Our understanding of research is based on a Responsible Research and Innovation approach. This means that we focus on societal challenges and tie our activities to the highest ethical standards.
It is always the perspective of diverse users that guides us in our applied research activities; we work with genuine participation and co-creation throughout. In particular, we are interested in innovative topics of digitalization.
The research project nextgen*LAB deals with gender-sensitive technology education and asks what role the techLAB as a museum Maker*Space of the Technical Museum Vienna can play in getting young people – and especially young women* – excited about digital technologies and thus contribute to their professional orientation. Within the framework of the project, essential factors were identified that make it possible to design a Maker*Space in a gender-sensitive way.
Parents and STEM
When it comes to mastering the challenges of digitalisation, the keyword “STEM” is often mentioned. This reflects on those competences that have an influence on how individual participation opportunities in current technological innovations are shaped. Parents, the most important door openers for their children into STEM professions, are completely neglected in these discussions. E-MINT uses the Science Capital model, which translates Pierre Bourdieu’s cultural theory into the 21st century, to empower parents in their significant role.
 Science, Technoloy, Engineering, Mathematics
RoboGen - Robots and Gender
Gender-sensitive technology design must be understood as part of the social construction processes of gender, in which stereotypes materialise directly in the artefacts. It is not surprising that even subtle cues play a decisive role in which contexts or for which tasks robots are preferred. Even the name of the robot can decide whether it is more likely to be trusted with a task in care or in industry. RoboGen focuses on the gender-sensitive design of a social robot.
CEPNET (Children's Empowerment in Primary school Network).
The CEPNET project is developing a model for primary schools that combines the two levels of teaching in the field and in the digital world in an innovative way. The focus is on the pupils, their needs and interests. The aim is to guide a self-directed learning process in which the topics – framed by the 17 UN Sustainable Development Goals – that are important and interesting to the pupils can be selected, freely explored and researched, and finally presented to the public and stakeholders.
REMENT – Reverse Mentoring in Schools
The reverse mentoring approach offers a completely new perspective in equal opportunities for girls in technology. With the reverse mentoring approach, we did not focus on the (supposed) deficits of girls and young women, but on their undoubted competences in this field. Girls became mentors for their teachers. rement not only contributed to increasing ICT competences on individual levels, but also provided starting points for deconstructing gender stereotypes in technology.