandate for further development. Syntea is continuously refined on the basis of scientific evidence, real-world usage data and student feedback.

In the future, Syntea – which has recently evolved from an AI assistant into a Learning Companion – will be enhanced with multimodal capabilities, particularly for visually oriented degree programmes, enabling it to support students in an even more personalised way. In addition to taking account of students' different life circumstances, Syntea will increasingly offer personalised learning dialogues tailored to individual career goals and interests, thereby strengthening the practical relevance of higher education. Accompanying research¹ shows that this approach can increase both student satisfaction and engagement.

About the study

The study Using AI-based Learning Assistants in Higher Education: A Large-Scale Descriptive Analysis was presented at the AIET 2026 (Artificial Intelligence in Education Technologies) conference, held from 29 to 31 July 2026 in Zagreb, Croatia (https://www.aiet.org/).

The authors are Prof. Dr.-Ing. Kristina Schaaff, Dr Valerie Hekkel and Quintus Stierstorfer from IU International University of Applied Sciences. The study is based on anonymised log data from more than 77,000 distance-learning students (cleaned dataset: 76,000) who were enrolled in Bachelor's or Master's degree programmes at IU in February 2025.

The full study is available free of charge via arXiv:
https://arxiv.org/pdf/2607.08748

The study will also be published by Springer Professional.

About Syntea

Syntea is the AI-powered Learning Companion of IU International University of Applied Sciences. It accompanies students throughout their entire degree programme, helping them to better understand learning content, prepare for examinations and achieve their individual learning goals. The Learning Companion answers subject-related questions, explains complex concepts, supports learning organisation and provides personalised exam preparation. Through individual feedback and support tailored to personal learning goals, Syntea promotes self-directed and flexible learning. The current version is used by students on average four times longer than its predecessor and was awarded the Gold Award at the QS Reimagine Education Awards in December 2025.

Further information:
https://www.iu.de/en/syntea/

¹ Mehlan, R., Hess, C., Stierstorfer, Q., Schaaff, K. (2026). Personalized Knowledge Transfer Through Generative AI: Contextualizing Learning to Individual Career Goals. In: Schlippe, T., Cheng, E.C.K., Wang, T. (eds) Artificial Intelligence in Education Technologies: New Development and Innovative Practices. AIET 2025. Lecture Notes on Data Engineering and Communications Technologies, vol. 279. Springer, Singapore.
https://doi.org/10.1007/978-981-95-4423-3_5

In three thematic areas and eleven workshops, participants explored questions of democracy, participation, and social cohesion. These practical formats were complemented by public panels and discussion rounds that brought together perspectives from design, architecture, social work, and civil society. The focus was not on finding quick fixes, but rather on collaboratively examining how we want to shape the future.

The participants developed interventions in public spaces, explored vacancy as a resource for community, created democratic visions of the future, translated voices into visual forms, and tested new avenues of participation. Conversations sparked ideas. Ideas gave rise to artifacts, installations, prototypes, actions, and discussions.

In the thematic area of “Protest & Intervention”, participants in the lab “We come to disturb!” used city walks, changes of perspective and temporary interventions to make urban exclusions visible.
 

“Design can make visible what is systematically overlooked in urban space. In the ‘We come to disturb’ lab, we explored together who finds little space in public space and how solidarity and civic courage can be shaped through shared observation,” says Prof. Annelie Franke, Professor of Media Design at IU International University of Applied Sciences and initiator of the camp.

“Signs & Community” translated voices, speech and sounds into visual forms using audio-reactive techniques in the “Show Voice” lab.
 

“A shared future emerges where different perspectives meet. Design creates the opportunities and spaces in which exchange gives rise to new ideas and visions of the future,” says Prof. Tanja Godlewsky, Professor of Media Design at IU International University of Applied Sciences.

The "City & Participation" lab "Vacancy for All" understood the city as a space for negotiation and discussed existing buildings and obsolescence as resources for third places. This was complemented by the design-build project " Dialogue Kiosk," a temporary, modular piece of urban furniture made from reused materials, conceived as a public space for encounters and exchange.
 

“Good architecture begins with listening. The Dialogue Kiosk shows how vacant spaces can be transformed into new places for learning, encounters, and transformation through exchange, participation, and collaborative action,” says Prof. Dr-Ing. Bettina-Maria Müller, Professor of Architecture at IU International University of Applied Sciences and Project Manager for Architecture.

The "Taking up space together" sprint of social work asked during a neighbourhood walk who takes up space in Frankfurt's neighbourhoods and who does not.

Further sprints focused on fundamental rights as a design task, the concept of "democracy in one word", "signs for peace" in the tradition of Matisse, the role of brands in democratic discourses, and democratic utopias in authoritarian times.

The programme was complemented by the school workshop "Memes for Democracy" . Students from Frankfurt developed their own visual responses to hate speech and fake news.
 

Current societal and social challenges require new, transdisciplinary approaches. Activating vacant spaces, in particular, holds potential. It can create so-called third places - open spaces for encounters, exchange, and participation - and thus strengthen democratic processes in everyday life.

Design plays a central role in this process. Design makes issues visible, translates ideas into concrete experiences, and opens up new forms of participation. In conjunction with architecture and social work, formats emerge that promote social engagement and bring together diverse perspectives.

The Design Democracy Camp combined discussion, design, and public presentation. Ideas were developed in workshops and labs, discussed in panels, and made visible through interventions, prototypes, and a public exhibition.

The potential of this approach became particularly evident in the numerous encounters with passersby and visitors. The developed works served as conversation starters and opened up spaces for exchange, reflection, and collaborative thinking about social issues. The public final exhibition demonstrated the great interest in such formats and the strong desire of many people to participate, contribute their ideas, and help shape the future.

The results of all workshops, including posters, mappings, interventions, installations, the dialogue kiosk and visual statements, were presented in a public exhibition on campus on the last evening.
 

A key insight from the camp is that thinking arises not only through discussion, but also through collaborative action. Design creates concrete opportunities for exchange, makes different perspectives visible, and opens up spaces in which the future of society can be designed together.

The Design Democracy Camp is therefore not intended as a one-off event. The format is designed as a prototype for new forms of learning, research, and collaboration, and is thus transferable to other cities and contexts. It demonstrates the potential that arises when universities open their doors and become places where the future of society is shaped together.

The camp was supported by approximately 16 professors from the fields of media design, architecture, and social work. The project was led by Prof. Dr Annelie Franke, Prof. Tanja Godlewsky, Prof. Dr-Ing. Bettina-Maria Müller, and Prof. Holger Ziemann. Participation was free of charge.

Background: World Design Capital 2026

The World Design Organisation awards the title "World Design Capital" every two years to a city or region that uses design specifically for social, environmental, and economic development. In 2026, the Frankfurt Rhine-Main region will hold this title under the motto "Design for Democracy — Atmospheres for a better life".

The representative “University Experience Study 2026” shows that the majority of students and alumni work faster and more efficiently thanks to AI. Three-quarters of students and alumni at state universities reported this, whilst at private universities (excluding IU) the figure is almost eight in ten. At Germany’s largest private university, IU International University of Applied Sciences, as many as 85 per cent report efficiency gains through AI. Over 4,000 students and graduates were surveyed by Kantar Profiles on behalf of IU International University of Applied Sciences.

AI is part of the curriculum, particularly at private universities

To ensure that skills do not remain abstract, students must practise and apply them in a practical way during their studies. Whilst more than two-thirds of respondents from state universities state that artificial intelligence has found its way into assignments, projects and assessment formats (68 per cent), the figure at private universities (excluding IU) is almost three-quarters (73 per cent). At IU, as many as eight in ten report that AI is an integral part of their studies. Furthermore, the vast majority (83 per cent) of IU students and graduates agree with the statement that they have learnt how to use AI tools effectively. By comparison, the figure is seven in ten at other private universities and two-thirds (67 per cent) at state universities.

“In Germany, we still too often teach in a way that is out of touch with reality. At IU, we have made it our mission to change that – and we are proud that this is resonating with our students and graduates,” says Schütt. “With our personal AI learning assistant Syntea, we have long been demonstrating how AI can be meaningfully integrated into teaching,” says Schütt. “With our Job Readiness Framework, we have also been incorporating fixed AI courses into our curricula as part of a major pilot project since April. In doing so, we are addressing the needs of businesses in a highly practical way: we are teaching today the skills that will be needed on the labour market tomorrow.” In the survey, nine out of ten IU graduates state that they feel confident in using AI tools responsibly, putting them ahead of other universities (benchmark: 73 per cent).

Future skills in higher education to prepare for the job market

Ever since the widespread adoption of generative AI in the workplace, one thing has become clear: repetitive and standardised tasks, in particular, are increasingly being automated (WEF 2025). “Universities must therefore place greater emphasis on equipping students with skills such as critical thinking, problem-solving, communication and digital collaboration,” says Schütt. The vast majority of IU graduates agree:  96 per cent state that their degree has strengthened their future skills (benchmark: 83 per cent). “With these future-oriented skills, we are preparing them for a world of work in which it is not enough to know what AI can do. What is crucial is to understand where humans continue to have the edge – and how they can achieve better results by working together with AI,” says Schütt.

