Abstract
The aim of this paper is to explore the key sustainability competencies increasing the employability of higher education graduates in Poland. Based on the results of a broad literature review on key sustainability competencies, the substantive contribution to a coherent framework of typologies of sustainability competencies will be synthesised. The developed research framework will subsequently be analysed with empirical data, collected by in-depth interviews (IDI) and focus group interviews (FGI) on the relevant employability competencies for the Polish labour market. This enables the elimination of critical gaps in the conceptualisation of the key sustainability competencies of higher education (HE) graduates related to the current and future labour market needs. The results of the analysis can make a contribution to sustainable HE graduate employability literature by exploring the links between employability and sustainability competencies. The results may be relevant to institutional support in the design and review of educational programs and training in order to foster sustainability competencies development.
Highlights
Sustainable development is considered to be a central model of socio-economic and ecological development at the international level [1,2]
The research analysis will take into account the perspective of the main actors on the labour market having a significant impact on which competencies of graduates will be developed by higher education institutions (HEI) in Poland
This analysis includes the exploration concerning the extent of conformity of the present and future competencies with the sustainability competencies identified in the scientific literature
Summary
Sustainable development is considered to be a central model of socio-economic and ecological development at the international level [1,2]. Given the general definition contained in the report of the World Commission on the Environment and Development of the United Nations (UN), the existing sustainability literature includes various interpretations depending on the level of aggregation or scientific discipline [3]. The ongoing efforts at the international level are the result of achieving the UN Sustainable Development Goals (SDGs) adopted in 2015 with the prospect of 2030 [6]. The SDGs, developed within the broad consensus of the world of business, politics and non-governmental organisations at the international level, provide new development opportunities. One of the seventeen key SDGs is goal No 4 on inclusive and equitable quality education and promoting lifelong learning opportunities for all [6]. Education for sustainable development (ESD) and especially the higher education for sustainable development (HESD) are perceived as multidisciplinary areas of research
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