How can a game be used to increase the environmental awareness of employees in everyday life and reduce their individual CO2 footprint? BMW China asked itself this question and therefore brought the experts for Digital Learning from TÜV Rheinland Academy China on board. They developed the “Choose the future road” campaign for BMW. Among other things, it includes an interactive game on Virtual Reality (VR). The exhibition for greater environmental awareness among the car manufacturer’s workforce was initially shown at three locations in China and has the potential to be used at other BMW locations worldwide.

The campaign addressed the issue of environmental protection on three levels: “1: Climate change and its consequences”, “2: Efforts in our daily work via the BMW value chain,” and “3: How can we reduce our daily CO2 footprint?”. For the first section, TÜV Rheinland Academy China developed and produced an interactive VR game and an accompanying e-poster. VR is one of the key elements of BMW’s 2019 Environmental Campaign. The goal is to increase employees’ global environmental awareness, which is one of the fundamental pillars of the global sustainability strategy. All should be encouraged to reduce their CO2 footprint, both at home and at work. In the VR game, the employee watches a short video about the harsh realities that the global environment is exposed to and how they cause climate change, and where each of us can take personal responsibility for not further worsening the situation. The user of the VR game has the task of finding the sources of CO2 emissions. The game simulates an average day in working life when the player is on his way to work. The player has only 100 to 120 seconds to find all sources of carbon emissions. The more they discover, the more they are aware of the environmental hazards that surround them. These activities should help raise awareness of the CO2 emission sources surrounding them and encourage them to make ecological decisions about the use of CO2 producers such as computers, printers or coffee machines, etc.

The advantages of Digital Learning

VR games are part of the range of different learning methods with which the experts at TÜV Rheinland Academy convey content quickly, easily, and sustainably via digital channels. After all, knowledge bases and work processes are becoming increasingly dynamic. Only a future-oriented learning concept that incorporates all the possibilities and formats of digital technologies can meet the increasing demand for further training in a time-efficient and scalable manner. And: only 10 percent of what people read is what they remember. By contrast, we understand 90 percent of what we actively use or help to shape ourselves sustainably. Digital Learning demonstrably strengthens the effectiveness of learning through a high degree of self-activity. Digital solutions enable users to deal with new topics and encourage them to live out their curiosity in a protected user space. Simultaneously, they receive immediate feedback on their actions, which leads to self-made success. In addition to games on VR, the learning formats of TÜV Rheinland Academy include video-based training, web-based training, mobile learning, microlearning, blended learning, serious games, and learning worlds or live online training.

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Artificial Intelligence helps to learn better. In the digitalization of learning content, TÜV Rheinland Academy is increasingly focusing on automation through Artificial Intelligence – and can, therefore, now deliver its training videos in up to 38 languages for international training. Learners are addressed in their native language. Learning could hardly be better.

AI cooperation to localize digital training content

The recent speech by Markus Dohm, Executive Vice President at Academy & Life Care, made a big impression on the TÜV Rheinland Academy world worldwide. Employees were amazed that their boss now speaks several national languages – not only perfect English but also Arabic, Spanish and Chinese, all fluently. The basis of this successful “coup” is a cooperation between TÜV Rheinland Academy and the London start-up Synthesia, one of the leading companies for AI-supported video production.

Markus Dohm’s contribution was a successful test run for the actual project with which TÜV Rheinland Academy has now started: to translate the training and instruction videos, which TÜV Rheinland Academy offers its internationally active customers, into up to 38 languages. Artificial Intelligence helps to learn better because the expert directly addresses the learner in their native language. A higher identification with the learner is almost only possible face-2-face. In training videos, language is a crucial factor in establishing a personal connection and further intensifying learning progress.

The cooperation between TÜV Rheinland Academy and Synthesia solves an increasingly urgent problem known to all internationally active competence providers and global players operating their competence management according to the same standards worldwide. Videos are becoming more and more important in professional training. Still, classic video productions with numerous native-speaking experts are cost-intensive. They require a great deal of effort – which can hardly be amortized in everyday operations and is also more challenging to realize with Covid-19. By software, on the other hand, videos can be internationalized at a fraction of the cost – while safely complying with all hygiene regulations.

How can Artificial Intelligence help in training videos?

