Abstract
Higher education has a number of key roles to play in accelerating progress toward sustainability goals. It has a responsibility to provide and teach curricula that are tailored to labor market needs, to help change people’s attitudes and motivation toward sustainability, and to reduce inequalities between different students. Course leaders and developers of curricula should monitor and assess these needs in order to improve their curricula from time to time. In the present work, we describe a data-driven approach based on text-mining techniques to identify the competences required for a given position based on job advertisements. To demonstrate the usefulness of our suggested method, the supply chain management occupation was selected as the supply chain is a constantly changing domain that is highly affected by green activities and initiatives, and the COVID-19 pandemic strongly influenced this sector, as well. This data-driven process allowed the identification of required soft and hard skills contained in job descriptions. However, it was found that some important concepts of green supply chain management, such as repair and refurbishment, were only marginally mentioned in the job advertisements. Therefore, in addition to labor market expectations, a business process model from relevant green supply chain management literature was developed to complement the required competences. The given new techniques can support the paradigm shift toward sustainable development and help curriculum developers and decision makers assess labor market needs in the area of sustainability skills and competences. The given result can serve as an input of outcome-based training development to design learning objective-based teaching materials.
Highlights
Sachs et al [1] identified the following six transformations as modular building-blocks of achieving Sustainable Development Goals (SDG): (1) education, sex, and inequality;(2) health, well-being, and demography; (3) energy decarbonization and sustainable industry; (4) sustainable food, land, water, and oceans; (5) sustainable cities and communities; and (6) digital revolution for sustainable development
Developing education systems were emphasized at the first transformation mainly, but all transformations need a cognitive shift in human minds to change or nurture their norms and behaviors for facilitating diplomatic discourse around mutual points and elaborating activities to attain SDGs
We were interested in whether we observe the effects of the COVID-19 virus outbreak in job advertisements, as several previously published studies have predicted that one of the consequences of the pandemic is the acceleration of sustainability processes
Summary
Sachs et al [1] identified the following six transformations as modular building-blocks of achieving Sustainable Development Goals (SDG): (1) education, sex, and inequality;(2) health, well-being, and demography; (3) energy decarbonization and sustainable industry; (4) sustainable food, land, water, and oceans; (5) sustainable cities and communities; and (6) digital revolution for sustainable development. Sachs et al [1] identified the following six transformations as modular building-blocks of achieving Sustainable Development Goals (SDG): (1) education, sex, and inequality;. Humans express willingness to make our world sustainable if they possess enough knowledge, motivation about these goals. They have a responsibility in providing and teaching such curricula that improve students’ competences and make them emotionally committed to sustainability. They highlight the applicability of our proposed datadriven methods as these methods help obtain a better understanding of the recent comEducation has a key role in making to sustainability phenomena understandable, acceptpetences and skillsby required byQuality employers from data extracted from online advertiseable, and adaptable humans.
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