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This worksheet aims to introduce students to the "trolley problem" as a fundamental ethical dilemma, encouraging them to evaluate moral decision-making through the lens of different philosophical theories and their modern application in artificial intelligence and autonomous driving.

Content and methods: The worksheet uses a multimedia approach, starting with a video-based discussion of the trolley scenario. It then provides informative texts on utilitarianism, deontology, virtue ethics, and moral relativism to facilitate theoretical understanding. Students apply these concepts through comprehension questions, analytical writing tasks, and a creative "pitch" presentation where they role-play as programmers to address the ethical challenges of self-driving cars.

Competencies:

• Ethical reasoning and moral judgment
• Application of philosophical theories to modern technology
• Critical thinking and perspective-taking
• Argumentation and presentation skills
• Reading and media literacy

Target group: Grade 10 and above

Objectives

The goal is to learn the Jigsaw method as a way to independently explore complex philosophical models of thought. Participants engage objectively and critically with fundamental questions of existence and evaluate them through academic discussion. The sample content serves as a flexible template for systematic method training.

Content and Methods

This Worksheet uses a cooperative Jigsaw structure to explore core philosophical ideas. After an individual specialization phase, students deepen their knowledge in expert groups and then share it in home groups. Results are organized in a table that highlights major works and key theses. A short, fictional role-play at the end places each position in a contemporary context. All content choices - both the selection of philosophers and the theories - are designed to be interchangeable.

Competencies

• Subject Knowledge: Understanding central philosophical movements and the ability to concisely summarize complex models of thought.
• Methodological Skills: Confident use of the Jigsaw method as a cooperative learning approach and proficiency in focused academic research.
• Critical Judgment: Objective engagement with differing worldviews and their relevance for contemporary epistemology.
• Social and Communication Skills: Responsible peer-to-peer knowledge sharing and facilitation of perspective-taking through role-play.

Target Group and Level

Middle and upper secondary

Learners critically examine the supposed neutrality of algorithms and understand how AI systems can reproduce and cement social inequalities.

Content and methods:

The worksheet provides a theoretical introduction to the problems of machine learning and illustrates these using a case study. By analyzing factual texts and working through reflection questions, learners examine mechanisms such as the “black box problem,” proxy variables, and the ethical consequences of algorithmic decisions.

Skills:

• Recognizing bias in technical systems and questioning the objectivity of data.
• Discussing responsibility and accountability in the context of automated processes.

Target group:

Grade 11 and above.

Objective: The worksheet aims to raise learners' awareness of the opportunities and risks associated with artificial intelligence (AI). They should learn to analyze different perspectives and make critical decisions in this controversial field of the future.

Content and methods: Learners first develop their own definition of artificial intelligence and are provided with a content basis through a case study. Using tables and role analysis, they evaluate opportunities and risks as well as the perspectives of various actors. Finally, they take a reasoned position in a decision-making task and reflect in a group on rules for the responsible use of AI.

Competencies:

• Understanding AI: Defining and distinguishing between the opportunities and risks of AI.
• Changing perspectives: Analyzing complex problems from different roles and attitudes.
• Critical thinking: Weighing technological progress against ethical and social risks.
• Decision-making skills: Developing well-founded decisions in a controversial context.

Target group and level: The worksheet is aimed at students from the 8th grade onwards and is also suitable for upper secondary school.

Students investigate how artificial intelligence is transforming a specific field, gaining an understanding of both the benefits and challenges of AI. The goal is to develop critical awareness of AI’s capabilities, ethical issues, and the ongoing need for human judgment in decision-making.

Content and Methods:

The worksheet guides students through an exploration of AI in a specific field by examining real-world examples. Students analyze ethical concerns. Methods include comprehension questions, multiple-choice tasks, comparison of benefits and risks, open-ended reflection questions, and a short argumentative essay about AI’s role in that field.

Competencies:

• Understanding technological applications of AI in a real-world professional field
• Critical evaluation of the benefits and risks of AI in that field
• Ethical reasoning about data privacy, bias, and human–machine interaction
• Analytical thinking about the balance between AI capabilities and human expertise
• Argumentative and reflective writing skills

Target Group and Level:

Grade 8 and up.

Learners reflect on their current life situation, their wishes and goals, and formulate these in a letter to their future selves in order to create awareness of their own development.

Contents and methods:

The worksheet provides structured guidance on writing a personal letter to one's future self. Guiding questions serve as inspiration. The method is supplemented by the creation of a time capsule, in which small personal items such as photos or notes are enclosed with the letter.

Skills:

• Self-reflection and introspection
• Formulation of personal and professional goals
• Creative and written expression

Target group and level:

Grade 5 and above

With the help of the worksheet, learners engage with a film in a structured way in order to develop a deeper understanding and to reflect on and transfer what they have seen.

Contents and methods: 

The worksheet is structured like a brochure and asks questions about the content and further questions about the film. The worksheet ends with a personal evaluation of the film.

Skills:

• Concentrated extraction of information from a visual medium
• Analysis, reflection and transfer of film content

Target group and level:

Grade 7 and above

With the help of the worksheet, learners engage with the content of a film in a structured manner before, during and after viewing it in order to develop a deeper understanding and to reflect on and transfer what they have seen.

Content and methods: 

The worksheet begins by testing prior knowledge of the film. While watching, the pupils complete multiple-choice tasks to actively engage with and consolidate their understanding. After the film, transfer tasks are used for further processing and reflection on the topic.

Skills:

• Activating and building on prior knowledge
• Concentrated extraction of information from a visual medium
• Analysis, reflection and transfer of film content

Target group and level:

Grade 7 and above

Students learn and practise active listening skills in order to engage in constructive and respectful debate. They reflect on the importance of this skill for exchanging arguments and promoting mutual understanding.

Contents and methods:

The worksheet introduces the basics of active listening and illustrates its importance in debates and everyday life. Using a mini-debate on a selected topic, pupils practise listening attentively to arguments, summarising them and building on them. They use predefined sentence starters to create a flowing dialogue.

Skills:

• Active listening and empathy
• Ability to argue and change perspectives
• Reflection and self-awareness
• Structured documentation of arguments

Target group and level:

Grade 7 and above