Diversity not only has methodological and didactic implications, but also implications in terms of content. For example, teaching diversity competence can certainly be a subject or learning objective. The topic of diversity is immanent in areas such as human medicine, teacher education degree programs, therapeutic life sciences, educational sciences, etc. However, a critical reflection of the respective subject content against the background of social developments may also reveal less obvious points of contact. Diversity is therefore not only taken into account on the immediate interactive level between teachers and students, but also against the background of their preparation for a life in (professional) contexts in which diversity is a natural part of social reality.

On a content level, diversity-oriented teaching can also be expressed in a selection of topics that includes different perspectives, in an interdisciplinary view of the subject matter or in the critical reflection of one’s own academic history with regard to Eurocentric interpretations. The degree of thematic co-determination that you give your students, for example in the selection of their presentation and term paper topics, can also contribute to a diversity-oriented course in terms of content.