Zwischen Kompetenzgefühl und Handlungssicherheit: Die Kompetenz-Anwendungs-Lücke in digitalen IT-Lernformaten

Abstract

Digital IT learning formats are often judged as successful too early. A format is used, content is understood, learners report an increased sense of competence, and initial tests produce positive results. However, this is not sufficient for vocational IT education. Acceptance, comprehensibility, and perceived competence are important intermediate steps. Yet they do not show whether learners will remain capable of acting later in ambiguous technical situations.

This article addresses this threshold. Based on an exploratory quantitative study on digital IT learning formats, it introduces the competence–application gap as the perceived distance between perceived competence and expected application under realistic conditions. The study does not measure objective action security or actual transfer. However, it reveals a didactically relevant finding: perceived application competence does not automatically close the perceived application gap. Learners may feel more competent while at the same time recognizing more clearly that later application requires more than the learning moment itself can represent.

Building on this, the article develops the principle of controlled application tension. Digital IT learning formats must not completely smooth out complexity if they are intended to prepare learners for professional action security. They must create situations in which learners work with incomplete information, contradictory indications, technical dependencies, and justified decisions. Not as a form of overload, but as targeted preparation for the realities of IT operations, security, infrastructure, and project work.

The article does not provide conclusive evidence of impact but rather offers a didactic translation of an empirical impulse. Its core message is understanding does not yet mean being secure in action. Digital IT education must therefore not only convey content but deliberately shape the space between understanding and action.