Implications of student profiles for didactic concepts in higher education

The study of vocational and economic education features a variety of entry requirements and numerous career opportunities. This paper describes how student profiles can be used to differentiate didactic concepts. For this purpose, 82 students were asked about the motives for their career choices, (self-)reflection, and their learning and thinking styles as central components of professional competence. Based on the data, two profiles were identified, which can be used to derive specific design recommendations for didactic concepts in higher education.