Work-Life-Learn Balance

In our diverse community at TU Dresden, each individual has different needs and challenges. We recognize that the diversity of our needs is a strength that we can use to create a more comprehensive and inclusive education. Individual perspectives can play a crucial role in developing teaching methods that suit everyone. We want to work together to create a learning environment that not only offers flexible teaching and learning methods, but also ones that are tailored to individual needs. This promotes work-life-learn balance and enriches our entire learning community.

Work-life-learn balance infographic

What do we want?

By 2030, work and study models are to be established at TU Dresden that enable a healthy balance between work, studies and private life. This includes flexible part-time models and attractive leisure activities that are adapted to the legal and curricular framework conditions. The aim is to achieve a harmonious work-life-learning balance for all students and teaching staff. Teaching formats that promote this balance are actively supported and receive special recognition. Among other things, this is intended to increase identification with TU Dresden as an employer and promote a holistically conceived and lived working model.

Where do we want to go?

We are striving for social and societal recognition, according to which part-time work and part-time study are seen as normal and valuable models. Promoting the work-life-learning balance is a central concern, with teaching staff developing teaching formats that support this balance and are actively accepted by students.

Members of TU Dresden should have the freedom to regulate their own working and learning times. The work-life-learn balance is systematically promoted and recognized as important for all members of the university community.

Sabbaticals are seen as accepted time off for a variety of personal and professional reasons, including illness, parental leave or research trips. Teaching and management staff act as points of contact and provide support in planning and implementing a work-life-learn balance.

Incentive systems for continuing education that include the promotion of internal and external educational opportunities and exchange programs should also be sought. In addition, a central point of contact should be established or integrated to provide information and inspiration on how to achieve a work-life-learn balance.

The following methods are known, but require motivated acceptance and use by teachers and students. The TU Dresden's university didactics department offers support in this regard. The necessary technology and infrastructure are largely available and provide a solid basis for the implementation of these innovative teaching and learning formats.

How do we achieve this?

• Flexible learning formats: Teachers offer formats that are independent of time and location, such as the flipped classroom model, in which learners work on digital materials in advance and then exchange and deepen the content on campus.
• Recording of lectures (e-lectures): These offer more flexible learning opportunities and allow learning content to be accessed anytime and anywhere.
• Virtual Collaborative Learning (VCL): This method enables collaborative learning via virtual platforms, regardless of the physical location of the participants.