Implementing modern teaching approaches for evidence-based practice in German midwifery university education: a qualitative study of educator experiences, facilitators, and barriers

Abstract Background Germany now requires midwifery education to move from vocational training to university-based bachelor's programmes, as mandated by the Hebammenreformgesetz (2020). This change calls for new teaching focused on competency for evidence-based practice (EBP). However, little is known about the experiences of midwifery educators, the barriers they face, or the factors that help them in this transition. Methods Researchers used an exploratory descriptive qualitative design. They interviewed 11 midwifery educators from five universities and universities of applied sciences in three German states. Data analysis followed Braun and Clarke's six-phase inductive thematic approach. Researchers also applied two models for interpretation: competency-based education (CBE) theory and Social Cognitive Learning Theory (SCLT). Results Three main themes emerged. First, educators described their experiences with modern teaching, including new curriculum design, active-learning strategies, and academic freedom. Second, they faced barriers such as institutional constraints, a lack of educators' skills, a gap between theory and practice, and student resistance. Third, some factors helped, including strong infrastructure, robust networks, and clear learning improvements among students. Conclusions Midwifery educators in Germany are using modern EBP teaching methods despite facing challenges. To sustain these changes, structured faculty development is needed. Official academic–clinical partnerships and a national EBP competency framework are also required. Future research should include views from students and clinical supervisors, and use validated instruments to link education with practice outcomes.