After the experiences of TÜV Rheinland Academy, AI is in further training, a genuine game-changer. The competence developer uses AI, where it increases efficiency and effectiveness, and scalability and can contribute to making further training offers for the own target groups even more positive. Around training videos, this means: Artificial Intelligence helps to…

  • … break down language barriers in an economically justifiable way.
  • … impart knowledge and skills more sustainably.
  • … reduce production costs.
  • … use resources smarter and use the resulting freedom for the development of new content.

Conclusion: Artificial Intelligence helps to learn better. The use of AI is a competitive advantage for those learning providers who accept that technology is no longer a future technology. Those who understand that it has long since found its way into our everyday lives and who use the opportunities it offers.

Competence Management TÜV Rheinland Academy

How do I move safely on the net? How do I recognize a fake profile? How do I judge online communication, how do I distinguish real news from fake news? What is a Meme? Where do I reveal too much of my private life and become a potential victim of identity theft? These are all questions of digital competence to which children and young people should have an answer. This makes them strong and resistant to the dangers of the internet and prepares them for their professional future. So far, however, digital competence is neither a teaching subject nor part of teacher training in Germany. TÜV Rheinland Academy in Germany is changing this – for example as a partner of DigiCamps. The resonance is unprecedented and has in the meantime the format of a movement, better said in the net speech: DigiCamps goes viral. The aim is to enable the specialists and managers of tomorrow to develop safely and healthily and to start here as early as possible: with schools and teachers.

2017 was the start of “DigiCamps – Life in Balance.” Since then, a republic-wide series has emerged that provides students, teachers, and parents with orientation on the World Wide Web. To provide didactically and pedagogically valuable information about the opportunities and risks of using the internet the social enterprise BG 3000 Service GmbH, the health insurance BARMER and TÜV Rheinland Academy Germany developed smart camps, teacher camps, trainee camps, and DigiCamps. Barmer is sponsoring the initiative, TÜV Rheinland Academy is one of the leading competence developers on board as part of the digital transformation. The primary motivation is that the acquisition of digital competence has to start early. Today and even more in the future, it belongs to the essential teaching contents such as reading, writing, and arithmetic. Parents and teachers must not be left alone with this task.

Optimizing the digital competence

A DigiCamp lasts three days and has a modular structure. It is aimed at students, mainly middle school students, teachers, and parents. In interactive workshops, they learn the safe and above all good use of digital media. The trainer teams consist of media educators, psychologists, nutrition and fitness experts and, above all, well-known social media influencers. Together, the participants deal with all facets of internet use and valuable digital competence. Questions about the functioning of Snapchat, Instagram, etc. are dealt with. The participants deal with the individual challenge of how to optimize their online self. They learn how to recognize addictive behavior in themselves and others and how to handle digital stress. By dealing with their usage patterns and without moral forefinger, the DigiCamps provide recommendations and orientation. Social media and mobile devices are part of life, but good use of them needs to be learned.

Hackers create “aha” effects

The DigiCamps start with impressive demonstrations that IT security specialists prepare according to age. With live hacking experiments, adults and teenagers will experience how quickly an e-mail account with weak passwords can be hacked. They are amazed when they experience the consequences of a travel ticket posted on Facebook and a thumbs up. A thumb recorded with an ordinary smartphone camera can be used to manipulate the fingerprint sensor on a mobile device. These “aha” effects about an unconsidered posting of personal information have a healing effect. Those who have participated in the DigiCamp will use their newly acquired digital competence and at least question their user behavior and ultimately change it.

Influencers clarify

Digital competences are also taught in the best sense of the word by social media giants at the DigiCamps, who have tens of thousands of subscribers on Instagram or YouTube. For example, Irina Engelke (287,000 followers) and Laura Grosch (132,000 followers) report on their Instagram channels during the DigiCamps. Sebastian Meichsner from Bullshit TV, among others, will talk about their YouTube projects with over 1.8 million followers.

Influencers of this kind, who are still in adolescence themselves, inform their peers about the mechanisms of action of these popular platforms. In the workshops, they appeal to their practical experience to use their minds in dealing with social media. Under their guidance and accompanied by pedagogues, the participants on the second and third day create their videos, create blogs, or other digital formats. They also deal with conditions of production and reception. In this way, children and young people learn playfully and concretely how to deal responsibly with these media.

