In the current discourses on sustainable development, one can discern two main intellectual cultures: an analytic one focusing on measuring problems and prioritizing measures, (Life Cycle Analysis (LCA), Mass Flow Analysis (MFA), etc.) and; a policy/management one, focusing on long term change, change incentives, and stakeholder management (Transitions/niches, Environmental economy, Cleaner production). These cultures do not often interact and interactions are often negative. However, both cultures are required to work towards sustainability solutions: problems should be thoroughly identified and quantified, options for large change should be guideposts for action, and incentives should be created, stakeholders should be enabled to participate and their values and interests should be included in the change process. The paper deals especially with engineering education. Successful technological change processes should be supported by engineers who have acquired strategic competences. An important barrier towards training academics with these competences is the strong disciplinarism of higher education. Raising engineering students in strong disciplinary paradigms is probably responsible for their diminishing public engagement over the course of their studies. Strategic competences are crucial to keep students engaged and train them to implement long term sustainable solutions.
The shortage for ICT personal in the EU is large and expected to increase. The aim of this research is to contribute to a better understanding of the roles and competences needed, so that education curricula can be better aligned to evolving market demand by answering the research question: Which competence gaps do we need to bridge in order to meet the future need for sufficiently qualified personnel in the EU Software sector? In this research, a mixed method approach was executed in twelve European countries, to map the current and future needs for competences in the EU. The analyses shows changes in demand regarding technical skills, e.g. low-code and a stronger focus on soft skills like communication and critical thinking. Besides this, the research showed educational institutes would do well to develop their curricula in a practical way by integration of real live cases and work together with organizations.
MULTIFILE
As societies age, the development of resources and strategies that foster healthy ageing from the beginning of life become increasingly important. Social and healthcare professionals are key agents in this process; therefore, their training needs to be in agreement with societal needs. We performed a scoping review on professional competences for social and health workers to adequately promote healthy ageing throughout life, using the framework described by Arksey and O’Malley and the Joanna Briggs Institute Guidelines. A stakeholder consultation was held in each of the participating countries, in which 79 experts took part. Results show that current literature has been excessively focused on the older age and that more attention on how to work with younger population groups is needed. Likewise, not all disciplines have equally reflected on their role before this challenge and interprofessional approaches, despite showing promise, have not been sufficiently described. Based on our results, health and social professionals working to promote healthy ageing across the lifespan will need sound competences regarding person-centred communication, professional communication, technology applications, physiological and pathophysiological aspects of ageing, social and environmental aspects, cultural diversity, programs and policies, ethics, general and basic skills, context and self-management-related skills, health promotion and disease prevention skills, educational and research skills, leadership skills, technological skills and clinical reasoning. Further research should contribute to establishing which competences are more relevant to each discipline and at what level they should be taught, as well as how they can be best implemented to effectively transform health and social care systems.
In recent years, ArtEZ has worked on a broadly supported strategic research agenda on the themes New Ecologies of Matter (ecological challenges), Social Equity (social-societal issues), (Un)Learning Practices (educational innovations) and (Non)CybernEtic Fabric (technological developments). Building on these strategic themes, the ArtEZ Research Collective as developed an international research strategy to become a valuable partner in the relevant Horizon Europe (HEU) areas of Environment, Industry and Social science and humanities. With its specific knowledge position and approach from arts and creativity, ArtEZ is convinced that it can play a distinctive role in European consortia to tackle various challenges in these areas, in particular from the perspective and research topics of the professorships Fashion and Tactical Design. To achieve its ambitions and goals in its targeted research topics, ArtEZ is convinced that a combination of international connections and local applications is key for successful impact. Building upon existing relations and extending the international research position requires extra efforts, e.g., by developing a strong international framework of state-of-the-art research results, impacts and ambitions. Therefore ArtEZ needs to (further) build on both its international network and its supportive infrastructure. With this proposal ArtEZ is presenting its goals and efforts to work on its international recognition as a valuable research partner, and to broaden its international network in cutting-edge research and other stakeholders. With regards to its supporting infrastructure, ArtEZ has the ambition to expand the impact of the Subsidy Desk to become a professional partner to the professorships. This approach requires a further professionalization and extension of both the Subsidy Desk organization and its services, and developing and complementing skills, expertise and competences to comply to the European requirements.
i-DEMO aims at supporting EU tourism professionals in acquiring and developing key competences in game-based tourism in order to foster innovation and improve overall tourism organizations’ performance by: enhancing specific skills and competences in game-based tourism; designing an i-DEMO course "Game-based Tourism"; creating an i-DEMO toolkit to apply gamification to tourism; enhancing the application and replicability potential of innovative game-based solutions.Societal IssueThe tourism and hospitality industry has rapidly evolved with technological advancements, especially through ICT and the rise of the sharing economy. Digital platforms, social media, and mobile technologies have popularized gamification in tourism, creating engaging experiences and enhancing consumer loyalty. Gamification immerses tourists in simulated travel worlds, improving satisfaction, behavior, and involvement. Benefits include increased visitor engagement, loyalty, improved marketing, and support for sustainable tourism. However, despite its potential, gamification adoption remains limited in tourism. To address this, initiatives like i-DEMO aim to enhance skills and competences, improving employability in the evolving tourism market.Benefit to societyThe benefits that gamification can offer in the travel and tourism industry are: 1: More Engaged Visitors: we must not underestimate the immersion level that games can offer to travelers; 2: Increased Visitor Loyalty: when somebody is truly satisfied with their experience, they are much more likely to come back; 3: Improved Marketing for Hospitality and Tourism: tourism and hospitality have been the biggest ones impacted by all of the lockdown restrictions; consequently they are using all kinds of marketing methods to motivate people to start travelling; 4: Sustainability: gamification could help promote more environmentally, socially and culturally sustainable forms of tourism, supporting the twin green and digital transition.
It is VHL’s mission to train high-quality, committed and innovative professionals who con-tribute to a more sustainable world , and who are able to organize and manage multi-stakeholder processes for sustainable change: graduates with transdisciplinary competences. Secondly, VHL aims to contribute to the SDG-agenda by linking its education and applied research to eight particular SDGs of which Resilient Communities is one. However, to operationalize SDGs in practice, and aligning targets and strategies of different stakeholders is difficult: ‘resilience’ and ‘sustainability’ refer to ‘wicked problems’ for which no definitive problem formulation, nor clear-cut solutions exist. Addressing wicked problems like ‘resilience’ and ‘sustainability’ requires transdisciplinary collaboration to manage and transform divergent values and conflicting interests, and to co-create sustainable innovations. This HBO postdoc views the 17 SDGs as a compass to align targets and strategies of citizens, government, civil society organizations, private sector and knowledge institutes who collaborate in Living Labs of VHL focusing on resilient communities/regions. Through spiraling action-reflection cycles, stakeholders will use the SDG compass to make success mechanisms, obstacles and trade-offs visible, assuming they stay engaged to overcome difficulties to improve interventions and innovations; this is expected to result in adapted sustainability practices and lessons learned on reaching community resilience. The postdoc’s aim is two-fold highlighting the link between research and education: (1) Design a methodology to integrate SDGs effectively in VHL’s applied research: using the SDGs as compass to improve performance and outcomes of transdisciplinary collaborations. (2) Develop a Roadmap for transdisciplinary education at course, curriculum, and institutional level with SDGs as compass. Future graduates require the competence to work together with others outside one own’s discipline, institute, culture or context. Living Labs offer a suitable learning environment to develop this competence