ABOUT THE SURVEY

The survey was conducted by Kantar Profiles between 27 August and 20 October 2025. A total of 4,004 students and graduates from public and private universities were surveyed, including 1,597 alumni, representative in terms of age and gender.  The target group was alumni from the last five years, students and university dropouts. The survey was commissioned by IU International University from Kantar Profiles. The data was collected independently by Kantar Profiles in accordance with internal quality standards.

Methodology:

To ensure the best possible comparability between universities, three different comparisons were chosen: a) Comparison of ‘public university vs. private university (excl. IU) vs. IU’ and b) ‘IU vs. benchmark’ and c) Public vs. private universities: In a), IU is compared with public and private universities. Individuals who study or have studied at IU are considered separately and are not assigned to private universities. In IU vs. benchmark (b), state and private universities are combined into one cohort and compared with IU students and alumni. In c), all state and private universities (including IU) are combined into one group.

In addition to a reception hosted by the Vice-President of the State Parliament, Berîvan Aymaz, the Institute held discussions on 7 May 2026 with the two governing parliamentary groups, the CDU and Alliance 90/The Greens. On 17 July 2026, a meeting took place with the SPD parliamentary group.

The CDU was represented by Dr Christos Katzidis, spokesperson for home affairs, and Raphael Tigges, spokesperson for science and research.

The discussions with Alliance 90/The Greens involved Dr Julia Höller, spokesperson for home affairs, and Julia Eisentraut, spokesperson for science, digitalisation and further education.

The SPD parliamentary group was represented by Dr Bastian Hartmann, spokesperson on science policy, and Christina Kampmann, spokesperson on home affairs.

Discussions centred on current developments in the field of radicalisation, societal prevention approaches, and opportunities for closer cooperation and ongoing dialogue between the research community and state politics.

Against this backdrop, the topic of media and communication was on the agenda of Hamburg Sustainability Week for the first time. In a sustainability workshop organised by the IU Research Center for Sustainable Media & Marketing (RCSMM), experts from media, communication, and business brought together their perspectives.

Guidance for an industry that is looking for

For companies that use media to communicate with their target groups, the need for guidance to make more responsible decisions is growing. In a keynote address, Eva Nemela (member of the board of the Körber Foundation) highlighted the value of media and journalism for society. Further insights were provided by Prof. Dr Daniel Graewe (Academic Advisory Board IU RCSMM) and by media and advertising professionals from the IU RCSMM board (including NDR Media, Welect, radiozentrale, teads, RMS, 720Health, bvdw/OVK, GWA, iq digital).

Key result: the Sustainable Media Development Goals Map

The first Sustainable Media Development Goals Map was created during the workshop. It aims to help media users, policymakers, and businesses better understand the opportunities and risks of media consumption and to derive more responsible decisions and innovative content formats. The proposed solutions were presented that same evening in the Dome at the Rathausmarkt's Future Garden.

Prof. Dr Lisa-Charlotte Wolter will be happy to provide you with further information and interviews.

Contact

Prof. Dr Lisa Charlotte Wolter
Head of IU Research Center for Sustainable Media & Marketing
lisa-charlotte.wolter@iu.org

About the Research Center for Sustainable Media & Marketing (RCSMM) at IU International University of Applied Sciences

The IU Research Center for Sustainable Media & Marketing, with its interdisciplinary teams, researches and develops sustainable approaches to media and marketing management. This aims to create a foundation for more sustainable decisions in the practical application of media and communication. The Value Media Board promotes the systematic transfer of knowledge between academia and practice.
https://www.iu.de/en/research/projects/research-center-for-sustainable-media-marketing/

About Hamburg Sustainability Week

Hamburg Sustainability Week invites citizens and civil society actors to work together for a week on key challenges facing the city and to make sustainability issues tangible. The goal is to advance local transformation and develop new solutions for the SDGs. https://www.sustainability-conference.org/en/sustainability-week

Appel adds a perspective to the Advisory Board of IU that combines entrepreneurial practice, scientific understanding and technological change. A neurobiologist by training, he is familiar with both the requirements of scientific organisations and the structures of large, digitally driven companies. With this experience, he strengthens the strategic direction of IU as a university that consistently combines academically sound, practice-oriented and modern higher education with the requirements of the labour market.

“By appointing Dr Frank Appel to our Advisory Board, we are gaining an outstanding figure who combines scientific experience, business acumen and a deep understanding of digital transformation – precisely the mindset we need if we want to prepare students in the best possible way for tomorrow’s AI-driven world of work. His perspective will support us in strategically developing IU further and in aligning digital education even more closely with the requirements of a changing labour market,” says Professor Holger Sommerfeldt, Rector of IU International University of Applied Sciences.

“IU International University of Applied Sciences understands that education only has an impact if it truly prepares people for the challenges of the world of work. Its consistent use of technology as a learning amplifier, its focus on practical relevance and employability, and its ambition to make higher education accessible to more people are compelling. I look forward to helping shape this path as a member of the Advisory Board and contributing insights from my own experience,” says Dr Frank Appel.

Dr Frank Appel studied chemistry at the University of Munich and completed his doctorate in neurobiology at ETH Zurich in 1993. After working at McKinsey & Company, he joined Deutsche Post DHL Group in 2000. He became a member of the Board of Management in 2002 and served as Chief Executive Officer from 2008 to 2023. During his tenure, he drove the Group’s digital transformation and consistently positioned the company towards sustainable business models and new areas of growth. Appel has been Chair of the Supervisory Board of Deutsche Telekom AG since 2022 and of RWE since 2025. In 2024, he was appointed External Vice-President of the Max Planck Society, having been a member of its Senate since 2017. His current roles therefore bring together key future-facing topics such as digitalisation, research and innovation.

ABOUT THE ADVISORY BOARD OF IU INTERNATIONAL UNIVERSITY OF APPLIED SCIENCES

The Advisory Board was established by IU International University of Applied Sciences in 2022 and consists of high-profile representatives from companies and scientific institutions. It advises IU International University of Applied Sciences on fundamental practice-related issues in research and teaching. These distinguished experts from academia, business and politics share IU International University of Applied Sciences’ vision of future-oriented higher education that promotes greater educational equity and the key skills of tomorrow.

Members of the Advisory Board of IU International University of Applied Sciences include:

• Jimmy Wales
  Founder of Wikipedia and a prominent advocate for the democratisation of knowledge on a global scale
• Lucy Stonehill
  Founder and former CEO of EdTech BridgeU, which uses AI to advise students worldwide on academic opportunities
• Raffaela Rein
  Founder of CareerFoundry, a leader in digital education and career development
• Sascha Lobo
  Journalist, bestselling author, and recognised expert on digital topics, as well as a key figure in the German AI debate
• Prof. Dr Tobias Bonhoeffer
  Neuroscientist and director at the Max Planck Institute for Biological Intelligence, focusing on research into the brain and learning
• Frank Weise
  Chairman of the Executive Board with expertise in education and labour market development; former CEO of the Federal Employment Agency
• Dr Frank Appel
  Chairman of the Supervisory Board of Deutsche Telekom AG and RWE; external vice president of the Max Planck Society

Further information is available here.

“A university degree is a milestone in every student’s career. We are delighted to celebrate the achievements of so many international talents above the rooftops of Berlin and to present them with their well-deserved degree certificates,” says Professor Dr Regina Cordes, Vice-President for International Affairs, Accreditation and Programme Formats at IU, on the occasion of the graduation ceremony.

300 alumni from over 20 countries receive degrees in engineering, computer science and management

The more than 300 alumni come from five bachelor’s, seven master’s and two MBA programmes in the fields of business, computer science and engineering. The largest share is made up of MBA Administration alumni (54.2 per cent), followed by MA International Management (17.9 per cent), MSc Computer Science (7.8 per cent) and MEng Engineering Management (7.5 per cent). Students also graduated in subjects such as Artificial Intelligence, Data Science, Cyber Security, and Business and IT – disciplines that are particularly relevant in an increasingly AI-driven world of work. 

“Behind every degree lies a deeply personal story of courage, perseverance and dedication. Our graduates from many countries made a conscious decision to study in Germany and have earned their degree from a state-recognised university through great commitment. They can be rightly proud of that. And we are proud to have accompanied them on this journey,” says Professor Dr Cordes.

Master’s theses in MA International Management and MSc Computer Science awarded ‘Best Thesis’

The graduation ceremony for the international study programmes takes place twice a year in Berlin. In addition to an extensive supporting programme, two master’s theses were awarded “Best Thesis” in front of around 125 guests: the final theses by Mansi Raghuwanshi (MA International Management, titled “Process Optimization as a Strategic Tool for Improving Operational Efficiency in European Digital Organizations”), and Sameer Patil (MSc Computer Science, titled “Design and Implementation of an End-to-End Automation Pipeline for Semiconductors in the Area of Product Management”), received special recognition.

Erfurt, 1 July 2026. From the first glance after waking to the last scroll before falling asleep: digital devices accompany people in Germany throughout the entire day. This is shown by a new study from IU International University of Applied Sciences. The survey "Always-on: Digital Stress in Germany", for which 2,000 people in Germany were surveyed in January in a sample representative by age and gender, demonstrates: digital habits are deeply embedded in everyday life – often unconsciously and contrary to common sleep hygiene recommendations.

