This book aims to demonstrate that digitalization in German language teaching is not merely a technical innovation but a comprehensive pedagogical and theoretical transformation. In the digital age, foreign language education requires a multidimensional rethinking of learning theories, teacher and learner roles, assessment practices, and the structure of learning environments.

Digital Transformation in German Language Teaching: Theoretical and Pedagogical Perspectives approaches digital technologies not from a tool-centered perspective, but through the lens of learning theories, pedagogical principles, and critical educational inquiry. The book reinterprets behaviorist, cognitive, social interactionist, and constructivist theories within digital learning contexts, while discussing artificial intelligence, mobile learning, digital assessment, and integrated task design specifically in relation to German language teaching.

Bridging theory and practice, this volume offers both a conceptual framework and a pedagogical roadmap for German language teachers, teacher educators, academics, and graduate students. It serves as a comprehensive reference for all those who seek to engage with digitalization in language education in a critical, reflective, and pedagogically grounded manner.