This study provides a comprehensive analysis of the AI-related skills and roles needed to bridge the AI skills gap in Europe. Using a mixed-method research approach, this study investigated the most in-demand AI expertise areas and roles by surveying 409 organizations in Europe, analyzing 2,563 AI-related job advertisements, and conducting 24 focus group sessions with 145 industry and policy experts. The findings underscore the importance of both general technical skills in AI related to big data, machine learning and deep learning, cyber and data security, large language models as well as AI soft skills such as problemsolving and effective communication. This study sets the foundation for future research directions, emphasizing the importance of upskilling initiatives and the evolving nature of AI skills demand, contributing to an EU-wide strategy for future AI skills development.
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The relevance of an internationalised home curriculum for all students is generally acknowledged. Other than study abroad, the home curriculum gives programs of study full control over the way students learn international, intercultural, and interdisciplinary perspectives. However, misconceptions, lack of strategies, lack of skills of academics, and lack of connection between stakeholders present major obstacles to internationalising teaching and learning “at home”. The practical trajectory outlined in this chapter presents programs of study with the opportunity to focus on employability skills instead of on a semantic discussion on internationalisation. By linking this orientation on employability skills with the articulation of intended learning outcomes (ILOs), a pathway for developing employability skills in all students will be created. Within this pathway, international, intercultural, interdisciplinary, and future-focused dimensions serve to enhance students’ acquiring employability skills. The trajectory presented here evolved out of action research on internationalisation with academics. During the action research, taking employability skills as a starting point emerged as an enabler for the internationalisation process. It helped to overcome lengthy and semantic discussions on the meaning of internationalisation. After that, international and intercultural dimensions are included in these employability skills. These skills are then translated into ILOs. This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in Internationalization and employability in higher education on 19/25/06, available online: https://www.taylorfrancis.com/books/e/9781351254885.
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This article explores the development of skills of lecturers for internationalisation at home. It discusses backgrounds and the current situation, but also suggests ways forward. These suggestions are made mainly on the basis of experiences in The Netherlands, one of the few countries outside the English-speaking world, where a body of literature is emerging that discusses the implementation of internationalisation at home. The insights generated by this research may benefit universities in other countries in continental Europe, where English is not the standard language of instruction. Original Article at: https://www.zfhe.at/index.php/zfhe/article/view/1095
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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. Societal IssueIn the tourism sector occurs skills mismatch between offer and demand. The tourism market presents new needs, such as increasing employability of the tourism workforce. i-DEMO will foster and provide grounds for national and cross-border cooperation in the field of professional competencies.Benefit to societyThe specific objects on i-DEMO are: Enhancing specific skills and competences of DMO professionals and VET students in relation to creative game-based tourism.Designing an innovative and needs-oriented on-line training course “Game-based Tourism”, offered through an online platform, which integrates several sector-specific and transversal skills, including digital, entrepreneurial, and soft skills.Providing DMO professionals and VET students an I-DEMO toolkit to apply gamification and creative strategies in planning innovative and inclusive tourism offer and services. The toolkit includes guidelines and a Visual Virtual Map of EU good practices of creative strategies linked to game-based tourism.Enhancing the replicability potential of project results outside of the partners’ destinations.Collaborating partnersTIMESIS SRL, Italy (Lead Partner); The Phoenicians’ Route – Cultural Route of the Council of Europa based in Italy; Associazione Culturale Tuo Museo, Italy; Pafos Regional Board of Tourism, Cyprus; Stichting Breda University of Applied Sciences, Netherlands; Hellenic Open University, Greece; ACIF – Industrial and Commercial Association of Funchal – Chamber of Commerce and Industry of Madeira (Portugal); Wojewodztwo Kujawsko Pomorskie, Poland.
The Next Tourism Generation Alliance (NTG) is the first European partnership for building and improving a collaborative relationship between education and industry with regard to skills development in the fields of digital, green, and social skills. The NTG Alliance will provide employees, employers, entrepreneurs, teachers, trainers and students with a set of core modules in digital, green and social skills.Project Scope:a) To establish a Blueprint Strategy for Sectoral Skills Development in Tourism to respond to the fast changing and increasing skills gaps in digital, green and social skills sets.b) To define a scalable mechanism and model for sustainable and digital curricula between the industry and education providers at regional, national and European level.c) To create transformative cooperation in five key tourism sub-sectors: hospitality, food and beverage operations, travel agencies and tour operators, visitor attractions and destination management.d) To develop, deliver and test Next Tourism Generation (NTG) Skills Products for professionals, trainers, students, university tourism departments, local authorities, companies to respond to the fast changing and increasing skills gaps in digital, green and social skills sets
Innovating STE(A)M in Higher Education with Transdisciplinary Talent Programs (STEAM+) is a large-scale innovative project with a holistic approach, aiming to provide educational policy makers with instruments to prepare new generations for handling the challenges of our time. Europe faces grand challenges, such as climate change and energy transition, which have a STEM subject at their core, but need transversal skills and knowledge from All other subjects (the extra A) to create STEAM solutions. We need to use brains, hearts and hands of all talents to tackle these challenges. The STEAM+ project uses transdisciplinary talent programs as laboratories of innovation in higher education (HE). The project is co-created by a dedicated and qualified team of 18 partners from 9 countries, bringing together educators, policy makers and future employers, united in their aim to provide new generations with future-proof skills. In the project, we run three international STEAM+ Innovation Labs, where students and teachers from 9 countries come together to co-create solutions for grand challenges. The experience from the Labs and a subsequent series of 54 workshops, 27 national policy meetings and an International Policy Meet-up are used to create two main products:1. An instrument on how to establish transdisciplinary talent programs in HE: The STEAM+ Innovation Lab Implementation Path; 2. An instrument for policy makers at HE, local, regional, national and EU levels to support and recognize (development of) such programs: the STEAM+ Menu for Policy Inspiration.STEAM+ combines three key innovative elements:1. Applying a holistic approach, starting with grand challenges, using international, transdisciplinary and educational chain perspectives;2. Using the proven innovative power of transdisciplinary talent programs;3. Collaborating transnationally with 18 HE and policy partners and 34 enthusiastic associate partners to optimize dissemination of results and impact.
