Page 47 - Vseživljenjsko učenje kot temelj trajnostne družbe

Developing Alumni Competencies

tainable development, energy efficiency and ecological awareness should
be more integrated into their continuing education, as these aspects are be-
coming increasingly important in all sectors. As one participant commented:

There is a lot of innovation in the green sector and we need to con-
stantly update our knowledge. [FG_Management]

Although participants in all focus groups commonly emphasised the im-
portance of professional, soft, digital and green competences, a closer ex-
amination reveals faculty-specific differences in how these needs are under-
stood and prioritised. As the groups included graduates from the Faculties
of Health Sciences, Education and Management, the following section anal-
yses how the professional contexts shaped the different expectations of life-
long learning and continuing education. Participants from health-related de-
gree programmes emphasised the need to strengthen clinical and patient-
centred skills.
Key areas included: palliative care; dementia care (including support for
relatives); physiotherapy in women’s health; health communication and pa-
tient education; digital literacy and use of digital tools in practice. Education
faculty graduates pointed to several critical areas where additional training
is needed to meet the demands of different learning environments: parental
cooperation; inclusive didactics for pupils with special needs; stress manage-
ment and emotional regulation; curriculum implementation and assessment
strategies; basic psychology and crisis management; bureaucracy and ad-
ministrative skills. Management and business participants expressed diverse
and evolving needs related to a dynamic professional environment: com-
munication, leadership, and soft skills; digital competences, including AI and
data management; green skills and sustainability literacy; entrepreneurship
and legal frameworks; ethics and professional integrity; sector-specific con-
tent (e.g. economic crime, maritime trade).

Formats and Delivery Modes of Lifelong Learning
Participants discussed their preferences regarding the formats and deliv-
ery modes of lifelong learning programmes and emphasised the need for
flexibility, practicality and accessibility. In particular, they emphasised the
value of practical workshops, interactive learning methods, such as group
discussions, simulations and case-based activities, and digital learning op-
tions that enable easier integration into stressful working lives. Many partic-
ipants favoured practical, hands-on learning over purely theoretical events.

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