1. You are an educational researcher and political scientist. Is that a difficult balancing act?
Yes, sometimes. But it is precisely this connection between education and politics that makes my work so exciting. Education is a political issue, and it cannot be designed sustainably without considering the political conditions. In many other countries, this interdisciplinary research is already well developed, while in Germany it is still hardly present and, in some cases, not fully accepted. This is also because many educational researchers want to define themselves as apolitical – a separation that is hardly possible in reality, however, since education always takes place in a political context and is influenced by political decisions.
2. How did this come about?
From the very beginning, I was interested in people and their development as well as in political contexts. It quickly became clear to me that a single subject would not be enough to answer all my questions – neither educational science nor political science alone. Only by combining the two disciplines is it possible to recognize how individual developments and social structures influence and shape each other.
3. Does good education need politics?
Yes, absolutely. Education is always political because it requires clear parameters for equal opportunities, quality, and access. Without political decisions, there are no curricula, no funding, and no empowerment of disadvantaged groups.
4. What should it look like?
Education must think long-term, reduce social inequalities, and respond to societal changes, e.g., by investing in early childhood education, digital infrastructure, and lifelong learning. Moreover, it should not only impart knowledge and skills but also promote the well-being of learners and enable them to shape their lives in a reflective way.
5. Does politics need good education?
Yes, it does. Education is a central political field in democracy, even if this is often only understood when extreme political currents get stronger. Populists and extremists know very well that education enables people to critically question things and actively participate in democracy, which is why they often attack or try to influence it. Good education promotes political participation, strengthens social cohesion, and counteracts disinformation and manipulation. Without a solid educational basis, politics will lose legitimacy and its capacity to enact change in the long term.
6. If you had a free wish in terms of educational policy, what would you change?
I would finally restructure the education system in such a way that education is no longer a privilege, but a real right – irrespective of origin, social status, or financial means. It is absurd that in a rich country like Germany, educational success still depends more on the parental home than on individual performance, and that education has such a low priority, even though it is the future of our society.
7. What exactly does that mean?
First, massive investments in schools, teachers, and digital infrastructure, instead of pursuing education policy according to the financial situation. Second, more protection for children and adolescents from child endangerment – the right to education and a safe, supportive environment must take precedence over parental claims to power. Children’s rights have to be at the center of politics in Germany, too. Third, a system that does not screen out but promotes from the outset with real equal opportunities instead of early selection.
8. We are currently seeing a shift to the right in many states, and populism is on the rise. Is democracy in danger?
Yes, democracy is facing major challenges worldwide. In many countries, right-wing and populist movements that focus on simplification, division, and the rejection of democratic principles are getting stronger. Populists deliberately exploit social uncertainties, fuel distrust of democratic institutions, science, and the media, promote policies of exclusion, and spread conspiracy narratives and disinformation. This weakens democracy from within. However, this development is not new but has emerged over a long time: If fewer and fewer people actively participate because they feel that their voice is not heard, or if fundamental democratic values such as freedom of expression and the rule of law are gradually undermined, democracy will be endangered in the long term.
9. What can education do in this respect, and do we perhaps need “democracy education” as a school subject?
Education and socialization are the foundations of every society and thus also of democracy. Ideally, education not only imparts knowledge about democratic processes but also promotes central competencies that are necessary for active and reflective participation in society. A separate school subject – be it “Democracy Education” or “Political Education” – ideally teaches democratic principles. Specialized knowledge is a prerequisite to be able to develop political maturity in the first place, i.e., for people to learn to form their own opinion on the basis of specialized knowledge. But for the development of responsible citizens, it is not enough to teach specialized knowledge. People must also be able to experience democracy. Schools themselves must be experienced as democratic places in which diversity of opinion, co-determination, and critical reflection are promoted.