Morning Routine with Smartphones and the Like

For the vast majority of people in Germany, the day begins digitally: according to the IU study, 75.1 per cent of respondents use a digital device within 30 minutes of waking up. More than a third (36.2 per cent) even reach for their smartphone, tablet, laptop, or smartwatch immediately upon waking – as part of the morning routine. This behaviour is particularly pronounced among young people: 86.9 per cent of 16- to 30-year-olds use digital devices within 30 minutes of waking up, and one in two (50.4 per cent) under the age of thirty reaches for their smartphone immediately upon waking.

Sleep Hygiene? Not a Chance

Digital devices are also part of the evening routine: 73.8 per cent of respondents use their smartphone and the like within 30 minutes of going to bed, with 40.4 per cent doing so directly before sleeping. Fewer than one in ten (9.5 per cent) follows common sleep hygiene recommendations and puts digital devices away at least one hour before bedtime. Among young adults under 30, the figures are even more pronounced: 86.3 per cent use digital devices within 30 minutes of going to bed, with more than half (55.9 per cent) doing so directly before sleeping.

"People in Germany are in a state of permanent mental activation – from waking up with a glance at their smartphone to falling asleep with renewed screen time," says Prof. Dr Stefanie André, Professor of Health Management at IU International University of Applied Sciences. "Young adults in particular frequently use their smartphone as a quick emotional regulator. In the long term, however, this can lead to genuine recovery being displaced, stress being amplified, and switching off – especially in the evening – becoming increasingly difficult."

One in Ten Has Their Smartphone Within Reach at All Times

Digital devices are not only present in the morning and evening but pervade everyday life entirely: 62.8 per cent of respondents use their smartphone alongside other activities – such as eating, during conversations, or while watching television. Among young people between 16 and 30, nearly three quarters (73.1 per cent) do so. The IU study also shows: 81.0 per cent of people in Germany check their digital devices at least once or twice an hour – even without a specific notification. Nearly half (47.1 per cent) do so three times or more per hour, and 12.4 per cent have their device within reach at all times.

Looking at age groups, a clear trend emerges: the younger the respondents, the more frequently they reach for their smartphone. 90.6 per cent of 16- to 30-year-olds check their digital devices at least once or twice an hour, with 68.1 per cent doing so three times or more.

The Habit Loop: Habit Rather Than Conscious Use

What drives this intensive use? The results suggest it is often simply habit: 71.3 per cent of respondents check their digital messages or apps out of habit, without any specific reason. Among those under 30, the figure rises to 79.6 per cent.

"With our digital habits, the typical habit loop kicks in. Triggers are often boredom or brief idle moments. This is followed by the routine – namely the automatic reach for the smartphone. The reward is frequently a brief moment of stimulation from something new or social signals. In this way, the brain learns: 'Checking pays off', and the cycle is reinforced with each repetition until the behaviour becomes a long-term habit," explains Prof. Dr. Timo Kortsch, Professor of Business Psychology at IU International University of Applied Sciences.

A further finding: nearly two thirds of respondents (64.6 per cent) state that they use digital devices as a distraction when they are in a bad mood. Among 16- to 30-year-olds, the figure rises to 78.2 per cent.

Perception and Reality: The Control Trap

Although digital devices strongly shape everyday life, many people feel they are in control: nearly three quarters (73.7 per cent) of respondents agree – either somewhat or fully – with the statement: "I feel that I can manage well how much digital devices determine my everyday life." This feeling appears to grow with age: while 57.5 per cent of 16- to 30-year-olds fully or somewhat agree with this statement, the figure is considerably higher at 85.8 per cent among 61- to 65-year-olds.

Overall, it is notable that younger people appear to have less control over their digital usage: 43.3 per cent of young adults up to 30 years of age agree – somewhat or fully – with the following statement: "Without my smartphone within reach, I quickly become restless."

A look at actual usage behaviour significantly qualifies the self-image described above across all age groups:

• 64.6 per cent of all respondents check immediately when a new message or notification arrives.
• 53.2 per cent are constantly unsettled by incoming push notifications.
• 55.9 per cent use their smartphone for longer than planned.
• 52.0 per cent find it difficult to ignore digital notifications.

About the Study

The study "Always-on: Digital Stress in Germany" by IU International University of Applied Sciences examines how constant digital availability shapes everyday life and what effects it has on health, concentration, and quality of life. For the study, 2,000 people in Germany between the ages of 16 and 65 were surveyed. The sample is representative of the German population by age and gender. The survey was conducted between 13 January and 19 January 2026.

The full study is available at:
https://www.iu.de/en/research/studies/iu-study-digital-stress-in-germany/

For Interview Requests with Study Experts Prof. Dr André and Prof. Dr Kortsch

Prof. Dr André and Prof. Dr Kortsch are available for interviews. Please send enquiries to:

Press Office – IU International University of Applied Sciences
E-mail: presse@iu.org
Tel: +49 (0)173/7426 113

What makes this monitor special: For the first time in Germany, the supply and demand for bleisure travel and workation were examined together. A survey of more than 1,000 business travelers and around 300 tourism providers offers comprehensive insights into this growing market segment. The research, conducted by IU International University of Applied Sciences, thus creates, for the first time, a reliable data foundation for destinations, tourism businesses, and employers. The six theses of the "Mainz Impulse" formed the basis for the subsequent discussions in the panel discussion and practical workshop. The key finding: The demand for bleisure travel and workation is already there – in many places, it is developing faster than the corresponding supply.

Market potential already visible today

Bleisure travel has long since arrived in the travel market: Almost half of the business travelers surveyed combine business appointments with private activities and extend their stay by an average of two additional nights. The market potential is around 60 percent of all business travelers.

Workation – working from a holiday destination – is also gaining in popularity. Around a quarter of the business travelers surveyed already have workation experience. The average stay is approximately six days. Destinations with a high quality of stay and good digital infrastructure are particularly sought after.

The results also show that bleisure travel and workation are by no means limited to large cities. Rural regions, in particular, with a high quality of life, attractive natural and leisure activities, and good accessibility, offer conditions that are especially appealing to bleisure and workation travelers.

“The research results show that bleisure travel and workation are no longer niche topics. Especially for federal states like Rhineland-Palatinate, this presents new opportunities to keep business travelers in the destination longer and win them back as future vacationers. The crucial thing now is to strategically tap into this potential through visible offers and strong regional networks,” explains Stefan Zindler, Managing Director of Rhineland-Palatinate Tourism GmbH.

Business trips become the gateway to later vacation trips

Particularly noteworthy is the influence of bleisure and workation on subsequent leisure demand. Travelers who combine work and leisure return to their business travel destination significantly more often than private guests.

While 51 per cent of all business travelers later return for private trips, this figure rises to approximately 64 per cent for both bleisure travel and workation travelers. Business trips are thus increasingly becoming the first point of contact with a destination and can trigger additional, private vacations in the long term. Bleisure travel and workations therefore act as drivers of tourism demand and strengthen tourism's economic value creation far beyond the actual business trip.

Demand is growing faster than supply

In addition to surveying business travelers, tourism providers in Germany were also examined for the first time. The results reveal a significant gap between the existing market potential and market development.

While many businesses recognise the opportunities offered by bleisure and workation – such as increased revenue, improved occupancy rates, or access to new target groups – nearly 80 per cent of accommodation providers lack specific offerings for these groups. Strategically, the topic is also not yet well integrated in many businesses: More than half of the surveyed establishments currently respond to inquiries only on a short-term and situational basis.

“Many destinations and businesses already have these target groups on board without specifically addressing them with bleisure and workation offers. This is precisely where significant growth opportunities lie for tourism in Germany: The guests are already on site – business travelers can become additional leisure guests and repeat visitors,” says Prof. Dr Peter Neumann from IU International University of Applied Sciences.

Employers are becoming new players in tourist demand

Another key finding concerns the role of employers. Many obstacles to bleisure travel and workations lie not with the destinations or companies, but with a lack of regulations or internal company guidelines. Flexible work models are increasingly changing the travel behavior of employees.

For many business travelers, bleisure travel and workation increase the attractiveness of an employer and are increasingly perceived as a feature of modern working conditions.

“Bleisure travel and workation have long since become important drivers of change beyond traditional tourism. This opens up new opportunities, especially for Germany as a conference and congress destination, to make business travel more modern, secure additional added value and sustainably strengthen the competitiveness of our destinations,” says Katja Mailahn, Managing Director of mainzplus GmbH and spokesperson for the Convention Bureau Rhineland-Palatinate.

About the monitor

The "Bleisure & Workation Monitor Germany" is conducted by IU International University of Applied Sciences in collaboration with partner regions and companies. Its aim is to provide scientific support for the development of bleisure travel and workation in Germany and, for the first time, to offer tourism stakeholders a reliable data foundation on market potential, target groups, and product structures. Between 2025 and 2026, the research team, led by Prof. Dr Peter Neumann, Prof. Dr Sven Pastowski, Prof. Dr Claudia Strassburger, and Dr Andreas Zimmer, conducted extensive online surveys, focus groups, and expert interviews with business travelers, tourism service providers, and destination management organisations. The "Bleisure & Workation Monitor Germany" is intended to be continued regularly in the future to provide the tourism industry with current and reliable data on the development of bleisure travel and workation.
Further information can be found at: https://www.bleisure-workation-monitor.de/

Contact person for interviews

Prof. Dr Peter Neumann
Professor of Tourism Management
peter.neumann@iu.org

The study “Leisure Sickness: Exhausted Instead of Well Rested" by IU International University of Applied Sciences shows why recuperation is a challenge for many people: 

• More than half of the employees surveyed (54.4 per cent) state that availability outside working hours impairs their recovery.
• Around a third (33.5 per cent) feel obliged to remain reachable even during their leisure time – rising to 42.6 per cent among those under 25. 

