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<p>Throughout their working lives, individuals consistently come across learning opportunities in the form of organised programmes or informal learning experiences related to their work. Participation research investigates the importance of influencing factors at various levels and their interrelations concerning the use of such learning opportunities. In contrast, minimal attention has been given to how individuals initiate and influence the appropriation of work-related learning opportunities. In this article, this question is examined on the basis of systematic diversity sampling (educational level, age, gender, migration background, disability) through 62 problem-centred interviews and the collection of contextual factors using type-forming qualitative content analysis. This enables the identification of typical learning situations. Based on the reasons for learning, each situation can be systematically described as a&#xa0;multidimensional pattern that includes a&#xa0;decision-making process, types and mobilisation of resources, forms of learning applied, and personal characteristics. The concept of a&#xa0;situation that connects individuals and their contextual conditions is crucial for understanding the biographically flexible appropriation of learning opportunities in the iterative process of work-related learning.</p>

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Aneignung von Lerngelegenheiten im Kontext von Erwerbstätigkeit

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月5日

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  • Katrin Kraus,
  • Nina Wenger,
  • Anna Moor

摘要

Throughout their working lives, individuals consistently come across learning opportunities in the form of organised programmes or informal learning experiences related to their work. Participation research investigates the importance of influencing factors at various levels and their interrelations concerning the use of such learning opportunities. In contrast, minimal attention has been given to how individuals initiate and influence the appropriation of work-related learning opportunities. In this article, this question is examined on the basis of systematic diversity sampling (educational level, age, gender, migration background, disability) through 62 problem-centred interviews and the collection of contextual factors using type-forming qualitative content analysis. This enables the identification of typical learning situations. Based on the reasons for learning, each situation can be systematically described as a multidimensional pattern that includes a decision-making process, types and mobilisation of resources, forms of learning applied, and personal characteristics. The concept of a situation that connects individuals and their contextual conditions is crucial for understanding the biographically flexible appropriation of learning opportunities in the iterative process of work-related learning.