With their libraries, the monasteries were the most important centres of education in the Middle Ages and the number increased immensely with many new foundations in the 12th century. At the monastic schools that were often attached, children who were not intended for a life in a monastery, also received an education in reading (more seldom in writing). The promotion of musical skills and knowledge of the Psalter were also part of the education. Children from peasant classes were introduced by adults to fairytales, legends, songs and the basics of Christian faith, while daughters of noble families were usually taught by private tutors at home. There is a famous story about the future nun and Abbess of Le Paraclet, Heloïse. Her private tutor was the philosopher and theologian Abelard and they ended up having a love affair. The education in morals and religion was often carried out by the mothers, as was the case for Jutta of Sponheim.

Another part of the education were courtly manners, literature, dance, music as well as the production of sophisticated textile works. In the monasteries, the future nuns were taught reading, writing, basics of Latin as well as the singing of the Psalms and the reading of the Holy Scripture. Hildegard of Bingen probably was not satisfied with this knowledge, even if she considered herself as indocta, uneducated. Her possibilities for further learning came from conversations with the monks, especially with Volmar, the monastic library and the oral and written contact with people outside the monastery.

From the second half of the 11th century, the cathedral schools in the towns, whose famous magisters taught an increasing number of students, gained importance. Germany, however, was far behind France and Italy. That development then led to the foundation of the first universities in Bologna and Paris. For women, however, these educational institutions remained closed, as did a systematic education in the Seven Liberal Arts. This was also the reason why Hildegard had to rely on secretaries to correct her writings with regard to grammar and style. Consequently, the opportunities for education were much more limited for women then they were for men and usually only accessible to the noble upper class.