Accordingly, the boundaries between professional and personal life are becoming blurred:

• Nearly half of respondents (47.4 per cent) check work-related emails or messages outside regular working hours.
• More than a third (36.7 per cent) do so even during their holidays.

“The figures show: many employees in Germany fail to find genuine recovery even during their holidays – they remain available, are therefore unable to switch off, become ill, and return exhausted. The phenomenon of leisure sickness makes it clear: those who are under sustained pressure can no longer use even the holiday period as a means of recuperation,” says Prof. Dr Stefanie André, Professor of Health Management at IU International University of Applied Sciences.

Leisure Time Is Valued – Yet Recovery Often Remains Out of Reach

Most employees are well aware of the importance of recovery: 94.1 per cent of respondents view their leisure time as a valuable opportunity to recharge and recuperate. At the same time, the IU study shows how difficult many find this in everyday life:

• 40.1 per cent state that their personal life does not provide sufficient recovery to meet the demands of their professional life.
• 38.4 per cent say that they are unable to switch off properly after work and focus on their leisure time.

“Recovery is not a luxury but a prerequisite for long-term health and performance. When employees struggle to mentally distance themselves from work even during their leisure time, the necessary recuperation to remain sustainably productive is often lacking. Holidays can have their health-promoting effect in particular when recovery is not limited to a few days off but is already supported in everyday life through regular periods of relief, psychological switching off, and well-developed recovery skills,” says André.

About the Study

The study “Leisure Sickness: Exhausted Instead of Rested” by IU International University of Applied Sciences examines the symptoms and causes of leisure sickness, the role of recovery as a counterbalance to work, and possible preventive measures. For the IU study, IU surveyed 2,004 people in Germany between the ages of 16 and 65 who are in employment, in a sample representative by age and gender. The survey was conducted between 24 January 2025 and 6 February 2025. The full study is available at: https://www.iu.de/en/research/studies/leisure-sickness/

Hannover, 18 June 2026. As part of a launch event, IU International University of Applied Sciences founded the Research Institute for Socially Relevant Education (REGE) on 17 June. The new research institute consolidates IU’s academic expertise on societal challenges in the field of education – from social inequality and democratic participation to questions of social cohesion.

The launch event at IU Campus Hannover brought together researchers, practitioners, and representatives from the educational sector and civil society. At the centre of discussions were the current challenges facing educational institutions and the question of how research can have an even greater impact on social and educational policy practice in the future.

“Education is a decisive factor in whether people experience social participation and can help shape democratic processes,” explains Prof. Dr. Okka Zimmermann, Professor of Social Work, who leads the institute together with Prof. Dr. Stefanie Kessler.

Zimmermann adds: “With REGE, we want to make research more visible and strengthen work that contributes concrete impetus for more equitable, democratic, and sustainable educational spaces in society, making research directly applicable.”

Research with Societal Impact

Social polarisation, educational inequality, and growing uncertainties are presenting schools, universities, and social institutions with ever greater challenges. At the same time, the demand is growing for research that connects academic findings with concrete societal questions.

REGE therefore sees itself as an interdisciplinary and practice-oriented research institute. Its aim is to investigate educational processes academically and to make research findings accessible in a way that allows them to flow directly into educational institutions, organisations, and societal debates.

Interdisciplinary Research Approach

To this end, the REGE Institute brings together expertise from the fields of social work, psychology, higher education and educational research, as well as other social science disciplines.

The research team includes Prof. Dr. Stefanie Kessler with a focus on democratic education and organisational learning cultures, Prof. Dr. Okka Zimmermann researching social inequality, transformative education, and gender equity, Prof. Dr. Caroline Trautwein in the area of teaching and learning in higher education, Prof. Dr. Karsten König with a focus on theory-practice transfer and the professionalisation of social professions, as well as Prof. Dr. Ulrike Lichtinger with research focuses on wellbeing in schools and positive education.

Exchange Between Research and Practice

As part of the launch event, the researchers involved presented their current projects and discussed perspectives for socially relevant educational research with the participants.

“Social tensions demonstrate how important education is for democratic cohesion and critical thinking,” says Kessler. “Research institutions such as REGE can provide vital impetus to align educational offerings more closely with societal challenges,” Kessler added.

Strategic Development of Educational Research

The researchers involved in the institute have been collaborating since August 2025 under the auspices of the REsearch Center GEsellschaftsrelevante Bildung (REGE). With the official founding of the institute, the existing research activities are given a long-term institutional framework. At the same time, IU International University of Applied Sciences underscores its strategic commitment to this research field.

“With the new Research Institute, we are creating a permanent structure for socially relevant educational research at IU,” explains Prof. Dr. Kamal Bhattacharya, Vice-Rector for Research and Transfer at IU International University of Applied Sciences. “Our goal is to transfer academic findings more rapidly into educational practice, organisations, and societal debates.”

REGE will in future consolidate and develop research projects on key educational questions at IU. Areas of focus include, inter alia, educational equity and the impact of societal change on education.

Further Information on the Research Institute for Socially Relevant Education:

• Website of the Research Institute for Socially Relevant Education with information on the launch event: https://www.iu.de/forschung/projekte/forschungsinstitut-rege
• Website of the REsearch Center “GEsellschaftsrelevante Bildung”: https://www.iu.de/forschung/projekte/rege/
• Research projects at IU: https://www.iu.de/en/research/

We offer the following for your reporting:

• Sound bites and interview opportunities with the speakers
• Insight into the live-created Sustainable Media Development Goals Map
• Images available upon request

Programme highlights:

• Keynote: Eva Nemela, Executive Director of the Körber Foundation – “The value of media and journalism for our society”
• Impulses: Prof. Dr. Lisa-Charlotte Wolter (Head of IU RCSMM), Prof. Dr. Daniel Graewe (Academic Advisory Board IU RCSMM) and media and advertising professionals of the IU RCSMM Board (including NDR Media, Welect, radiozentrale, teads, RMS, 720Health, bvdw/OVK, GWA)

The key data:

• What: Sustainability workshop “Hamburg shapes the future of the media landscape”
• When: Wednesday, 1 July 2026, 10 am – 1 pm
• Where: Hamburg Chamber of Commerce
• Results presentation: from 6 pm in the Dome in the Future Garden at Rathausmarkt (separate registration requested)

Press registration/accreditation:

until Monday, 29 June 2026
rcsmm@iu.org
Prof. Dr Lisa-Charlotte Wolter
Head of IU Research Center for Sustainable Media & Marketing

We look forward to your visit and are also happy to answer any questions and discuss matters with you outside of the event.

Oxford/Erfurt, 9 June 2026. How can companies make sound, data-driven decisions during the energy transition? IU students explored precisely this question for the future during a two-week programme in April 2026 at Oriel College, University of Oxford. As part of a jointly developed certificate programme entitled "Sustainable Energy Systems – Strategic Data Driven Decisions," they analysed the challenges of modern energy systems – at one of the world's most prestigious universities. With this new programme, IU International University of Applied Sciences is further expanding its collaboration with the University of Oxford.

This two-week intensive academic programme is exclusively for IU students. Developed in collaboration with IU and delivered by Oriel College, it offers an in-depth exploration of modern energy systems and the global transformation towards sustainable solutions. Through lectures, interactive workshops, and project-based learning formats, participants analyse the challenges and opportunities of sustainable energy systems and data-driven decision-making processes. The aim is to combine sound scientific principles with practical applications and to prepare students specifically for key issues in energy and data economics.

In keeping with Oxford's high teaching standards and academic excellence, the programme combines academic rigor with concrete practical application. Students work on both individual and group-based, supervised projects and are encouraged to work critically, using data and finding solutions. The practice-oriented assignments foster analytical skills, innovation, adaptability, and intercultural collaboration – and encourage participants to develop beyond their comfort zone.

In addition to the academic content, participants benefit from the unique study environment on site. The programme offers insights into Oxford's historic college structure and allows them to experience firsthand the collegial atmosphere of one of the world's most prestigious universities. Direct interaction with international lecturers and fellow students also strengthens intercultural competence and expands personal and academic networks.

The collaboration between IU International University of Applied Sciences and Oriel College underscores both institutions' commitment to developing innovative international learning formats and providing students with early access to global academic networks. With this Certificate Programme, the partners are sending a strong signal for practice-oriented internationalisation and excellent academic training in the future-oriented field of sustainable energy systems.

“The programme aims to cultivate globally minded IU graduates equipped with both the analytical skills and creative perspective needed to address the world's most challenging energy demands. It represents a meeting of academic excellence and practical insight: an opportunity for IU students to learn, connect, and grow within the inspiring intellectual environment of Oxford,” says Prof. Kunal Saigal, Academic Director for International Markets at IU International University of Applied Sciences and Head of the Programme.

