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The study examines how individual skills influence adolescents’ and young adults’ commitment to climate protection and global health. Based on 21st-century skills and transformative education, it focuses on competences in science, geography, mathematics, religion, ethics, and media. A representative online survey of 783 participants in Germany assessed topic relevance, information-seeking behavior, and active engagement. The results show that subject-specific skills significantly affect engagement, especially when closely related to the topics. Scientific, mathematical, and geographical competences enhance all three engagement dimensions. Media competence primarily increases perceived importance, while religious and ethical competences positively influence all areas. Structural equation modeling reveals a process: perceived relevance leads to information search, which then drives engagement. Thus, competences have both direct and indirect effects on active involvement. The findings highlight that long-term engagement is not only driven by campaigns but also by education that equips young people with the skills to recognize important issues, seek information, and take action independently.

Drawing on theories from the sociology of work and the sociology of culture, this article argues that members of nascent technical occupations construct their professional identity and claim status through an omnivorous approach to skills acquisition. Based on a discursive analysis of 56 semi-structured in-depth interviews with data scientists, data science professors and managers in Israel, it was found that data scientists mobilise the following five resources to construct their identity: (1) ability to bridge the gap between scientist’s and engineer’s identities; (2) multiplicity of theories; (3) intensive self-learning; (4) bridging technical and social skills; and (5) acquiring domain knowledge easily. These resources diverge from former generalist-specialist identity tensions described in the literature as they attribute a higher status to the generalist-omnivore and a lower one to the specialist-snob.

The nature of science describes what science is, how it works, and its interactions with society under the perspectives of philosophy, history, sociology, and psychology of science. Understanding it is an essential aspect of scientific literacy. Given the critical role that school textbooks hold, considering what is taught and how it is taught in schools, we find the presence of the nature of science in school science textbooks to be significant. In this research paper, all Greek biology textbooks of lower secondary education are analysed to evaluate whether principal elements of the nature of science can be found in them. The whole array of educational resources available (textbooks, workbooks, lab guides, teachers' books) was analysed as well as the corresponding official biology curricula. Content analysis was the method of choice, and the 'meaning unit' was the unit of analysis. We found that most of the nature of science references in the material that students were taught in 2021/22 was implicit and not especially designed by the curriculum. Some nature of science aspects were more commonly found (e.g., evidence is vital in science) than others (e.g., science has limits). The most opportunities for the nature of science to be introduced were found in history of science vignettes, laboratory activities, and some optional inquiry activities. However, without a structured design from the curriculum, it is the teachers' responsibility to design and facilitate nature of science instruction (or not). We conclude that lacking explicit references, the nature of science falls into the hidden curriculum and becomes falsely depicted, enforcing a positivist image of science. (DIPF/Orig.).

The digitalisation of processes is a current topic in accounting. New technologies can change activities which in turn may require different skills from accounting graduates. This paper aims to shed light on the changes that digitalisation brings about in various areas of accounting by assessing the types of activities (non-routine and routine) and corresponding competences in the context of progressing stages of digitalisation. In addition, it is analysed how different technologies are used in these activities and where their execution is placed within the supply chain. The systematic literature review shows a lack of expertise in the field of digitalisation that enables graduates and employees to successfully manage respective processes in the workplace. While routine activities are continuously being automated or digitalised, non-routine activities and the corresponding skills have a similarly increasing importance for employees in accounting as the acquisition of general digital competences.

Context: The transfer of vocational education and training (VET) has a long tradition and can be based on various conceptual and methodical approaches. Transfer process and success can be influenced by numerous factors at different levels (systemic, institutional and individual). However, the existing research on the challenges and success factors of VET transfer is very heterogenous and fragmented. Method: To provide a comprehensive and structured overview of the current state of the international research on transfer in the context of VET, we conducted a literature review, which is presented here. Using the method of systematic literature review, a total of 231 studies were found and 41 studies were selected based on the defined criteria for full text analysis. Findings: Various specific research foci and analytical approaches used on the included studies were identified and documented. The transfer of a dual VET system or its elements is based on different approaches and perspectives of the recipient country and the transferee. Major challenges for the transfer of dual VET systems include the social reputation of VET in the recipient countries and (language- and culture-related) communication difficulties between the involved parties. For a successful transfer of VET, a deeper knowledge of the contextual conditions in the recipient country are of particular importance, as well as a close, longstanding cooperation between the involved parties. Conclusion: The generated knowledge about key contextual conditions at the individual, company and systemic level in the context of VET transfer can provide a valuable basis for future VET cooperation. (DIPF/Orig.).

