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The goal of this worksheet is to enable students to independently identify and critically examine manipulative marketing strategies in retail. Using a specific case study, they will develop the theoretical foundation needed to distinguish between genuine sustainability promises and deliberate consumer deception, so they can make informed, independent consumer decisions in their daily lives.

Content and Methods: The content focuses on the definition and strategic characteristics of greenwashing, its psychological impact, and an analysis of legal consequences. Methodologically, the worksheet combines an image-based case analysis with in-depth journalistic text analysis. A video-based summary of theoretical categories of deception and a practical, criteria-based checklist serve to reinforce knowledge and facilitate active application to students’ own consumer behavior.

Competencies:

Analytical Competence: Students can systematically deconstruct visual design elements, price placements, and advertising messages in digital user interfaces.

Substantive Competence: They understand the definition of the technical term “greenwashing” and can distinguish between vague marketing phrases and verifiable sustainability labels.

Critical thinking skills: Students are able to critically evaluate the discrepancy between corporate sustainability reports and actual environmental impacts.

Reflective thinking skills: They can critically examine their own susceptibility to manipulative sales strategies and identify alternative courses of action.

Target audience and grade level: Intermediate (8th-10th grade)

This worksheet aims to raise students’ awareness of the mechanisms, economic dimensions, and psychological strategies of modern digital marketing in everyday life.

Content and Methods: The material focuses on the economic significance of social media marketing based on statistical data, as well as the analysis of specific digital posts. Methodologically, the worksheet relies on a combination of practical case studies—in which an exemplary social media post is deconstructed both textually and statistically—and theoretical insights into behavioral economic effects. In addition, the material encourages multi-perspective discussion through reflective writing assignments and the comparison of contrasting stakeholder perspectives. Finally, the discussion of complex issues is used to synthesize what has been learned into the formation of independent judgments.

Competencies:

Analytical and Deconstructive Competence: The ability to systematically examine media content and linguistic and statistical devices for their manipulative or promotional effects

Reflective and Critical Thinking Competence: The ability to critically examine one’s own consumer behavior and evaluate economic phenomena from different perspectives

Media and Economic Competence: Understanding of digital market mechanisms, psychological influence strategies such as the authority bias or the bandwagon effect, and their impact on the economy

Target Audience and Level: 9th/10th grade

Objective: This worksheet aims to help learners understand the pros and cons of a particular profession and prepare them for a job interview.

Content and Methods: A text describes the profession, including its advantages and disadvantages. A dialogue scenario for a job interview serves as a basis for learners to practice in a role-play. Detailed role cards provide guidance on emotions and goals. A checklist supports preparation for the job application.

Competencies:

• Vocational knowledge: Understanding the requirements of the profession
• Communication: Preparing for and conducting a job interview
• Self-reflection: Reflecting on one’s own abilities

Target group and level: Spanish learners at A2 level

Objective: This worksheet aims to provide learners with a basic understanding of the Spanish economy and gross domestic product (GDP).

Content and Methods: It covers a country’s economy (sectors, challenges, opportunities) and explains the concept of GDP. Methods include reading comprehension, multiple-choice questions, and describing the economy.

Competencies:

• Reading comprehension
• Understanding of basic economic concepts
• Written expression

Target audience and level: Spanish learners at A2 level

ESD:

• SDG 8 (Decent Work and Economic Growth): Addressing sustainable economic opportunities for the future
• SDG 9 (Industry, Innovation, and Infrastructure): Promoting innovation in the green economy

Objective: The worksheet aims to educate learners about the use of artificial intelligence in medical diagnostics. Learners should understand how AI systems support professionals, increase efficiency, and what ethical questions arise regarding responsibility and trust.

Contents and methods: The content includes an introduction to AI-supported imaging based on informational texts, analysis tables on areas of application, a practical case study, and an overview of the pros and cons of opportunities and risks. Methodologically, the content is taught through a combination of technical text work, structured analysis, case studies, and reflective exchange formats such as opinion rounds and evaluation surveys.

