Page 39 - Vseživljenjsko učenje kot temelj trajnostne družbe

Developing Alumni Competencies

beyond formal education. Their relationship with education does not end
at graduation; rather, lifelong learning encompasses continuous upskilling
and reskilling in response to changing labour market demands, technolog-
ical innovation and broader societal transformations (Molnár et al., 2024).
Lifelong learning includes formal, non-formal and informal modalities of
learning across a range of settings (Gündüz, 2023). Recent studies confirm
that structured, flexible lifelong learning initiatives, when designed with rel-
evance and accessibility in mind, can improve career adaptability and pro-
gression (Faupel-Badger et al., 2015). Key factors for success include men-
torship, industry relevance, and the recognition of acquired competencies
through validated learning outcomes (Bjursell & Florin Sädbom, 2018; Wallo
et al., 2020).
Higher education institutions have a crucial role to play in embedding life-
long learning within their institutional mission. No longer limited to their
traditional function of preparing young students for first-time entry into
the labour market, universities are increasingly expected to support alumni
in their continued personal and professional development throughout life.
This requires a shift towards more inclusive and flexible educational models,
modular formats, and stackable credentials-particularly in response to the
demand for just-in-time, skills-based learning that aligns with rapidly chang-
ing workforce expectations (Boyadjieva & Orr, 2022).
One response to this shift is the growing adoption of micro-credentials.
These short, competency-based learning units offer a targeted and verifi-
able way for individuals to gain new skills and demonstrate them to employ-
ers. For higher education institutions, micro-credentials represent a means to
bridgeformalandinformallearning,whileexpandingaccessto education for
diverse learner groups, including alumni. Supported by European initiatives
such as DigComp and GreenComp, micro-credentials are increasingly recog-
nised as tools to address skills gaps in digital and sustainability domains and
to reinforce employability in the context of the green and digital transitions
(European Commission, 2022; Vuorikari et al., 2022).
As a result, universities are uniquely positioned to lead the integration
of micro-credentials into wider lifelong learning ecosystems, by leverag-
ing their academic credibility, engaging with employers, and developing
learner-centred, stackable qualifications that support upskilling, career tran-
sitions and personal growth (Ruddy & Ponte, 2019). The aim of this study
was to explore alumni perceptions of lifelong learning needs after gradua-
tion, with a focus on their interest in developing green and digital skills. It
also aimed to identify the preferred formats for continuing education and

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