18 May 2026, by Newsroom editorial office/CSS

Photo: private

Hewi Jalal Amin studiert auf Lehramt

Hewi Jalal Amin is studying German and vocational education / technology at the University of Hamburg and the Hamburg University of Technology to obtain a teaching degree. In this interview, she explains why she chose a career in education and how the Horizonte Scholarship is helping her with her studies. The program, for which applications are open again until 28 June 2026, is aimed at prospective teachers with an immigrant background.

After obtaining the Abitur (German secondary school leaving certificate), you initially began a bachelor’s degree in Energy and Environmental Engineering. What led you to decide to switch to a teaching degree program during your studies?

During my bachelor’s program, I began volunteering at the “Haus der Jugend” in Kirchdorf, helping children and teenagers with homework and providing academic support. There, I quickly realized how much joy I derived from explaining academic concepts in an accessible way and supporting young people in their development—many of the students over the course of several years.

What particularly shaped me was the realization of how important individual support is for children and teenagers, who often don’t have the same educational resources and opportunities as others. I realized that I didn’t just want to explain subject matter, but above all to motivate, empower, and guide them.

Through this work, I increasingly felt the desire to make pedagogy and educational work the area of concentration for my career. That is why I made a conscious decision to pursue a degree in education. Today, I am truly fulfilled in my role as a prospective teacher and educator and feel that I have found a path that aligns with both my personal values and my abilities.

The Horizonte program is specifically aimed at teacher education students at the University of Hamburg who have a migration background. What challenges do teachers with a migration background face, and to what extent does the Horizonte scholarship help address these challenges?

Teachers with a migration background are often confronted with everyday racism, prejudice, and stereotypes even within educational institutions. Unfortunately, school is not automatically a space free of discrimination, and the teaching profession does not shield one from it either. Precisely for this reason, I see it as an important task for teachers to actively help shape the school environment and make inequalities visible. Challenges arise not only in the classroom, but also among colleagues, in conversations with parents, or within school structures.

The Horizonte scholarship provides support on multiple levels. I find it particularly valuable that it creates spaces for exchange, reflection, and empowerment. Furthermore, through seminars, continuing education, and coaching, the program also strengthens the fellows professionally, helping them to confidently tackle challenges.

Workshops and tutorials play a major role in the scholarship’s conceptual framework. Which of the topics covered interest you most?

The Horizonte scholarship program covers many topics that are often neglected in teacher training programs, such as sensitivity to discrimination, educational equity, pedagogical approach, or dealing with diversity in everyday school life. I am particularly interested in questions surrounding discrimination-sensitive educational work and how schools can become fairer, more inclusive, and more democratic places where different life realities have a place. I find it enriching to be able to combine theory, personal experiences, and educational practice.

In the Horizonte scholarship program, you are part of a very diverse group of teacher education students. What do you take away from this experience? Has it changed your perspective on the role of a teacher?

Even though we bring very different backgrounds and experiences to the group, there are many commonalities that connect us. Many of us share similar challenges regarding what it means to live in Germany with a migration background and to become a teacher. Our commonalities, but also our differences, allow us to learn from one another and gain new perspectives on school, society, and our future profession.

This has also broadened my perspective on the teaching profession. I’ve come to understand that teachers don’t just impart knowledge, but also actively shape the school environment and take on social responsibility. The seminars and exchanges with other scholarship recipients help me reflect more consciously on my own pedagogical approach and continue to develop it.

In addition to your studies, career, and scholarship, you take on responsibility for other people. Where are you involved, and how do you manage to balance everything?

I work in the field of child and youth welfare, where I support children and young people through academic tutoring and educational assistance. Additionally, since my school days, I have been involved in projects focused on intercultural exchange and social participation in my home neighborhood of Wilhelmsburg.

Of course, it can sometimes be challenging to balance my studies, work, and volunteer commitments. At the same time, these areas also give me a lot in return because they are closely linked to my personal values and my motivation for the teaching profession. It’s important for me to consciously set priorities and ensure a good work-life balance.

(This content has been translated automatically.)