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As part of the EFOP-3.3.3-VEKOP-16–2016-00001 “Museum and Library Development for All” project, a national representative digital literacy survey was conducted in Hungary's public libraries at the end of 2019. The aim of the present study is to provide a deeper analysis of the data collected during the survey to answer the question of the role of gender and age in the development of digital skills amongst librarians working in public libraries. This study was designed to answer the following four research questions: Are there levels of proficiency defined by DigComp 2.1 that are more specific to men or more specific to women? Are there areas of competence and competences that are clearly perceived as stronger or weaker for men or women? Are there areas of competence that are clearly influenced by age and others that are not or only moderately influenced by age? Which competences are clearly age-related, and which are not or only slightly affected by age?

The main target group of the study were library professionals working in county libraries. The survey, based on the DigComp 2.1 (Gomez et al., 2017) framework, was conducted using an online questionnaire in the form of a self-assessment and explored four levels of digital literacy. A 30-question questionnaire was completed by 1,868 respondents. The sampling procedure was essentially stratified sampling. The large number of respondents and the sampling procedure combined with the representativeness of the sample meant that the results of the survey can be considered as generalisable to the whole Hungarian public library sector.

Of the five competency areas assessed by the DigComp framework, librarians were found to be most competent in information and data literacy, and least competent in content development, according to the proportion of those with basic skills. 32 percent of women and 22 percent of men working in libraries rated their digital skills as basic, and both groups were weak or less weak in the same skills, with a few exceptions. At the intermediate level, there is a predominance of women. In the information and communication competency areas and in the content development and integrating and re-elaborating digital content in the content creation area, a high proportion of women consider their digital skills to be medium. Relatively few men rate their own competence in these areas as average. They are most likely to have advanced and highly specialised skills. The advanced level in DigComp2.1 implies, in addition to strong digital skills, the willingness and ability to help others, while the highly specialised level requires innovative and creative use of digital technology and knowledge transfer. These top two skill levels are more common amongst men. 34 per cent of men and 27 per cent of women have advanced skills, while 13 per cent of men and 6 per cent of women have highly specialised’s level. The age of librarians has only a minimal influence in certain areas of competence and for certain competences. Skills in the information and data literacy competency area are less age sensitive. For the data management competency, which requires more technological skills, a stronger correlation between age and skill levels is observed, especially for basic and highly specialised skills. In the communication competence area, the youngest age group of librarians has the highest percentage of advanced and the lowest percentage of basic level. The proportion of advanced learners decreases steadily as age groups progress and the proportion of basic learners increases at a similar steady rate. The effect of age on the content creation is much more modest than expected. Age clearly has an impact on the safety competence area. As age increases, the proportion of those at advanced level decreases and the proportion at basic level increases. Age also has a significant effect on the problem-solving competence area. One in two librarians in the 50 and 60s have only basic level skills, compared to one in four in the youngest age group and one in three in the 40s.

Using the DigComp 2.1 framework, a digital competence survey of a whole professional group of library professionals working in public libraries in Hungary was carried out. The study provides new insights into the impact of gender and age as variables on digital competence.

This paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education. The paper seeks to draw insights from the students on the potential of this teaching model.

The study adopted a quantitative research design in exploring the potential of an action competence teaching model. This study used self-report measures to obtain insights into the objective of the study.

The action competence teaching model was seen as useful in equipping students with knowledge about a problem, confidence and willingness to act. However, some issues like the design of the projects, teamwork and instructional practices were identified and discussed.

To the best of the authors’ knowledge, this study is the first to implement an action competence teaching model to help draw insights from students on its potential. This paper documents certain aspects of action competence that require attention before being implemented in higher education. This information so far lacking in scientific literature contributes to ongoing discussions on SDGs while unveiling strengths and weaknesses to be considered.

This paper aims to examine how organisational values affect diversity in terms of different competencies in rural family Small and Medium-sized Enterprises (SMEs). Recruiting a diverse workforce in rural family SMEs can be particularly difficult due to the prevalence of internal family values and the lack of available local specialised competencies. A deficiency of diversity in employment and competence acquisition and development can create problems, as it often prevents rural family SMEs from recruiting employees with a wide variety of qualifications and skills.

The study takes on a multi-case method of Swedish rural family SMEs, applying a qualitative content analysis approach. In total, 20 in-depth structured interviews are conducted with rural family SME owners and 2 industries were investigated and compared – the tourism and the manufacturing industries.

Rural family SMEs lack long-term employment strategies, and competence diversity does not appear to be a priority for rural family SMEs, as they often have prematurely decided who they will hire rather than what competencies are needed for their long-term business development. It is more important to keep the team of employees tight and the family spirit present than to include competence diversity and mixed qualifications in the employment acquisition and development.

Contrary to prior research, our findings indicate that rural family SMEs apply short-term competence diversity strategies rather than long-term prospects regarding competence acquisition and management, due to their family values and rural setting, which strictly narrows the selection of employees and competencies. Also, a general reluctance towards competence diversity is identified, which originates from the very same family values and rural context.

