The black box connecting teaching and (subject) science under the conditions of digitality

How can teaching in digitality have an impact on research and scientific knowledge, and what starting points are there  for empirically investigating this question? In an explorative contribution to the discussion, this paper  proceeds from the basic idea of a cycle of confirmation in  the theory of science and contrasts it with a cycle of justification. Against the background of these two  heuristics, we explore concepts of higher education  didactics and digitisation initiatives in teaching. The goals  are first to identify the implications for academic culture in  digitality and then to look for starting points for opening  the black box connecting teaching and research.