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In accordance with the subject of culture, the presentation of inquiry-based learning in cultural studies (Kulturwissenschaft) 1 has multiple perspectives: The decentralized view of instructors and researchers is supplemented by the central perspective, in which the author (as an academic expert in diversity at the University of Bremen) participates in efforts to improve teaching and learning (Kaufmann 2013; Kaufmann & Schelhowe in this volume; Satilmis in that volume). 25.1 Characteristic Features in the Field of Cultural Studies as Basic Conditions for Inquiry-Based Learning In the last 20 years, cultural studies has been constituted and established as a transdisciplinary professional profile centered on cultural theories and concepts. This is reflected, among other things, in the fact that in 2014, upon the establishment of a "Cultural Studies Society" as a scientific association, an institutional framework was created for the subject. Degree programs in cultural studies are available, for example, in Bayreuth, Berlin, Bremen, Frankfurt/Oder, Lüneburg, Koblenz and Constance. This young subject is defined by its lack of clear disciplinary borders, because it crosses traditional subject-specific demarcations and approaches questions in a multi-perspective manner. This transdisciplinary, polyphonic interaction is largely based on cultural theories; the British concept of

Inquiry-based learning can neither be prescribed nor directly controlled by the university administration. In essence, it is essentially based on the Humboldtian educational ideal of the unity of research and teaching, relative to which institutions of higher learning position