This study aims at measuring the results of the use of an improved and innovative teaching method, specifically designed for supporting the development of students’ entrepreneurship competence, through students’ self-assessment before and after the teaching.

The teaching methods design was based on the effectuation approach and considering the comprehensive entrepreneurship competence model as theoretical grounding. The teaching methods experimentation took place in three countries (Estonia, Italy and Poland), collecting pre–post self-assessment surveys from 404 students of entrepreneurship courses. The results of the experimental groups were compared, in each country, with those of control groups not exposed to the same teaching.

Students participating in classes using innovative teaching methods declared an increase in entrepreneurship competencies, with statistically significant differences, contrasting the results in the control group. The positive changes in self-assessment were observed for 13 of 14 subcompetencies investigated. The increase in the level of the self-assessment of entrepreneurship subcompetencies was significantly greater among bachelor’s degree students.

The strengths of the study include a diverse research sample and a uniform structure of teaching design applied in three different countries, while specific comparative studies on entrepreneurship education and its effect on learners are limited. Moreover, this study used a pre–post design and involved a control group, while most of the existing research on the effect of entrepreneurship teaching are based on different methods. Finally, while most studies measure the impact of entrepreneurship education by focusing on entrepreneurial intentions, this study focused on the development of students’ entrepreneurship competences.

Currently, owing to the influence of rapid globalisation, the issue of international and cross-cultural implementation of cross-cultural relationships is being widely discussed. This is also related to the readiness of graduates for international cooperation. The objective of this qualitative study is to identify and compare the requirements of company representatives from the Czech Republic – the Vysocina Region and Austria (Region Upper Austria) regarding the readiness of graduates to entering the workforce and the intercultural differences between the relevant regions.

A total of 20 Czech and Austrian companies from the relevant regions participated in the research. The results were obtained through in-depth guided interviews and a comparative method.

The qualitative study has theoretical implications in the context of new findings in the field of research. It contributes to the knowledge relating to the preparation of graduates for entering the workforce, and in the context of intercultural development, it extends this knowledge with the identified weaknesses of the mentioned preparation at the level of Czech or Austrian education.

The most effective and probable approach to enhance the development of cross-cultural competences in particular appears to be the integration of new techniques and content of education in the form of new subjects in cooperation with academics and practitioners from the particular country. Collaboration with these experts can build students' knowledge and skills from an intercultural environment to the highest degree possible.

The study aimed at identifying the degree of professional competence of faculty members from the students’ perspective at Kuwait and Palestine Technical University Kadoorie, and identifying the effect of the variables of gender and academic year.

The researchers developed a 24-item questionnaire and administered it to 115 students each from Kuwait (male: 57, female: 58) and Palestine Technical University Kadoorie (male: 21, female: 94). The study used a descriptive approach to analyze the collected data.

According to the students' perspective, the average professional competence of faculty members at Kuwait University is 2.74 for the teaching competencies, 2.29 for the technology competencies, 2.65 for the evaluation competencies and 2.71 for the human competencies. Similarly, at Palestine Technical University Kadoorie, the mean of the professional competencies of faculty members from the students' perspective is 2.31 for the teaching competencies, 1.96 for the technology competencies, 2.24 for the evaluation competencies and 2.34 for the human competencies. There were significant differences in the degree of professional competence at Kuwait and Palestine Technical University Kadoorie due to the gender of all domains in favor of females. There were significant differences in the degree of professional competence in Kuwait due to the academic year of the technology domain between the first year and second year, in favor of the second year. There were significant differences due to the variable of the academic year of the human domain between the first year and the third year, in favor of the third year. There were significant differences in the degree of professional competence at Palestine Technical University Kadoorie due to the academic year of the technology domain (second, third, fourth year and more) and second year, in favor of (the second year). There were significant differences due to the academic year of the human domain between the first and second year, in favor of second year.

The authors hope that their findings will inspire further research in this area and help universities to better support their faculty members and improve student outcomes.

The purpose of this paper is to analyse data literacy in the new Digital Competence Framework for Citizens (DigComp 2.2). Mid-2022 the Joint Research Centre of the European Commission published a new version of the DigComp (EC, 2022). This new version focusses more on the datafication of society and emerging technologies, such as artificial intelligence. This paper analyses how DigComp 2.2 defines data literacy and how the framework looks at this from a societal lens.

This study critically examines DigComp 2.2, using the data literacy competence model developed by the Knowledge Centre for Digital and Media Literacy Flanders-Belgium. The examples of knowledge, skills and attitudes focussing on data literacy (n = 84) are coded and mapped onto the data literacy competence model, which differentiates between using data and understanding data.

Data literacy is well-covered in the framework, but there is a stronger emphasis on understanding data rather than using data, for example, collecting data is only coded once. Thematically, DigComp 2.2 primarily focusses on security and privacy (31 codes), with less attention given to the societal impact of data, such as environmental impact or data fairness.

Given the datafication of society, data literacy has become increasingly important. DigComp is widely used across different disciplines and now integrates data literacy as a required competence for citizens. It is, thus, relevant to analyse its views on data literacy and emerging technologies, as it will have a strong impact on education in Europe.

