Openness competences - a question of attitude? A competency model for transformative education

In postdigital educational settings, the question of how openness can be made visible and fostered in teaching and learning processes is becoming increasingly relevant. This article examines openness competencies as a meta-competence that encompasses cognitive, emotional and social dimensions. It explores how these dimensions manifest in written reflections by instructors who have completed a question-based learning path within a higher education didactic training programme. Based on qualitative content analysis, a typology of reflective attitude profiles was developed, revealing differentiated openness patterns ranging from focused to integrated and ambiguity-tolerant. The article demonstrates that, in higher education, openness should not be considered a fixed trait, but rather a competence that can be activated in specific contexts.