This working paper provides a source-based mapping of the international presence of Learning by Teaching (Lernen durch Lehren, LdL) between 1980 and 2026. Developed by Jean-Pol Martin in the early 1980s, LdL has been documented in academic publications, teacher education, classroom practice, institutional programmes, and international networks. The study does not attempt to quantify the total number of teachers or learners using LdL worldwide, since no central statistics or comprehensive international surveys are available. Instead, it distinguishes systematically between verifiable evidence, contextual indications, and research gaps. Germany and Bavaria emerge as the best-documented areas of origin and consolidation. Japan represents a major East Asian hub, while further documented forms of reception and application are identified in France, Poland, the Czech Republic, Romania, Moldova, Italy, Spain, China, Indonesia, and Algeria. The central finding is that the international development of LdL should not be understood as a uniform or centrally managed expansion. Rather, it appears as a long-term, decentralised network of individuals, publications, universities, teacher-training structures, school projects, and local initiatives. The paper contributes a transparent documentation of the international visibility of LdL while explicitly identifying the limits of the available evidence. It thereby provides a reliable basis for further research on the reception, transformation, and institutionalisation of Learning by Teaching. Original contribution The paper brings together previously dispersed evidence and organises it as a systematic international mapping. Its particular contribution lies in distinguishing documented occurrences from assumptions and in interpreting the dissemination of LdL as a decentralised, network-based process. Function within the Zenodo series Within Jean-Pol Martin’s Zenodo corpus, this article complements the theoretical publications on LdL, the New Human Rights, semantic fields, and human–AI collaboration. It adds a documentary and science-sociological perspective by examining the geographical and institutional traces of LdL over more than four decades.
Martin et al. (Fri,) studied this question.
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