Hybrid learning with the help of the framework curricula for teaching german to university students - necessity or fun?

After a brief clarification of the terms hybrid learning, blended learning, analogue learning and digital learning, a reflection is introduced on what hybrid learning and blended learning can mean in the case of foreign language teaching to students and to what extent it can relate to GFL teaching at universities and colleges in any faculty or field of study. Examples of working methods from practice are presented which show that the competences mentioned in Agenda 2030 (United Nations, 2015) can not only be developed through foreign language teaching, but that this development can even be enjoyable.The didactic methodological framework for the development of these competences is provided by the framework curriculum for German language teaching at Ukrainian colleges and universities (Goethe-Institut, RC 2014), which was developed as part of an international university project that lasted over twenty years (1998 – 2014).The project was created immediately after the fall of the Wall in response to the questions arising from the new historical situation regarding the aims, content and methods of foreign language teaching at universities and colleges. These questions are just as relevant today as they were then, because universities and colleges are facing a similarly serious change today: They have the task of facing up to the requirements of the ESD goals of Agenda 2030 and to the current social, technological, climatic, ecological and economic challenges of our time. They have the task to be a hybrid system of study, life and work – and our article shows that foreign language teaching can make an important contribution today, just as it did then.