Inside-out learning arrangements are increasingly being demanded, yet in practice, a content-oriented teaching approach seems to prevail unchanged. This volume aims to provide suggestions for the implementation of enabling didactics in schools, vocational education, and adult education, drawing on insights from didactic research, in order to meet the demands for competence orientation and the development of key competencies. To this end, evaluations of case studies are presented, following the research methodology of didactic reconstruction. As a result, enabling didactics is described as a learning culture of plural self-regulation for didactic theory formation and practice design, where enabling didactics is understood as individual professionalism and as an organizational core competency. The chosen examples illustrate that common professional patterns can only be broken when there is synchronization between educators and the organization. The book attempts to establish a connection between the conceptual approaches of didactic framing and concrete practical design possibilities through numerous examples and tools.