The 61st national award ceremony of the renowned school and youth competition took place from 28 to 31 May 2026 at Schaeffler AG in Herzogenaurach, for which 159 young researchers had qualified. In total, over 11,000 young researchers registered for Jugend forscht 2026 with more than 6,000 projects.

The AI Special Prize was presented to the winner by Prof. Dr Kamal Bhattacharya, Vice-Rector for Research and Transfer at IU. Prior to this, the IU had already awarded 16 AI Special Prizes at the Jugend forscht regional competitions. The IU awards the Special Prize at national level with a cash prize of 1,000 euros, thereby specifically supporting young talents who use AI responsibly and whose projects deliver social added value.
 

AI Special Prize at the National Final for the ‘Jacob’ language model 

With his project ‘Jacob’, winner Magnus Schlinsog developed an AI language model that uses artificial intelligence to convert texts into Easy Language. The aim is to make information more accessible to people who rely on language that is easy to understand. To achieve this, Schlinsog trained an existing model using prepared examples in Easy Language and verified the results, partly through feedback from the target group. The jury recognised the project as a particularly innovative example of the responsible and socially relevant use of artificial intelligence. Magnus Schlinsog had already impressed at regional level with his project, winning the AI Special Prize in Brandenburg. He is now building on this success. “On behalf of the IU, I warmly congratulate Magnus Schlinsog on this outstanding achievement,” says Prof. Dr Bhattacharya. 

IU: Learning to work with AI as early as possible 

As Germany’s largest University of Applied Sciences and a pioneer in integrating AI skills into degree programmes, IU is convinced that anyone who wants to shape the future must understand AI and be able to use it responsibly – in academia, in the workplace and beyond. For this reason, IU has been using the AI-powered learning companion Syntea since 2023 and systematically integrates AI skills into its university curricula using its proprietary Job Readiness Framework. “We see the added value of AI skills in students every day in our university operations. The sooner teenagers and young adults understand where AI helps them and in which tasks humans remain indispensable, the better – for themselves and their starting position when entering the workforce, but also for academic projects,” says Prof. Dr Bhattacharya. 

ABOUT THE FOUNDATION JUGEND FORSCHT E. V. 

Jugend forscht is Germany’s best-known competition for young talent and a joint initiative of the federal government, the federal states, stern magazine, industry, academia and schools. Every year, Jugend forscht organises 130 competitions across Germany to inspire young people to take an interest in mathematics, computer science, natural sciences and technology (MINT), to identify talent at an early stage and to provide targeted support. Jugend forscht is aimed at children and young people up to the age of 21. Participants choose their own research question, which they tackle using scientific, technical or mathematical methods. Cash and non-cash prizes worth over one million euros are awarded in each round of the competition. The Jugend forscht network, with around 250 partners, is the largest public-private partnership of its kind in Germany. More than 5,000 teachers support Jugend forscht on a voluntary basis as project supervisors and competition organisers, whilst over 3,000 subject teachers, university lecturers and experts from industry serve on the judging panels. 
For more information on Jugend forscht, visit: Jugend-forscht.de 

Erfurt, 21 May 2026. Always-on rather than switching off: People in Germany find themselves in a state of permanent digital readiness. This is shown by a new representative study from IU International University of Applied Sciences. The IU study "Always-on: Digital Stress in Germany" demonstrates that 44.2 per cent of respondents feel they are mentally 'on standby' all the time; 46.9 per cent feel mentally tense even when they actually want to switch off. The younger the respondents, the more frequently they report experiencing such always-on patterns.

According to the IU study, permanent digital readiness shapes the entire daily lives of people in Germany: 81.0 per cent look at their smartphone, tablet or laptop at least once or twice an hour – even without specific notifications. This behaviour is particularly pronounced amongst young people: 90.6 per cent of 16- to 30-year-olds check their digital devices at least once or twice an hour, whilst 68.1 per cent do so at least three times.

From constant mental activation to digital exhaustion

This permanent availability can have consequences: 32.0 per cent of respondents frequently or even daily feel emotionally or mentally exhausted by the end of the day. 31.9 per cent report frequent or daily problems falling asleep or staying asleep. Women are particularly affected by exhaustion and sleep problems (38.5 and 38.6 per cent respectively).

"The results show that we are "always on" in our everyday lives: our minds are constantly active from the moment we wake up until we fall asleep: throughout work, family life and our daily routines. Many people want to spend more time offline, but find it difficult to do so due to the way their lives are structured. This is not merely an individual issue of self-management, but a societal pattern of stress, with health and economic consequences" explains Prof. Dr Stefanie André, Professor of Health Management at IU International University of Applied Sciences.

Discrepancy between desire and reality

More than half of respondents (56.0 per cent) state that they would like to be offline more frequently.

What prevents people from switching off? The IU study shows that:

• 42.2 per cent of employees feel they must be permanently available in both their professional and private daily lives;
• 32.9 per cent of employees feel obliged to be available outside working hours as well;
• and 56.2 per cent of people in Germany feel that their social environment expects them to respond promptly to digital messages; for 22.3 per cent, their environment does not accept failure to respond immediately to digital messages.

"More than half of the respondents would like to spend more time offline but are unable to do so. This does not indicate a lack of awareness, but rather intense external pressure: social norms, the need to be available for work and the fear of missing out (FOMO). Underlying this are complex psychological mechanisms that go beyond individual behaviour" states Prof. Dr Timo Kortsch, Professor of Business Psychology at IU International University of Applied Sciences.

Fragmented attention: Digital disruptions as a stress factor

The pressure behind constant digital availability and digital distraction bring concentration problems with them:

• 51.7 per cent state that their attention constantly jumps between different things.
• 37.2 per cent quickly lose their train of thought when interrupted by digital messages.
• 44.3 per cent of respondents feel overwhelmed by the volume of digital information.

Younger people and women particularly affected

The IU study reveals differences by gender and age: Women more frequently experience negative effects from digital availability than men – they more often report being easily distracted (40.3 vs 29.9 per cent) and being dependent on digital media (31.6 vs 20.3 per cent).

Regarding the source of the strongest pressure to be available, women (43.3 per cent) cite family more frequently than men (37.5 per cent), whilst men more often feel pressure from work regarding availability (33.7 per cent: men vs 27.2 per cent: women).

"We're all familiar with message-read confirmations and the anticipation that comes with them, wondering when we'll finally get a reply. As a result, many people feel not only the pressure to be available but also to respond promptly. This pressure to live up to expectations is particularly high within the family context – especially for women, who in many households still bear the brunt of the mental strain associated with caregiving and day-to-day organisation", explains Prof. Dr André.

Amongst young people aged 16 to 30, permanent digital readiness is particularly pronounced: Nearly half (48.6 per cent) of respondents are afraid of missing something important (FOMO) when they are offline.

What helps against digital stress?

The most frequently cited helpful measures against digital stress¹ according to people in Germany are: switching off push notifications (38.4 per cent), activating "do not disturb" mode (29.5 per cent) and physical activity or sport – completely without digital devices (28.7 per cent).

About the study

The study "Always-on: Digital Stress in Germany" from IU International University of Applied Sciences examines how constant digital availability shapes daily life and what effects it has on health, concentration and quality of life. For the study, 2,000 people in Germany aged 16 to 65 were surveyed. The sample is representative of the German population by age and gender. The survey was conducted between 13 January and 19 January 2026.

The complete study is available at: https://www.iu.de/en/research/studies/iu-study-digital-stress-in-germany/

For interview requests with the study experts Prof. Dr. André and Prof. Dr. Kortsch

Prof. Dr. André and Prof. Dr. Kortsch are available for interviews upon request. Please direct inquiries to:

Press Office – IU International University of Applied Sciences
Email: presse@iu.org
Phone: +49 (0)173/7426 113

ABOUT IU INTERNATIONAL UNIVERSITY OF APPLIED SCIENCES

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

Erfurt, 7 May 2026. In 2026, IU International University of Applied Sciences will sponsor the “Artificial Intelligence Special Prize” at the prestigious Jugend forscht competition for school pupils and young people, which will be awarded for the first time this year. With this special prize, the university is establishing an award for outstanding projects in the field of artificial intelligence. In the regional competitions of Jugend forscht, 16 projects have already been awarded an AI prize. From 28 to 31 May 2026, the regional winners, including the recipients of the “Artificial Intelligence” Special Prize, will take part in the 61st national final at Schaeffler AG in Herzogenaurach.

“Young talents who are exploring the positive and responsible use of artificial intelligence should be given special support. They represent the future for Germany as a centre of research and innovation,” says Dr Kamal Bhattacharya, Vice-Rector for Research and Transfer and Professor of Computer Science at IU, and its patron for the AI Special Prize at Jugend forscht. “We at IU are delighted to be making a contribution to this by launching a special AI prize in collaboration with Germany’s best-known competition for young researchers.”

IU sees itself as a pioneer in integrating artificial intelligence into its courses and teaching. Since 2023, IU has been using the AI-powered learning companion Syntea, which supports over 90,000 distance learners and trains them in the professional use of AI. With the Job Readiness Framework , IU has also recently created a framework for teaching that specifically prepares students for an AI-driven job market.

