Študijski programi

Objectives and competences

The students gain the basic knowledge in filed of soft skills whereby special emphasis is on soft skills in susutainable orientation and to encourage them to apply the gained knowledge to practical situations.

Content (Syllabus outline)

? What are comptencies? ? What are skills? ? What are soft skills? ? What is sustainability? ? Which soft skills are needed in sustainable orientation? ? Sustainable competencies for solving complex problems and challenges (for example: cristiacl thinking, future thinking, value thinking, strategical thinking) ? Soft skills and sustainability in everyday life ? Soft skills and sustainability in business environment

Learning and teaching methods

• lectures, • practical work, • seminar-research work (and presentation).

Intended learning outcomes - knowledge and understanding

Knowledge and understanding: • Knowledge and understanding of the importance of soft skills, • Understanding the term sustainability, • Understanding of the importance of soft skills in connection to sustainability • ability to use soft skills in sustainable orientation.

Intended learning outcomes - transferable/key skills and other attributes

? understanding the importance and development of soft skills, ? understanding the importance of sustainability, ? understanding the importance of sustainiable soft skills in every day and business environment.

Readings

E-gradivo predmeta. Dodatna literatura: Izbrani članki. Seattler, C., S., and Ceulemans, K., 2017. Teaching Sustainability in Higher Education: Pedagogical Styles that Make a Difference, Canadian Journal of Higher Education Revue canadienne d’enseignement supérieur, 47 (2), 47–70. Kovačič Lukman R., Glavič, P., Carpenter A., Virtič, P., 2016. Sustainable consumption and production – Research, experience and development. J. Clean. Prod. 138, part 2, 139–147. https://doi.org/10.1016/j.jclepro.2016.08.049 Hess, D., Maki, A., 2019. Climate change belief, sustainability education, and political values: Assessing the need for higher-education curriculum reform. J. Clean. Prod. 228, 1157–1166. https://doi.org/10.1016/j.jclepro.2019.04.291 Haddock-Fraser, J., Rands, P., Schoffham, S., 2018. Leadership for sustainability in Higher education. Bloomsbury Academic, London. Lozano, R., Merrill, M., Sammalisto, K., Ceulemans, K., Lozano, F., 2017. Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal. Sustainability 9(10), 1889. https://doi.org/10.3390/su9101889 Lozano, R., Ceulemans, K., Alonso-Almeida, M., Huisingh, D., Lozano, F. J., Waas, T., Lambrechts, W., Kovačič Lukman, R., Hugé, J., 2015. A review of commitment and implementation of sustainable development in higher education: results from a worldwide survey. J. Clean. Prod. 108, 1–18. http://dx.doi.org/10.1016/j.jclepro.2014.09.048

Prerequisits

None.

izr. prof. dr. SONJA MLAKER KAČ
red. prof. dr. REBEKA KOVAČIČ LUKMAN

seminar work: 100

: 20
: 10
: 60

Slovenian
Slovenian