Concept & Objectives
The IPC Project
A transferable online teaching concept for bringing together students from allover the world

The IPC Project brings together students from currently seven countries from three continents. The students meet on an online platform, work together on curriculum topics, discuss in chat forums or in online meetings, carry out small research projects in international groups and prepare common presentations of their results. The concept is easily transferable to all subjects and curriculums.

The IPC project fosters the development of a wide range of competences and skills for teacher students in a very unique combination. It is transferable and adaptable to other studies and subjects.


The IPC concept is based on a constructive understanding of learning.


Learning Objectives and Competences

Global Competence

  • Developing global awareness and understanding
  • Gaining intercultural experience
  • Working in multinational teams


  • Exploring curriculum relevant topics
  • Comparison of education systems, policies, concepts, research, publications
  • Basic experience with research methodology
  • Developing critical thinking and an own reflected point of view

Project Skills

  • Autononous planning of projects
  • Training of collaboration and collaboration skills
  • Experience with presentation tools and presenting own work results

Language Skills

  • English as teaching language
  • Posting, talking and writing in English
  • Practicing communication skills
  • Experiencing the usefulness of knowing foreign languages

Constructivist understanding of learning

The IPC concept is based on a constructive understanding of learning, i.e. collecting information independently and constructing knowledge in a communicative process as far as possible.
Moreover, the enhancement of project skills is very important.
Besides developing one self’s initiative, the ability to work in a team and the willingness to communicate in a group is required.
While coordinating their projects and working in teams, the students are confronted with several situations asking for persistence and frustration tolerance.
In the context of group-dynamic processes, students have to take their position in a team.
Reflection and evaluation about these circumstances and about the gained strategies  prepare the students for future job-related projects.
These processes can’t be thought theoretically, they need to be experienced.