Award-winning AI projects that add value to research and society

By establishing the special AI prizes at Jugend forscht, the IU is specifically supporting young talents who view AI as a key interdisciplinary skill in their projects and who make a contribution to society. Sixteen projects from the fields of technology, mathematics/computer science, earth and spatial sciences, the world of work, biology and chemistry have already met these criteria in the regional competitions.

One example is the “Jacob” project by Magnus Schlinsog (18) from Humboldt-Gymnasium Potsdam. He developed an AI language model that masters the rules of “easy language”, thereby making it easier for people with learning difficulties to access AI applications. The project is a powerful example of digital inclusion and education for all, key priorities for the IU. Magnus was awarded first prize in the mathematics/computer science category in Brandenburg, as well as a special prize for artificial intelligence.

Elena Reinhold (18) and Fiona Feike (17) from Eichsfeld Gymnasium in Duderstadt carried out research as part of the project: “Real, AI or Fake? Artificial Intelligence and its Role in Fake News,” looking at how well people can distinguish between genuine news, AI-generated texts and fake news. This is a topic that has also recently been researched at the IU: according to a representative IU study from 2025, 90 per cent of respondents now regard fake news as a serious threat to democracy and freedom. Developing media literacy and dealing effectively with disinformation are therefore key priorities for the IU. Elena and Fiona were awarded second prize in the ‘Working World’ category in Lower Saxony, the special prize for Artificial Intelligence and the special prize from the Lower Saxony Ministry of Education and Cultural Affairs. These awards underscore the project’s high social relevance.  

“On behalf of the IU, I would like to offer my warmest congratulations to all the regional winners of Jugend forscht! It is impressive to see the depth of specialist knowledge with which young people are already exploring AI today, and how their projects have demonstrated that their research can solve scientific, social and economic problems,” says Dr Bhattacharya. “I am eager to see which of the numerous AI-related projects will take home the national title – the range is vast. I wish all participants every success!”

In total, over 11,000 young researchers have registered for Jugend forscht 2026 with more than 6,000 projects. The IU is awarding a special AI prize of 1,000 euros at the national final, for which all state winners have qualified in their respective fields.

Overview: AI Special Prize winners in the regional rounds of the Jugend forscht 2026 competition

About the study

The study "Fact or Fake? Media Literacy in Germany" by IU International University of Applied Sciences (IU) examines people's trust in the media, the role of social media, and fake news and deepfakes and their impact. For the IU study, 1,999 people in Germany aged 16 to 65 were surveyed, representative of their age and gender. The survey took place from 14 to 25 April 2025. 

Complete study at: https://www.iu.de/en/research/studies/media-literacy/

About the foundation Jugend forscht e. V. 

Jugend forscht is Germany’s best-known competition for young talent and a joint initiative of the federal government, the federal states, stern magazine, industry, academia and schools. Every year, Jugend forscht organises 130 competitions across Germany to inspire young people to take an interest in mathematics, computer science, natural sciences and technology (MINT), to identify talent at an early stage and to provide targeted support. Jugend forscht is aimed at children and young people up to the age of 21. Participants choose their own research question, which they tackle using scientific, technical or mathematical methods. Cash and non-cash prizes worth over one million euros are awarded in each round of the competition. The Jugend forscht network, with around 250 partners, is the largest public-private partnership of its kind in Germany. More than 5,000 teachers support Jugend forscht on a voluntary basis as project supervisors and competition organisers, whilst over 3,000 subject teachers, university lecturers and experts from industry serve on the judging panels.

For more information on Jugend forscht, visit: Jugend-forscht.de

Erfurt, 16 April 2026. IU International University of Applied Sciences is the first university in Germany to systematically and measurably integrate a self-developed competency model for the AI-driven world of work into its curriculum. This model is based on the "Job Readiness Framework", which specifically prepares students for the professional use of AI and structures their competency development in five measurable levels. Thus, graduates can demonstrate their ability to confidently and purposefully deploy AI in work contexts. According to an international comparative study¹ by IU with 4,063 participants, 55.8 per cent of recruiters prefer this type of qualification over traditional skills tests.

Following an initial pilot phase beginning in April 2026, the Job Readiness Framework will systematically be offered across all IU disciplines and degree programmes, in both distance learning and dual study formats. It is therefore intended for students from all disciplines, ranging from IT and social work to design. While the existing subject content will remain unchanged, it will be systematically complemented by the application of AI, the development of practical competencies, and practice-oriented decision-making formats.

The holistic framework specifically strengthens human capabilities such as judgement and critical and creative thinking. Humans excel in these areas over AI, and it is precisely for this reason that these competencies are crucial for meaningfully steering AI in professional contexts. In an increasingly AI-driven global labour market, they are the key to success.

Framework aims to close AI competency gap

"Technology is developing faster than people can be upskilled," says AI expert Prof Dr Kamal Bhattacharya, Vice-Rector Research and Transfer at IU and professor for computer science.

"Only months often separate new generations of powerful AI models, whilst university curricula develop over years. This creates a growing gap between technological development and human competency – this is what we want to close," Bhattacharya continues.

The need for action is clear: in its 'Future of Jobs Report', the World Economic Forum (WEF) identifies skills gaps as the greatest barrier to business transformation (63 per cent of employers worldwide). Simultaneously, the WEF projects that 39 per cent of all core skills will need to be newly acquired by 2030.

With the Job Readiness Framework, students learn, amongst other things:

• To structure problems analytically
• To develop creative solutions
• To critically evaluate AI results
• To decide which tasks can be delegated to AI – and which cannot

The aim of the approach is to develop students from mere users to active designers in human-AI collaboration. They learn not only to use AI as a tool but to integrate it as a partner in work processes.

International survey confirms relevance

To validate the developed framework, IU conducted an international survey¹. Between 2 and 16 December 2025, a total of 4,063 working individuals – including 702 recruiters – aged 18 and above were surveyed in Germany, Canada, the USA, the United Kingdom and France.

Companies see clear benefits particularly in recruitment: 55.8 per cent of recruiters surveyed indicate they prefer AI-related competency credentials over traditional skills tests.

Overall, the approach is widely approved of: 61.5 per cent of respondents rate the IU framework as more effective than comparable models from other organisations, and 79.9 per cent consider it to be substantively complete.

The approach of defining competencies not as long lists of individual skills, but as "Professional Modes", is particularly well-received. IU understands these to be overarching ways of thinking and working that are applied in different professional situations and systematically developed.

The future competencies most frequently cited by respondents are creative thinking (56.6 per cent), analytical thinking (53.6 per cent) and empathy and active listening (46.9 per cent).

These can be directly mapped to the four "Professional Modes" of the Job Readiness Framework: Creative Problem Solving, Continuous Learning, Strategic Collaboration with humans and AI, and Responsible Decision-Making.

Measurable competency levels

The Job Readiness Framework structures these capabilities in a five-level competency model (from level 0 to level 4).

The framework's objective is for all IU students to reach the maximum level 4 by graduation.

"Every student leaving a university should be able to demonstrate a traceable assessment of their own AI competencies," demands Dr Sven Schütt, CEO of IU.

A recent IU survey² shows that IU students are already better equipped with AI skills today than students at other universities: 83 per cent of IU students and graduates agree with the statement that they have learnt the meaningful deployment of AI tools at IU. By comparison: at other private universities, the figure is 70 per cent, and at state universities it is 67 per cent.

"The results show: our efforts are working. With our AI-powered learning companion Syntea, students have been training reflective engagement with AI for years," emphasises Schütt.

Pilot phase already launched

The practical implementation of the Job Readiness Framework has already begun. Since early April, initial project courses have been running on the IU distance learning platform. These include 'Social Entrepreneurship' and 'Customer Journey', each with over 100 students, 'Business Start-up', with over 400 students, and 'Business Model Development', with over 50 students.

In some of these pilot courses, AI-assisted research forms part of the assessment: students compare different AI models, critically analyse their results and justify their selection, thereby learning when and how AI can be meaningfully deployed.

By the end of the year, the Job Readiness Framework will be available for courses across all degree programmes. Its modular design means it can be adopted incrementally by other universities and organisations without the need to rebuild the curriculum, providing a practice-oriented framework for systematic preparation for an AI-driven world of work.

Press enquiries for interviews
For interviews and background discussions, Dr Sven Schütt, CEO of IU International University of Applied Sciences, and Prof Dr Kamal Bhattacharya, Vice-Rector Research and Transfer and Transfer at IU, are available.

Contact:
Press Office – IU International University of Applied Sciences
Email: presse@iu.org
Phone: +49 (0)173/7426 113

¹ The results are based on an international comparative study conducted by IU International University of Applied Sciences. Between 2 December and 16 December 2025, a total of 4,063 individuals aged 18 and above were surveyed across five countries: Germany (n = 850), the United States (n = 802), the United Kingdom (n = 811), France (n = 800), and Canada (n = 800). Participants included recruiters, executives, education professionals, and employees in general. All respondents were either employed or self-employed at the time of the survey. Data was collected via an international online panel (Cint) using a standardised online questionnaire.