Great interest in the format also from third parties

By the end of 2019, DigiCamps should have taken place in at least 100 schools. The objective of the project is that the teaching staff will then be able to offer their own teaching formats for digital competence in their schools with the extensive teaching materials of the initiative. In the meantime, word of success has spread, and the unique role played by TÜV Rheinland Academy in the interdisciplinary project has become known. Further organizations in Germany and Switzerland are interested in the realization of DigiCamps at schools and with education providers.

Competence Management TÜV Rheinland Academy

According to the 2019 learning trend, digital media and methods in professional training, in particular, will continue to gain ground. This is reflected in the current “Learning Delphi,” a yearly learning trend monitor of the German mmb institute, think tank and driving force for innovation in education and learning. While Extended Reality (XR) is rapidly gaining in importance, wikis are slowly moving into the background over the years. According to experts in this 2019 learning trend study, web-based training is also losing its previously high position. It is clear that new digital technologies could slowly replace the old ones. The Trend Monitor is based on a 2019 learning trends survey of 65 education experts from companies, educational institutions and universities in Germany, according to which learning apps, explanatory videos, and digital learning assistants are top-rated.

The 2019 learning trends show that the future of professional training is becoming even more digital, with social learning also gaining in relevance for 72 percent of the experts surveyed. Immersive learning applications are significant increasing: Extended Reality continues to grow. The term immersive is known from the gaming scene and means “deepening.” A recent study by the Turkish Gazi University in Ankara confirmed that XR is not only a 2019 learning trend but also has a positive influence on learning success. To teach their students how to assemble computer motherboards, Professor Dr. Ebru Kılıç Çakmak of the Faculty of Education used an immersive learning application. The marker-based XR application of educational researcher Çakmak, called “HardwareAR,” provided students with information about the properties of hardware components, ports, and assemblies. A control group acquired the theoretical and applied information about main board assembly from textbooks. The other students used the “HardwareAR” application. As a result, they were able to complete the assembly process in a shorter time and required less support. The AR students were significantly more successful than the textbook control group.

2019 Learning trends are blended learning, explanatory videos and learning apps 
While training and further education in the craft trades can benefit from XR, other digital learning aids are on the advance in classically oriented professional training topics. Around 60 percent of the respondents to the “Learning Delphi” survey assume that “intelligent learning assistants” will establish themselves as an innovative form of learning over the next three years. Intended are systems that accompany learners through a learning process in dialogue form and remind them of deadlines and learning workloads. The 2019 learning trend monitor shows that 97 percent of the experts regard Blended Learning and 89 percent Learning Apps as an increasingly important form of learning. The evergreen “Explanation Videos” is in second place with 94 percent. The importance of simulations has increased significantly from 36 to 53 percent. However, these findings may differ depending on age and generation and on the global average:


Competence Management TÜV Rheinland Academy

When it comes to your career don’t stop dreaming! Astronaut, professional soccer player, princess: Do you still remember what you once wanted to become? Not all childhood dreams come true. But sometimes the dream job is still only a stone’s throw away. Let yourself be inspired – by success stories around the globe.

Times are changing. Career dreams hardly do: For decades, little boys have dreamed of becoming police officers or pilots, girls usually want a professional career as (veterinary) doctors or teachers. However, Sophia was different: She liked to tinker with technology, even at an early age. Pin toys, Lego robots, computers – she wasn’t satisfied until she knew exactly how something worked. Later, she dreamed of running her own IT company. A career dream she realized: Together with two friends, Sophia founded her own Start Up. ” To keep my business growing, I have to keep up with the latest technology,” she says. The instructors at TÜV Rheinland Academy are there to help her. They themselves have practical experience and are dedicated to you with innovations and digitization.

> In this video you can get to know the whole story of Sophia.