This study addresses the challenge of integrating entrepreneurial competences development into the traditionally structured engineering curriculum, recognizing its potential contribution to job creation. Specifically, this study proposes a course design that intersects project management and entrepreneurial disciplines, adopting a challenge-based learning approach.

Considering a list of common features that entrepreneurs and engineers—in the role of project managers—should excel at, and building upon the principles of experiential learning, this study proposes and describes a course design that is expected to help engineering students develop entrepreneurial competences. Through a series of assessment instruments and descriptive statistics, the study evaluates its implementation in a pilot test applied in a Project Management course at a Spanish university.

The results demonstrate a significant improvement in students' entrepreneurial competences after completing the course. Noteworthy variations in receptiveness to skill development among different personality profiles are observed. Gender differences are minimal, with the exception of women exhibiting heightened self-perception in the autonomy dimension.

This study explores the common features shared by two often-disconnected disciplines, namely engineering and entrepreneurship. It suggests that integrating both perspectives through a challenge-based course design can enhance entrepreneurial competences among engineering students without compromising the specific knowledge gained from engineering programs. Engaging students in such pedagogical experiences not only fosters entrepreneurial competences but also contributes to their professional and personal growth.

The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting sustainability, cultural diversity and the integration of various perspectives and worldviews rooted in identity and lived experience in sustainability education at Community College of Allegheny County (CCAC).

A case study approach using Geneva Gay’s (2002) CRP framework was used to investigate the role of CRP in sustainability education at CCAC. Thematic analysis was used to analyze the data collected from eight interviews and 67 survey respondents, who participated in a larger exploratory study focusing on education-related sustainable development goals objectives in technical and vocational education and trainings.

The findings indicate that implementing CRP in sustainability education fosters a culturally diverse learning environment, leading to enhanced cultural competence, critical thinking, global citizenship and academic achievement. Best practices and potential benefits of integrating diverse lived experiences and identities using CRP are also identified.

The small sample size may limit the generalizability of the findings. To address this limitation, future studies could use larger and more diverse samples to confirm the findings of this study. Additionally, the study was conducted at a single institution, which may limit the transferability of the findings to other institutions. Future studies could replicate this study at different institutions to determine the generalizability of the findings. Another limitation is the reliance on self-reported data, which may be subject to social desirability bias. To address this limitation, future studies could use a mixed-methods approach that includes both qualitative and quantitative data sources.

This study highlights the need for community colleges to prioritize diverse faculty and staff recruitment, provide CRP and diversity training and establish partnerships with community organizations. By implementing these recommendations, institutions can enhance sustainability education, promote cultural competence and foster critical thinking among students, ultimately contributing to a more inclusive and equitable learning environment.

The integration of diverse lived experiences and identities using CRP in sustainability education can lead to a more culturally diverse and socially inclusive society. By fostering cultural competence, global citizenship and critical thinking in students, community colleges can empower them to address global challenges and contribute to achieving a sustainable and equitable future for all.

This paper contributes to the understanding of the role of CRP in promoting sustainability and cultural diversity in CCAC and education. It highlights the significance of including diverse perspectives and worldviews rooted in identity and lived experience in sustainability education, offering practical recommendations for integrating CRP in educational institutions.

The purpose of the study is to identify the soft skills and abilities that are crucial to success in the fields of operations management (OM) and supply chain management (SCM), using the O*NET database and the classification of a set of professional figures integrating values for task skills and abilities needed to operate successfully in these professions.

The study used the O*NET database to identify the soft skills and abilities required for success in OM and SCM industries. Correlation analysis was conducted to determine the tasks required for the job roles and their characteristics in terms of abilities and soft skills. ANOVA analysis was used to validate the findings. The study aims to help companies define specific assessments and tests for OM and SCM roles to measure individual attitudes and correlate them with the job position.

As a result of the work, a set of soft skills and abilities was defined that allow, through correlation analysis, to explain a large number of activities required to work in the operations and SCM (OSCM) environment.

The work is inherently affected by the database used for the professional figures mapped and the scores that are attributed within O*NET to the analyzed elements.

The information resulting from this study can help companies develop specific assessments and tests for the roles of OM and SCM to measure individual attitudes and correlate them with the requirements of the job position. The study aims to address the need to identify soft skills in the human sphere and determine which of them have the most significant impact on the OM and SCM professions.

The originality of this study lies in its approach to identify the set of soft skills and abilities that determine success in the OM and SCM industries. The study used the O*NET database to correlate the tasks required for specific job roles with their corresponding soft skills and abilities. Furthermore, the study used ANOVA analysis to validate the findings in other sectors mapped by the same database. The identified soft skills and abilities can help companies develop specific assessments and tests for OM and SCM roles to measure individual attitudes and correlate them with the requirements of the job position. In addressing the necessity for enhanced clarity in the domain of human factor, this study contributes to identifying key success factors. Subsequent research can further investigate their practical application within companies to formulate targeted growth strategies and make appropriate resource selections for vacant positions.