Competencies:

• Technical competence: Understanding how AI works in medical imaging and diagnostics.
• Ethical reflection competence: Critical examination of the question of who bears ultimate responsibility for AI-supported wrong decisions.
• Assessment competence: Weighing up the opportunities and challenges of technological innovations.

Target group and level: From grade 10 onwards.

Learners critically examine the economic, social, and environmental consequences of large-scale events using a selected example and weigh up the opportunities and risks.

Contents and methods: 

Based on informational texts about various roles (e.g., city administration, citizens' initiative, environmental officers), learners develop subject-specific arguments. The method includes preparing a structured discussion using tables and concluding with the creation of an informational statement to announce the decision.

Skills:

• Multiperspective analysis of complex economic issues
• Argumentation and judgment skills in socio-political debates
• Transfer of theoretical economic data to municipal decision-making processes
• Cooperation and communication skills within a role simulation

Target group:

Grade 8 and above

Learners analyze the concept of soft power as a modern instrument of foreign trade policy and understand how cultural appeal is systematically used to increase national exports and global influence.

Contents and methods:

Using a factual text and a fictional eyewitness account, the differences between hard and soft power as well as mechanisms such as nation branding, public diplomacy, and the halo effect are explored. The methodological implementation involves text analysis, the reconstruction of chains of effects, research in the “Global Soft Power Index,” and a concluding critical assessment of state cultural control.

Competencies:

• Technical competence: Distinguishing and explaining international power categories (hard vs. soft power)
• Analytical competence: Investigation of the economic impact of cultural exports (e.g., K-pop) on gross domestic product
• Judgment competence: Critical reflection on the opportunities and dangers of state influence on culture and national identity
• Media and research competence: Dealing with global comparative studies to measure the intangible assets of nations

Target group:

Grade 10 and above

Learners critically examine the impact of generative artificial intelligence on the creative industries and develop their own well-founded position on the subject.

Content and methods:

The material provides an introduction to how generative creative content works. In a discussion, students take on different roles (e.g., politicians, tech industry, cultural workers), analyze subject-specific arguments, and compile them in a table. An optional practical task allows them to experiment with AI tools themselves.

Skills:

• Critical examination of technological innovations and their social consequences
• Change of perspective and ability to argue within the framework of a debate
• Media literacy through reflection on copyright, authenticity, and the dangers of manipulation
• Use of digital tools for creative content creation

Target group:

Grade 10 and above

Learners analyze the concept of data capitalism, identify the economic value of personal data, and evaluate the key opportunities and risks of data trading.

Contents and methods:

The worksheet deals with data capitalism and the role of personal data as a “currency.” Using the example of the fictional character Nala, the types of data shared and their economic interest for companies are examined. The economic value of data, the role of data brokers, and the use of profiles by companies are discussed. A sorting exercise traces the flow of data from release to corporate use. Subsequently, argumentative texts highlight the perspectives of consumer representatives, business representatives, and small business owners on the opportunities and risks of data trading in order to summarize the most important arguments in a concluding table and write a reasoned statement.

Skills:

• Analysis of data flow and economic interdependencies in data capitalism.
• Assessment of the opportunities and risks of trading personal data from different perspectives.
• Reasoned statement on a socially relevant economic topic.
• Summary and structuring of complex factual texts.

Target group:

Grade 9 and above

Objective: The worksheet raises learners' awareness of how artificial intelligence is changing the world of work, focusing on the chosen profession as an example. The aim is to understand the shift from routine tasks to demanding human skills and to evaluate the resulting opportunities and risks.

Content and methods: The worksheet deals with the world of work, using a selected profession as an example. Methodologically, tasks that can already be performed by computers today are collected and structured in a mind map in order to examine changes in the job profile, such as the elimination of routine tasks or the emergence of new professions. In addition, opportunities (e.g., support with complex tasks) and risks (e.g., job loss for simple tasks) are critically examined, and a new job profile is developed that combines the strengths of humans and AI.

Competencies:

• Analytical skills: Ability to examine occupational fields for their potential for automation
• Technological adaptability: Recognition of the need for technical training in the use of AI system
• Critical thinking: Weighing economic efficiency against social impacts on employees
• Future planning: Development of innovative professional roles in a digitalized working world

Target group and level: Grade 10 and above