Happiness makes you productive

TÜV Rheinland Academy is specialized in training and further education in technical professions and offers companies, graduates and professionals a wide range of opportunities to develop their personal potential in their dream job. Mohammed from India has also benefited from it. Initially, he wanted to be a racing driver. Today, he works as a mechatronics engineer for an international automotive group. Not least because with the Vocational Training of TÜV Rheinland Academy he experienced exactly the dual vocational training based on the German model, which is the basis for getting an opportunity for a job interview with global players. He made it, although he came from a modest background and lacked the money for education. “The education was financially supported and was outstanding. That’s why I can live my dream career today,” he says. Good for his employer! After all, studies show that happy employees are about 20 percent more productive than their dissatisfied colleagues.

> In this video you can get to know the whole story of Mohammed.

There could be more people like Sophia or Mohammed worldwide following their dream job. According to the Gallup Engagement Index in the USA, just one in three employees (33 percent) still feels emotionally committed to his job. And that is already the world’s top value. In the European Union, only one in ten employees (11 percent) is happy with his or her job, while one in four (25 percent) has already mentally resigned.

Why is that? On the one hand, many companies concentrate exclusively on their day-to-day business and thereby lose sight of employee development. On the other hand, even employees do not pursue their career goals consistently enough. John’s example shows that things can be different: Already as a child, he was very ambitious. Today, he works in his dream job and moves heavy construction frames as a crane operator. It wasn’t always easy to get there. “I started at the bottom, but I always kept an eye on my goal,” John remembers. Then his employer financed his training as a crane operator, and he passed the examination at PersCert TÜV. For him, personnel certification is not just a degree, but a kickoff for a successful international career that offers him many opportunities.

> In this video you can get to know the whole story of John.

Tailor-made e-learning offers for individual career dreams

So it’s not always the direct route that leads to the dream job, but that’s exactly what you should expect and inform yourself accordingly. Especially the increasing digitalization and automation offers exciting, sometimes undreamed of development possibilities. Today, for example, it is no longer necessary to study computer science to protect companies from hackers, viruses and other threats. Jane can prove this: she decided not to study and instead took tailor-made e-learning courses at TÜV Rheinland Academy. Today, she works as an IT expert and continues to focus on digital training. “Together with TÜV Rheinland Academy, for example, we have developed a customized course on cybersecurity for our company,” she says. “It is working out really well!”

> In this video you can get to know the whole story of Jane.

Paul also opted for a training course at TÜV Rheinland Academy as part of his continuing education program and was very enthusiastic about the practice-oriented courses. Without hesitation, he applied to be a trainer. With success. Today, he shares his expertise with young professionals and executives around the world. “I used to be a great electrical engineer at home. Today, I’m creating new ideas worldwide,” he proudly states. “It’s nice that I can share my dream with so many people and pass on my knowledge myself – so that others may also realize their career dreams.”

> In this video you can get to know the whole story of Paul.

We hope you haven’t given up dreaming either! Find out more about how the services offered by TÜV Rheinland Academy have supported Sophia, Mohammed, John, Jane and Paul on their career dreams, or find out for yourself what opportunities are available to you worldwide through training and further education at TÜV Rheinland Academy. Find out more on

Competence Management TÜV Rheinland Academy

Renowned German Education Media Award for the digital learning project “Virtual Pharmacy” / Awarded by NRW Minister of Education and Cultural Affairs Löhrmann at the education fair Didacta

The Academy of TÜV Rheinland has received the prestigious German Education Media Award “digita” on 17th February. The award was presented at the education fair didacta in Cologne by this year’s patron of the event, the North Rhine-Westphalian Minister of Education and Cultural Affairs Sylvia Löhrmann.

TÜV Rheinland has been awarded for the digital learning project “Virtual Pharmacy” in the category “Vocational Education and Study”. The winning project has been developed by TÜV Rheinland for Beiersdorf in 2011 and continually advanced ever since.

„Acknowledgement of our work“

With the virtual sales training product the globally operating German consumer goods group Beiersdorf imparts knowledge and consulting expertise for a premium skin care product line exclusively available in pharmacies. The target group is pharmaceutical technicians. “In this game based learning environment, the target group can autonomously and independently of time and place acquire the expertise needed through web-based training and train customer consultations.

Through multiple certificates competence mediation is concluded meaningful. “The fact that this learning format is awarded the digita Prize, for us is a confirmation of our work and we are very pleased,” said Christoph Hieber, digital-learning expert and Head of Workplace Learning Solutions (WLS) at TÜV Rheinland.