Different from national systems of innovation, a knowledge-based economy is grounded in the volatility of discursive knowledge enabling us to specify expectations. Expectations can be improved by testing against observations. Furthermore, expectations can differently be codified; for example, in terms of market perspectives and technological opportunities. The Triple Helix of university-industry-government relations provides first a (neo-)institutional model. However, three functions are recombined at the systems level in each instantiation: wealth generation (by industry), novelty production (academia), and legislation and regulation (government). The Triple-Helix synergy indicator enables us to use the institutional arrangements as instantiations of the knowledge-dynamics and thus to assess the generation of options and reduction of uncertainty in information-theoretical terms. The Fourth Industrial Revolution entails the transition to the reflexive entertaining of expectations in terms of models as increasingly the sources of innovations.

Since the end of 2019 and throughout 2020 the world has been devastated by the SARS COVID-19 pandemic. The sport world suddenly had to deal with a massive reorganization of events with important implications on the physical and psychological preparation of athletes and coaches. The purpose of this study was to explore how these changes impacted coaches’ and athletes’ goal setting strategies and their experience of goal adjustment. As part of a wider mixed-method project involving 2162 coaches and 1354 athletes, an online qualitative survey was used, and data collected were analyzed using reflexive thematic analysis. Findings highlighted three overarching themes, in response to goal adjustment: “Moving on toward new goals”, “Letting go of goals”, and “Trying to hold on”, with several themes and sub-themes identifying different nuances of athletes’ and coaches’ experience. The implications of such findings for the mental preparation of high-level athletes are discussed in two ways. Firstly, in light of existing literature on goal setting from an applied perspective; secondly, in the broader perspective of the sport culture and the application of our themes to other challenging moments that sport professionals might encounter.

In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worldview diversity? Does worldview diversity in schools exist, and if so, how can we recognize it in its plurality and complexity? How can we acknowledge different worldviews in the context of a changing inclusive school system? In this article, we would like to present the theoretical foundation, the research setting and the first findings of our ongoing pilot studies of worldview education at an inclusive German school. The experiments are part of a larger project context that is also described. The case study presented in this article, in which innovative language and machine learning technology was used for data analysis, illustrates the potential of inclusive methods and didactic concepts such as Universal Design for Learning [1], Learning in the Presence of the Other [2,3] and Reflexive Inclusion [4] for inclusive worldview education in the context of a religiously pluralized and secularized society.