² The “University Experience Study 2026” was conducted by Kantar Profiles between 27 August and 20 October 2025. A total of 4,004 students and graduates from public and private universities were surveyed, including 1,597 alumni, with the sample being representative in terms of age and gender. The target group comprised alumni from the past five years, current students, and dropouts. The study was commissioned by IU International University of Applied Sciences and conducted independently by Kantar Profiles in accordance with its internal quality standards.

Methodology: To ensure the highest possible comparability between universities, three different comparison approaches were used:
(a) “Public universities vs. private universities (excluding IU) vs. IU”,
(b) “IU vs. benchmark”, and
(c) “Public vs. private universities”.

In (a), IU is compared separately with public and private universities. Individuals studying or having studied at IU are considered as a distinct group and are not included within the category of private universities.

In (b), public and private universities are grouped into a single cohort and compared against IU students and alumni.

In (c), all public and private universities are grouped together in each category (including IU).

Erfurt, 9 April 2026. Julia Loos, a student from Erfurt, has received a major accolade: she is studying for a dual degree in Tourism Management at IU International University of Applied Sciences in Erfurt and has been accepted into the prestigious DRV Young Talents Programme 2026 – as one of only three participants selected nationwide in the student category.

The German Travel Association’s (DRV) support programme is regarded as one of the most important initiatives for promoting young talent in the tourism industry. It is aimed at particularly committed and high-achieving students who have the potential to actively shape the future of tourism.

The Erfurt student impressed not only with her academic achievements in her dual study programme, but also through her voluntary work. Alongside her studies, she is heavily involved in the student-run association Dual Thinking e.V., demonstrating how social engagement and professional development can go hand in hand. “I am delighted to have been accepted into the DRV Young Talents Programme. For me, this is a great opportunity to expand my network within the industry and gain new perspectives for my professional future,” says the student.

IU also regards the award as a strong signal: “The fact that one of our students is among the few participants selected nationwide underscores the quality and practical focus of our dual degree programme in Tourism Management. Such successes demonstrate that we are specifically preparing our students for demanding career paths within the industry,” says Dr Peter Neumann, Professor of Tourism Economics and Head of the Hospitality, Tourism & Event Department at IU.

The dual study programme combines academic training with intensive practical experience in companies within the tourism industry. Through the model of alternating or split weeks, students gain valuable insights into real-world work processes whilst simultaneously building a robust professional network.

Upon acceptance into the DRV Young Talents Programme, the student gains access to exclusive industry events, mentoring opportunities and a network of leading tourism professionals. Over 80 applications from across Germany were received for the 2026 DRV Young Talents Programme. A panel of experts selected ten young professionals from these – including just three students nationwide. “Anyone who specifically supports young talent today is strengthening innovation and quality in the travel industry in the long term,” emphasises Ulrike Katz, Vice-President of DRV.

Selected participants can look forward to a year-long support programme offering exclusive insights into the industry – including attendance at the DRV Annual Conference in the Azores on 15 April, as well as other specialist events and policy forums in Berlin and Brussels.

ABOUT THE DUAL DEGREE PROGRAMME IN TOURISM MANAGEMENT 

The dual degree programme in Tourism Management specifically prepares students for specialist and managerial roles in a dynamic and international industry. Thanks to the close integration of theory and practice at a company of their choice, students benefit from excellent career prospects after graduation. Tuition fees are usually covered in full by the host company. Further information is available at: https://www.iu.de/en/bachelor/tourismusmanagement/dual-studies/

24 March 2026

"At IU, we are driven by a very simple idea: education changes lives. We set out to democratise education – with flexible, practical and personalised study programmes for people who often cannot find a suitable option within the traditional higher education system.

The fact that around 130,000 students today consciously choose IU, even though there are often tuition-free state alternatives in Germany, is therefore, above all, a sign of trust and responsibility for us. These people are investing their own money, time and hope in their future. That is precisely what compels us.

For this reason, we do not look first at claims, but at results. In the latest University Experience Study 2026, conducted by Kantar Profiles, 91 per cent rate courses, lecturers and learning materials at IU positively. On average, IU alumni find a job after 2.63 months – faster than the benchmark. And in the Employability Benchmark 2025, employers rate the performance of our graduates at 3.52 out of 5 – above the benchmark of 3.34. 64 per cent consider IU graduates attractive in recruitment.

But a university is not good simply because the average looks good. It is good when every single student experiences good teaching, encounters reliable processes and is offered genuine development prospects. That is precisely why we realigned our strategy around 18 months ago.

Yes, we have grown very rapidly during a period of very high demand. But not because growth was an end in itself for us, or because we view education as a short-term profit-making venture. Rather, because we were convinced that many students need a better, more flexible programme that is more closely aligned with the labour market. Looking back, it is clear to us: in some areas we underestimated the operational complexity and, in certain situations, regulatory requirements as well. That was a mistake. And we have learnt from this mistake and drawn the necessary conclusions.

Our strategic response is therefore not retreat, but maturity: less complexity, more reliability; less breadth, more focus on quality in each individual case. Since the reorientation, we have invested more than €30 million in teaching quality, services, data, systems and quality control; built up additional teaching and service capacities; introduced clear end-to-end responsibilities; tightened quality and risk checks for new degree programmes; professionalised incident and escalation management; and simplified our portfolio in a targeted manner. This also includes the fact that we have deliberately scaled back profitable elements where they created too much operational complexity.

The impact is tangible: the rate of timely mark allocation in the OnCampus area stood at 98 per cent by the end of 2025, major operational incidents have declined significantly, and we are seeing improvements in service, onboarding and student satisfaction. At the same time, we are continuing to work on faster responses, better timeliness of our content and even greater process stability.

What matters to us is: Entrepreneurial ownership and academic integrity are not a contradiction. A modern university needs academic independence in teaching, assessment and research – and at the same time professional management that systematically ensures quality, innovation and reliability. What matters is not the form of ownership, but governance.

Our new guiding principle is clear: Growth follows quality, not the other way round. We grow where we reliably master teaching, student support, processes and labour market relevance. And we reduce complexity where we cannot yet guarantee the quality that meets our standards.

That is why our standards are higher today than they used to be: not just to be strong on average, but to offer every single student what IU stands for – access to education, personal development and better opportunities in life."

Erfurt, 18 March 2026. Acquiring the skills that are really in demand on the job market as early as possible is becoming even more crucial, especially against the backdrop of a tight labour market (BMAS January 2026). A strong practical focus in your studies can be a major lever for a successful career start. The representative study ‘University Experience Study 2026’ found that 81 percent of graduates and students at private universities (excl. IU) appreciate the close integration of teaching and practical experience – at IU International University, the figure is almost 9 out of 10 (86 per cent). Among students and graduates of state universities, the figure is slightly more than three-quarters (78 per cent). Kantar Profiles surveyed over 4,000 students and graduates on behalf of IU International University of Applied Sciences.

“Private universities are a useful addition to the state university system and make a valuable contribution, particularly in terms of integrating study and work,” says Dr Sven Schütt, CEO of IU, Germany's largest university.

High satisfaction with quality and career support

Financed by public funds, state universities form the foundation of the German educational landscape. Around 2.4 million students are enrolled at state universities, and around 384,000 at private universities (as of the 2024/25 winter semester, Federal Statistical Office/CHE). Overall, the quality of teaching at Germany's universities enjoys a high level of satisfaction at both state and private universities: courses are rated positively by the majority of students and graduates surveyed (state universities: 85 per cent, private universities (excl. IU): 84 per cent) ) and they are also satisfied with the lecturers and professors (public universities: 85 per cent, private universities (excl. IU): 86 per cent) –  a strong sign for the higher education landscape in Germany as a whole. With satisfaction ratings of 91 per cent, IU is above the average for private and public universities. Most students and alumni are also satisfied with the organisation of their university overall. At 86 per cent, IU has the highest satisfaction rating in the comparison – ahead of state universities (80 per cent) and private universities (excl. IU) (82 per cent). “We attach great importance to the smooth running of our studies,” emphasises Schütt.

Private universities in particular have another strength in their proximity to the labour market and in the individual support they offer students. This is also the case at IU: 82 per cent of students and alumni perceive the support they receive or have received in starting their careers positively (benchmark: 77 per cent), and among alumni, the figure is almost nine out of ten respondents (IU: 87 per cent vs. benchmark: 77 per cent).

“No matter which educational path students choose, practical relevance and labour market-oriented training are popular – not only with companies, but also with students and graduates,” says Schütt. “At IU, we not only strengthen the potential of each and every individual by focusing on practical, high-quality teaching, but also Germany's economy by imparting digital skills for tomorrow's labour market.”

      _
 

Graduates from IU enter the workforce earlier and receive more frequent pay rises

The attractiveness of people with a degree to the job market is particularly evident in how quickly they find a job or see changes in their salary. At IU, graduates find a job within an average of 2.63 months after graduation, which is about one month faster than graduates from other universities in the survey (benchmark: 3.69).

The added value of a degree is also often reflected in the pay packet: at IU, the average salary increase among graduates is 12 per cent since completing their studies – among the other universities, the average is 9 per cent. The vast majority of respondents agree: their studies have paid off. 84 per cent of all students and graduates from private and state universities say that their investment has been worthwhile. At IU, the figure is 89 per cent.

“Even in the face of a challenging labour market situation, we at IU firmly believe that good, labour market-oriented and high-quality education and training is essential – for starting a job and furthering your career,” says Schütt.

