Lemke, Stefan
In: Tödt, Katia; Granas, Bastian; Büching, Corinne (Hrsg.): Digital Education and Innovation: Perspectives on Governance, Technologies and Competencies for the Future of Learning, S. 413–439, Springer Nature Switzerland, Cham, 2026, ISBN: 978-3-032-26816-7.
Abstract | Links | BibTeX | Schlagwörter: A, Digital Learning Campus (DLC), Digital transformation, Educational ecosystem, Educational sovereignty, Future Skills, Humboldt, Lifelong learning, Orientation skills, Participation, self-efficacy
@inbook{Lemke2026,
title = {Individual Educational Sovereignty as a Compass for State Education Systems. Development and Networking Using the Example of the Digital Learning Campus—An Impulse},
author = {Stefan Lemke},
editor = {Katia Tödt and Bastian Granas and Corinne Büching},
url = {https://doi.org/10.1007/978-3-032-26816-7_17},
doi = {10.1007/978-3-032-26816-7_17},
isbn = {978-3-032-26816-7},
year = {2026},
date = {2026-01-01},
urldate = {2026-01-01},
booktitle = {Digital Education and Innovation: Perspectives on Governance, Technologies and Competencies for the Future of Learning},
pages = {413–439},
publisher = {Springer Nature Switzerland},
address = {Cham},
abstract = {This article develops the model of individual educational sovereignty as a normative orientation category for education systems in the digital age. Educational sovereignty is defined as the ability to confidently recognise educational and networking opportunities (orientation competence) and to use them in a self-determined manner (action competence). This concept combines classic educational ideals of Humboldt, Kant and Dewey with modern approaches such as future skills, self-regulation and participation. In the era of powerful artificial intelligence (AI) assistance systems, which are foreseeably becoming increasingly capable of substituting human cognitive and decision-making processes, educational sovereignty is proposed as an individual and systemic model. In the practical section, the example of the Digital Learning Campus (DLC) Schleswig–Holstein is used to show how educational sovereignty can be implemented in an open educational ecosystem as a `real-world laboratory'. By connecting learners, teachers, business and society, the DLC promotes individual self-efficacy and social participation. Finally, the article proposes the new learning area `Developing and Networking' in order to create systemic freedom for self-motivated learning in state education systems. Educational sovereignty thus functions as a central compass for a sustainable realignment of education that strengthens individual maturity and can contribute to securing society's capacity for innovation and democracy.},
keywords = {A, Digital Learning Campus (DLC), Digital transformation, Educational ecosystem, Educational sovereignty, Future Skills, Humboldt, Lifelong learning, Orientation skills, Participation, self-efficacy},
pubstate = {published},
tppubtype = {inbook}
}
This article develops the model of individual educational sovereignty as a normative orientation category for education systems in the digital age. Educational sovereignty is defined as the ability to confidently recognise educational and networking opportunities (orientation competence) and to use them in a self-determined manner (action competence). This concept combines classic educational ideals of Humboldt, Kant and Dewey with modern approaches such as future skills, self-regulation and participation. In the era of powerful artificial intelligence (AI) assistance systems, which are foreseeably becoming increasingly capable of substituting human cognitive and decision-making processes, educational sovereignty is proposed as an individual and systemic model. In the practical section, the example of the Digital Learning Campus (DLC) Schleswig–Holstein is used to show how educational sovereignty can be implemented in an open educational ecosystem as a `real-world laboratory'. By connecting learners, teachers, business and society, the DLC promotes individual self-efficacy and social participation. Finally, the article proposes the new learning area `Developing and Networking' in order to create systemic freedom for self-motivated learning in state education systems. Educational sovereignty thus functions as a central compass for a sustainable realignment of education that strengthens individual maturity and can contribute to securing society's capacity for innovation and democracy.