Increasing digitalisation enables the realisation of new learning formats such as e-learning or hybrid learning opportunities. The aim is to achieve at least a comparable learning potential in these digital teaching-learning settings as in face-to-face teaching. This requires teachers to recognise the differences that can arise in the learning process as a result of the various learning formats and to intervene accordingly or create alternatives. The quality and quantity of communication in particular - which play a central role in good learning processes - appears to be lower in digital teaching and learning settings. Against this, the paper addresses the question of which professional competences teachers need to design and implement cooperative digital teaching-learning settings. In doing so, the focus is placed on further education staff in adult education, since their educational pathways eare hardly formalised. Thus, there are considerable differences in the professionalisation and, secondly, the confrontation with new competence requirements takes place largely under their own responsibility.

The study builds on approaches from the theory of professions and professionalisation, with a particular focus on teachers' digital competence and ist great importance for the quality and innovative strength of educational programmes.

In order to empirically reconstruct requirements for digital competence, especially for the design of cooperative digital teaching-learning settings, qualitative interviews are first conducted with continuing education staff before and after different seminar formats (face-to-face, online, hybrid). The aim is to record attitudes towards digital formats in addition to general digital routines and professional action strategies. The evaluation is carried out using content-structuring content analysis, supplemented by accompanying observation data from the project. Furthermore, critical events, e.g. in relation to emotional experience, cognitive load and communication behaviour in the teaching-learning process, are analysed as part of the seminar implementation.

The data was accessed via the research project ‘Hybrid education for statutory interest groups’.
The results of the interview study with teachers will be presented at the conference. Ten interviews have already been conducted. Initial findings make it clear that a large proportion of teachers prefer face-to-face seminars and have considerable reservations about the learning effectiveness of digital formats.

The results provide practice-relevant impulses for professionalisation measures and are incorporated into an evidence-based orientation framework for the design of digital continuing education programmes, which is prepared in the form of guidelines for educational institutions and teachers. At the same time, the work makes a contribution to the theoretical further development of digital competence in adult education.

Keywords: Digital competence, communication, digital learning settings, further education.