Transformation of the RESPO Decision Support System to Higher Education for Monitoring Sustainability-Related Competencies
Abstract
:1. Introduction
2. Decision Support System Transformation for Competencies Monitoring in Higher Education
2.1. Basic Conceptual Design of RESPO Decision Support System
2.2. Structure of RESPO Application
2.2.1. Main Menu
- Upload;
- Employees;
- Competencies;
- Workplaces;
- Trainings;
- Analytics;
- Status;
- Options.
2.2.2. Upload
2.2.3. Employees = Students
2.2.4. Competencies
2.2.5. Workplaces = Study Programmes
2.2.6. Trainings
2.2.7. Analytics
2.2.8. Status
2.2.9. Options
2.3. Validation of RESPO Application
2.4. Translation of Nomenclature from RESPO to RESPO X Application
2.5. Elements Ensuring the User-Friendly and Disability-Friendly RESPO Application
- Use a unique colour palette (e.g., clear contrast between foreground and background) and configurable buttons and text that deliver clear and easy-to-read texts (e.g., users have the option to zoom in, no cursive or curly font types).
- Add tips with explanations on complex fields.
- Create an instructional video, which will be enhanced with transcriptions, subtitles and captions.
- Use assistive technologies such as screen readers or voice-overs and haptic feedback (e.g., vibrations).
- Adapt the application structure to different displays (tablet, mobile, laptop).
- Use simple and short sentences supported by clear and recognisable iconography.
- Choose only a few crucial features to be shown on the main screen to keep users focused. All additional functionalities are still available in the menu, but in contrast to most of today’s apps, the main screen should contain just a few of the most important elements.
3. Key Competencies for Science, Technology, Engineering and Mathematics (STEM) Education and Learning
3.1. EU and Other Relevant Strategies as a Basis for the Selection of Competencies for RESPO Application
- Communication in the mother tongue;
- Communication in foreign languages;
- Mathematical competence and basic competencies in science and technology (STEM);
- Digital competency;
- Learning to learn;
- Social and civic competencies;
- Sense of initiative and entrepreneurship;
- Cultural awareness and expression.
- Critical thinking;
- Creativity;
- Initiative;
- Problem-solving;
- Risk assessment;
- Decision making;
- Constructive management of feelings.
- Foundational literacies: literacy, numeracy, scientific literacy, ICT literacy, financial literacy, cultural and civic literacy.
- Competencies: critical thinking and problem-solving, creativity, communication, collaboration.
- Character qualities: curiosity, initiative, persistence and grit, adaptability, leadership, social and cultural awareness.
3.2. Selection of Competencies from Study Programmes in Nanoscience and Nanotechnology
- Digital: Introduction to Artificial Intelligence, Data Warehouses, etc.
- STEM: Advanced Processing of Materials, Materials Structure and Characterisation, Materials Technology, Plasma Nanoscience, Gas discharges, etc.
- Sustainability: Economics and Society, Introduction to Circular Economy, etc.
4. Discussion on the Drawbacks of RESPO X
5. Conclusions and Future Work
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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App Structural Feature | Validator Suggestions and Feedback |
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Registration and login |
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Main Menu |
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Upload |
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ESCO integration |
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Employees = Students |
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Competencies |
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Workplaces = Study programmes |
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Trainings |
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Analytics |
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Status |
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EU Key Competencies | Specific Competencies |
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Literacy competency |
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Multilingual competency |
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STEM competencies |
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Digital competency |
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Personal, social and learning to learn competency |
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Citizenship competency |
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Entrepreneurship competency |
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Share and Cite
Abina, A.; Cestnik, B.; Kovačič Lukman, R.; Zavernik, S.; Ogrinc, M.; Zidanšek, A. Transformation of the RESPO Decision Support System to Higher Education for Monitoring Sustainability-Related Competencies. Sustainability 2023, 15, 3477. https://doi.org/10.3390/su15043477
Abina A, Cestnik B, Kovačič Lukman R, Zavernik S, Ogrinc M, Zidanšek A. Transformation of the RESPO Decision Support System to Higher Education for Monitoring Sustainability-Related Competencies. Sustainability. 2023; 15(4):3477. https://doi.org/10.3390/su15043477
Chicago/Turabian StyleAbina, Andreja, Bojan Cestnik, Rebeka Kovačič Lukman, Sara Zavernik, Matevž Ogrinc, and Aleksander Zidanšek. 2023. "Transformation of the RESPO Decision Support System to Higher Education for Monitoring Sustainability-Related Competencies" Sustainability 15, no. 4: 3477. https://doi.org/10.3390/su15043477