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ABOUT THE SURVEY

The survey was conducted by Kantar Profiles between 27 August and 20 October 2025. A total of 4,004 students and graduates from public and private universities were surveyed, including 1,597 alumni, representative in terms of age and gender.  The target group was alumni from the last five years, students and university dropouts. The survey was commissioned by IU International University from Kantar Profiles. The data was collected independently by Kantar Profiles in accordance with internal quality standards.

Methodology:

To ensure the best possible comparability between universities, three different comparisons were chosen: a) Comparison of ‘public university vs. private university (excl. IU) vs. IU’ and b) ‘IU vs. benchmark’ and c) Public vs. private universities: In a), IU is compared with public and private universities. Individuals who study or have studied at IU are considered separately and are not assigned to private universities. In IU vs. benchmark (b), state and private universities are combined into one cohort and compared with IU students and alumni. In c), all state and private universities (including IU) are combined into one group.

Erfurt, 5 March 2026 – Whilst general AI tools only provide short-term benefits, pedagogically designed AI leads to sustainable learning gains – according to the OECD Digital Education Outlook 2026. IU International University of Applied Sciences has now further developed its AI-powered learning assistant Syntea into such an effective learning system: a comprehensive learning companion for over 80,000 IU distance learning students.

Syntea, which was awarded the Gold Award at the prestigious QS Reimagine Education Awards in London in December 2025, aims to provide individual support throughout the entire course of study – through increased motivation, structured learning planning, greater confidence in handling learning content, and organisational relief. This applies particularly to students who pursue their studies alongside work, family or other commitments. The fact that Syntea has become a central point of contact in everyday student life is also demonstrated by the latest usage data: the new version in the form of the learning companion is already being used four times longer on average than the previous version.

With this further development, Syntea now provides continuous support to IU students in their everyday learning:

Learning tailored to individual sweet spots: Whether commuting with a podcast, between meetings in dialogue with Syntea, or in the evening at the desk with visual explanations – students can choose how they learn best: Those who think visually receive diagrams and charts; those who learn through application receive practical tasks.

Interacting by voice and learning interactively: In the new Syntea version, students can now also upload their own documents for Syntea to analyse; and interaction – as with ChatGPT, for example – is also possible via voice input. Unlike conventional AI models that only provide answers, Syntea asks targeted follow-up questions – as in a real conversation. This helps students sharpen their thinking and actively identify knowledge gaps.

Finding one's own rhythm: Syntea recognises students' current status and suggests the next meaningful learning steps. On request, they receive a reminder of upcoming learning units via push notification or WhatsApp – in this way, students keep their studies continuously in view even with changing everyday demands.

Less administration, more learning: Syntea now also consolidates study organisation – from retrieving relevant documents and downloading certificates to planning the next learning steps. This saves valuable time in often already full daily schedules between work and learning.

This combination of flexible learning formats, dialogue-based interaction, adaptive support and organisational assistance enables the over 80,000 IU distance learning students to make continuous progress even with irregular learning times – without losing the thread or having to laboriously catch up.

(A detailed overview of all functions and learning benefits can be found in the annex below.)

Survey confirms: better exam preparation and deeper understanding

Initial results from a survey¹ among IU distance learning students and Syntea users show that the comprehensive learning companion approach works: More than 70 per cent of respondents respectively indicate that with the newer Syntea version they:

• feel better prepared for exams,
• achieve a deeper understanding of learning content,
• and learn more effectively than with traditional formats.

Dr Sven Schütt, CEO of IU International University of Applied Sciences, says: "Syntea has fundamentally changed the way many of our students learn. This is also confirmed by the positive feedback from students. At the same time, through daily use of Syntea, they learn to use AI competently and reflectively. That's a clear advantage in the job market."

How the new Syntea feels in everyday student life

Bianca Kroll, Bachelor degree student in Social Media at IU:
"The new Syntea has completely changed the game for me. Previously, learning was more like a compulsory programme – reading scripts, highlighting, hoping something sticks. Since Syntea has been involved, it feels like interactive tutoring."

Nadine Zettl, Medical Assistant and Bachelor degree student in Health Management at IU:
"Without Syntea, I would actually have had to drop out. Learning with just scripts doesn't work for me when you're constantly interrupted by childcare and daily life. With Syntea, I can pick up again at any time without having to spend ages reading up on where I left off. With three children, I would have been desperate."

Developed for the reality of distance learning students

The challenge that Nadine Zettl describes is real: Nearly a third of IU distance learning students have children in their household according to an IU first-semester survey³, and more than half work full-time alongside their studies.

The fact that Syntea is so closely oriented to everyday life is also due to the way it was developed: Since its inception in early 2022, the platform has been further developed under the leadership of Quintus Stierstorfer, Senior Director AI Products at IU International University of Applied Sciences, together with teaching staff and through continuous feedback from students:

"From the very beginning, our aim was to design learning in a way that fits into different life realities," explains Stierstorfer.

"Many use it regularly for precisely this reason – because it actually helps them to progress with their studies reliably and more efficiently even under challenging conditions such as professional or family commitments. Syntea thus plays a central, complementary role in teaching by optimally supporting self-directed learning processes," Stierstorfer continues.

Annex: new features in detail

The new Syntea is now available to all IU distance learning students as a standalone platform at syntea.com². Students can now use it for almost all learning tasks: from creating flashcards to preparing for exams.

The following functions have been specifically optimised for study purposes and combine multimodal formats (text, audio, visual explanations) with dialogue-based micro-apps that can be flexibly integrated into everyday learning. All functions are based on the latest AI language models, which means they are at a performance level otherwise reserved for paid Pro versions.

Learning support and deepening

• Exam trainer: Knowledge testing through questions on various course sections with direct evaluation and overview of learning progress; the trainer helps students realistically assess their level of preparation. To increase exam confidence and minimise exam anxiety and procrastination, a mock exam mode including an exam readiness indicator is currently being rolled out.
• Learning dialogue: Understanding-oriented learning based on the Socratic method through open questions that promote critical thinking and gradually unlock complex content. It also strengthens the ability to articulate thoughts clearly and precisely – both in exam situations and in professional communication.
• Extended question-and-answer function: Answers course-related and general questions using constantly updated AI language models.
• Interactive online script: Supplements existing online scripts with comprehensible explanations, summaries and clear classification of learning objectives.
• Progress indicators: Make learning status transparent – students see where they stand, which provides more confidence and is intended to reduce exam anxiety and procrastination.

Exploration and introduction

• Exploring new topics: Enables low-threshold entry into new content before targeted deepening or learning.
• Course overview: Provides compact orientation at the beginning of a course on structure, requirements and next steps.

Organisation and documentation

• Document search: View and reflect on previous grades and centrally retrieve study certificates and certificates – for less administrative effort.
• Central overview: Consolidates all learning and organisational functions in one place; additional services are being added gradually.
• Documenting learning progress: Automatic documentation after each quiz and dialogue with overview of progress in the course.

Additional formats

• Podcasts (Beta): Dialogic audio format for reviewing and contextualising existing course content – ideal for learning on the go, for example.
• Feedback function: Students can provide feedback on the use of Syntea and actively contribute to its further development.

ABOUT SYNTEA

Syntea is the in-house learning AI of IU International University of Applied Sciences and has been supporting all online students in distance learning since the end of 2023. The platform was specifically developed for distance learning students who organise their studies flexibly and independently alongside other commitments such as work and family. Syntea supports them in their self-learning phases with time- and location-independent learning formats – without compromising on academic depth or competence orientation. Use is voluntary for students and not exam-relevant. In future, Syntea is also to be available via native app on mobile devices.

Syntea was awarded the Gold Award in the category "AI in Education by Higher Education Institutions" at the QS Reimagine Education Awards & Conference 2025 in London in December 2025. This award is regarded as one of the world's most prestigious prizes for innovation in higher education. Syntea had previously received several international prizes in the field of AI and higher education – for example at the Global EdTech Awards in 2024.

Previous IU press releases on Syntea: https://www.iu.de/en/news/?h=1&t=syntea

¹ Between December 2025 and January 2026 and ongoing, Syntea users were surveyed in a voluntary short survey on the benefits of the new Syntea version. The samples varied by question/answer: Deeper understanding of learning content (n = 230), More effective learning (than with traditional formats) (n = 349), More confidence in exams (n = 264)

² Note: The syntea.com interface is only accessible to Syntea users by entering student login credentials.

³ The data are from an IU first-semester survey of 2,272 distance learning students who began their studies between October 2023 and March 2025 (survey period: February 2024 to May 2025).

Image material on speakers

• Dr Sven Schütt, CEO of IU International University of Applied Sciences
• Quintus Stierstorfer, Senior Director AI Products at IU International University of Applied Sciences

Press enquiries for interviews or live demos

Dr Sven Schütt, CEO of IU International University of Applied Sciences, and Quintus Stierstorfer, Senior Director AI Product, are available for interviews and background discussions. We can also organise a live demo of Syntea or a press briefing on request.

Additional image material is available on request.

Press Contact:

André Adler
Press Office – IU International University of Applied Sciences
E-mail: andre.adler@iu.org
Telephone: +49 (0)173/7426 113