10. What role do TikTok, Instagram, and similar platforms play? Are these the actual enemies of democracy?
At first glance, social media such as TikTok, Instagram, or YouTube are democratic instruments. They promote social exchange, provide quick access to information, and offer platforms for minorities and political participation. Young people in particular get access to content that they might not otherwise consume through social media and can get involved in politics there in a low-threshold way. Reality, however, shows that these platforms involve considerable risks. Algorithms prioritize content that triggers strong emotions. These are often extreme or polarizing opinions that generate more interaction. This increases the spread of misinformation, conspiracy narratives, and hate speech, which are difficult to control. It is therefore extremely important to promote media education and critical thinking so that people use social media more consciously and thoughtfully. At the same time, companies themselves must be held accountable, which is unfortunately far too little the case.
11. Do we need a separate school subject “Media Education” in view of this strong influence of digital social networks?
Yes, media education is essential, but it should not be seen in isolation. Personally, I think it makes more sense to anchor media education as an integral part of subjects such as political education and other subjects such as computer science or historical education.
12. You have recently investigated the problems and opportunities of cultural education in rural areas. What is (not) possible there?
Cultural education in rural areas is extremely diverse – depending on where we are. In many places, there is less access to cultural institutions such as museums, theatres, or galleries, and the variety of cultural offerings is also usually more limited than in cities. On the other hand, most rural regions have strong local communities and a close connection to nature, which can be a starting point for creative and cultural educational opportunities. We also know from research that people in rural areas feel happier and less lonely. Despite this potential, however, there are obstacles such as financial shortages or less networking between cultural providers and residents. Particularly in Germany, cultural education in rural areas is extremely unevenly distributed, which is also because many regions have been left behind politically and economically.
13. You already called for more climate education back in 2017. Do we need more and more education?
Yes, above all, education must adapt more to global changes and challenges. Climate and sustainability issues may not always take center stage, but that will increasingly change because they are gaining more relevance worldwide – also for social cohesion, by the way.
14. Speaking of education: What was your favorite subject at school?
Definitely mathematics, and I think it would still be today.
15. Did you want to become something completely different at some point?
Oh yes, I actually had many different career aspirations! My ideas of what I wanted to become ranged from baker to astronaut. I never thought I would become a professor. For me, professors were old, grey-haired, and very wise men, and I would never have thought I stood a chance.
16. You have been a professor at the University of Potsdam since 2023, the place where you studied in 2007. A coincidence or coming home?
Certainly both! Before I was appointed professor at the University of Potsdam, I of course had many other positions and professorships at various universities. But Potsdam now offers me the special opportunity to sometimes feel like a student again. The rooms, buildings, and Potsdam’s gardens and lakes connect me directly with my own time as a student, which creates a very special atmosphere. It’s almost as if I were continuing a piece of my own academic journey but now from the perspective of a teacher.
17. Was there a very special moment during your academic career?
Yes, and it regularly crosses my mind. A former professor said to us students: “Question the boundaries instead of just working within them.” That first sounded like a prudent wisdom that I took for granted – until I realized how difficult it actually is in science. But that’s exactly where innovation happens. Science is not created by repeating the familiar but by asking: Why is that so? Does it have to be this way? And what if things could be done differently? This moment, this realization, that it is not only allowed but necessary to question the framework has influenced my work ever since. It’s not always easy, but if it was easy, it wouldn’t be real research.
18. You have traveled extensively as a researcher. You were in Berlin, Heidelberg, and Aachen, but also in Vancouver, Berkeley, Jerusalem as well as Tel Aviv. Was that a sophisticated plan or seizing every opportunity?
Neither nor. As a young mother during my studies at the University of Potsdam, I had to pursue my career in such a way that it made sense both academically and for my children. I specifically took advantage of opportunities to embrace both - research and valuable intercultural experiences for my children.
19. What did you take away as a researcher?
As a researcher, I have primarily learned how important it is to remain curious and to keep on learning, even if the path is not always straight. I also learned how useful interdisciplinary and international exchange is.
20. What do you personally remember?
Meetings and conversations with people from very different cultures and disciplines. Those moments when we developed new ideas together or discussed topics that were on all of our minds. And the moments when I traveled to different places with my children and we discovered new worlds together also showed me how valuable it is to always be open to new things, not only as a researcher but also as a human being.
