From Knowledge to Innovation: Dialogue-Based Transfer of Media Education Findings for Science Policy and Education Management

Abstract In this article, Christian Filk and Mandy Schiefner-Rohs analyse the ‘transfer gap’ between media education research and its practical implementation. Despite high-quality research results, the impact on educational practice is limited. The authors examine how dialogue-oriented transfer models can overcome this discrepancy, with media education functioning as a ‘boundary spanner’ between science and practice. They identify transfer barriers at the communicative, structural and cultural levels and develop a multidimensional transformation approach. Central to this is the paradigm shift from linear to dialogue-oriented transfer models, which understand transfer as social innovation. This requires methodological realignments (participatory research designs), structural innovations (reformed funding structures) and cultural transformation. The authors formulate recommendations for action in education policy, research and practice. They advocate for a reconception of transfer processes as an integrated, co-creative process. Only then can media education fully realise its potential for evidence-based education policy.