21. Does your research have any boundaries – in terms of countries, languages, or cultures?
Yes, research always has something to do with boundaries. It is a permanent examination of what we are able to know and what we do not know. These boundaries are manifold: They can manifest themselves in the language in which we understand the world, in the texts we read, and in the meanings shaped by linguistic and cultural differences. But it is precisely these boundaries that challenge us and push us to keep looking for answers, develop new perspectives, and constantly question our knowledge.
22. You are conducting research on transnational actors who influence or even implement policies. Do they bring about lasting change? What do they do differently?
Yes, they change educational policies sustainably by setting global standards, shaping reform discourses, and steering financing instruments. They often act more flexibly than national institutions, use networks strategically, and drive innovation across national borders.
23. You are also part of the “Initiative for an Effective State” where experts discuss what needs to be done to strengthen the German state’s ability to reform and its functionality. What would you suggest?
The goal is to prepare concrete suggestions for reforms in order to strengthen the efficiency, modernization, and sustainability of state structures. I cannot yet give the details, but it is about practical and implementable approaches for a more efficient administration and better governance, which is meant to bring about significant changes and improvements in various policy areas.
24. More state or more transnational actors – what is the future of good education?
The future of good education does not lie in an either-or between state responsibility and transnational actors, but in an interplay of both. The state ensures equal opportunities, creates binding educational standards, and implements long-term strategies that are not tied to short-term profit interests. But this is precisely its weakness: Education systems are often sluggish, resistant to reform, and not flexible enough to keep pace with rapid social and technological developments. Organizations such as the OECD, the UNESCO, and NGOs set global educational standards, analyze education systems worldwide, and make recommendations for reforms. They enable international exchange and incorporate proven concepts from other countries into national education policies.
25. Research or teaching – what do you enjoy more?
Both! But this also means that there has to be enough time for good research in addition to teaching and academic self-administration. This is often not so easy in our job.
26. Are there any research gaps in your field that you would like to close if you could?
One of the research gaps that I am particularly interested in is the question of how and why socialization and education can promote social cohesion or increase polarization. Education is often seen as the key to social advancement, individual development, and economic participation. But its profound effects on the social landscape of a society – especially on how people enter into dialogue with each other or separate themselves from each other – are often underestimated.
27. What do you like about your profession?
I love sharing knowledge with other young and older people from different cultures and backgrounds, making complex topics understandable, and finding creative solutions. I enjoy working with different perspectives, stimulating discussions, and supporting people in overcoming their challenges.
28. And what not at all?
Sometimes it would be nice to have a pause button for questions to which there is no final answer.
29. Is there something you are fighting for?
Science used to be a “fifth estate” in democracies. Scientists actively intervened in social debates, but today they are often reluctant and want to remain supposedly neutral. Many worry about their neutrality, their reputation or fear hate speech or a shit storm as a reaction. But now more than ever, remaining silent is more dangerous than speaking out. After all, we also have a responsibility in society. Scientific findings should therefore not just gather dust in specialist journals, but be incorporated into education, policy advice, and public debates.
30. Is there something that you are afraid of as a researcher?
As a researcher, I am particularly afraid of increasingly less space for open, critical debate and the exchange of ideas in society – especially in terms of democracy. When people only live in their own bubble and there is less room for diverse perspectives, then this not only endangers science but also the foundations of a democratic society.
31. What do you do for work-life balance?
Exercise, family, literature, time in nature, and my friends.
32. Do you use TikTok – in your job or privately?
Only in my job. I use it to gain better understanding when I analyze the data empirically.
33. What would you like to achieve as a researcher?
Science should not only produce knowledge, but also assume responsibility: through sound policy consulting, through education and practical solutions for education and the media. If my research contributes to people questioning things more critically, not allowing themselves to be led by manipulation and fake news and actively supporting an open, democratic society, then I have achieved my goal.
Nina Kolleck has been Professor of Educational and Socialization Theory at the University of Potsdam since 2023.
This text was published in the university magazine Portal – One 2025 “Children” (PDF)..