White men have realized persistent advantages in high-status leadership positions in the workplace. Theories of gender inequality in leadership, including the “glass escalator” theory, consider only how this issue functions within occupational contexts and have yet to assess whether or how such patterns of inequality occur across institutions and may persist throughout the education-to-occupation pipeline. Using nationally representative data on U.S. high school students, the authors test for early evidence of racialized glass escalator effects by examining leadership disparities within the feminine-coded field of performing arts activities, which serve as an upstream approximation of feminized occupations. The authors find that although boys are less likely to participate in performing arts than girls, conditional on participating, they are significantly more likely to be leaders. White boys, in particular, have a strong leadership advantage compared with all other schoolmates, and especially to girls of color. The significant disadvantage girls of color face relative to White boys in attaining leadership within feminized domains in high school parallels established patterns in the occupational sphere. To the extent that early leadership experience begets future skills, opportunities, and pursuit of leadership positions, such early disadvantages may be expected to compound over the life course, influencing gendered and racialized role expectations and sorting.

Home economics operates in the academic, curriculum and social realms, as well as in everyday life. Due to its multidisciplinarity, it includes and interconnects the contents of different disciplines (e.g., healthy lifestyle, nutrition, dietetics, textiles, home, family, consumption, personal and family economics, design and technology), which are considered in terms of meeting the needs of the individual, family, and society. Home economics education and literacy play an important role in acquiring knowledge and skills that help raise the quality of life of the individual, family, and society. With the development of society, the needs of both the individual and the family are changing; therefore, changes are also needed in home economics education, which is reflected in the updating of the subject curricula. The goals and contents in the curriculum must reflect and meet the needs of the current society and take into account the cultural dependence and social determinism of the home economics field. To a certain extent, the current curriculum of the subject home economics in Slovene elementary schools already includes some content areas that have been recognised as important for meeting the needs of society. These relate to healthy lifestyle, nutrition, health, textiles, consumption, economics, family, environment and sustainable development. Given the perceived needs of society, the use of household appliances, home contents, and first aid should be additionally included in home economics education in Slovenia, and students should be encouraged to develop social and communication skills. It is also necessary to consider the appropriate placement of the subject in the curriculum, as it is necessary to implement home economics education in the entire elementary school education. Doing so will enable the acquisition of knowledge and skills needed in society and, therefore, the appropriate level of home economics. (DIPF/Orig.).

Food and Health, previously referred to as Home Economics, is a mandatory school subject in Norway. It has the unique advantage of giving all students, regardless of their social background, practical skills and knowledge, life skills that are important for their future health. In the LifeLab Food and Health project, we have developed a research-based and innovative teaching programme and evaluated how it is perceived in a school setting in Norway. This teaching programme is for use in Food and Health teacher education, but also in the education of primary and lower secondary school students in the same subject. LifeLab Food and Health consists of learning tasks in which students in the sixth and ninth grades in school gain first-hand knowledge and an understanding of life skills that are important to manage everyday life. In this paper, we present the learning activities developed and how the students experienced them. Examples of such learning tasks are tasks revealing the science behind dietary guidelines and the promotion of a healthy diet through student active tasks. Our aim is to establish LifeLab Food and Health as a \"best practice\" within master's education in Home Economics at the University of Agder in Norway. (DIPF/Orig.).

According to the Framework Education Programme for Elementary Education in the Czech Republic, part of Health Education is nutrition and food intake, including the drinking regimen. This paper's objective is to analyse that using the results of two extensive curricular studies performed at the Faculty of Education, Palacký University Olomouc. Both studies used data from representative samples of pupils in grade nine from elementary schools in the Czech Republic. The research instruments were designed according to applicable documents of the state-level implemented curriculum and showed good reliability. The results of the subjective evaluation of the implemented curriculum in health education suggest that in the area 'healthy lifestyle and health care', the subtopic 'nutrition and health - healthy diet principles, drinking regimen, eating disorders' was most dominant. The testing of the level of the adopted curriculum regarding fluid intake revealed a problematic level of pupils' knowledge (the average percentage of task achievement was around 46%). Conclusions and recommendations for practice: nutrition and food intake (including the drinking regimen) is a very important topic in health education in elementary education in the Czech Republic, which is consistent with other research studies. However, the cognitive dimension of the pupils' curriculum is inadequate. Qualitatively and quantitatively, the recommended drinking regimen may support natural health determinants, while an inappropriate or insufficient regimen may result in medical complications. The issue of adequate nutrition and diet and drinking regime must be taught by professionally and didactically competent teachers. Students should not only be taught cognitively, but their affective and behavioural abilities should also be formed. (DIPF/Orig.).

This paper explores the role of home economics education in the 21st century. It commences with an explanation of the disruption to the five predicted future global megatrends - globalisation, urbanisation, digitisation, cybersecurity, sustainability - as a consequence of the global Covid-19 pandemic. The place of megatrends framing home economics is explored by presenting a textual analysis of a literacy publication created as an acceleration point for framing the next one hundred years of home economics and underpinned by global megatrends, published prior to the pandemic. Using the Voyant Tool, visualisations of the book Creating Home Economics Futures: The Next 100 Years are presented and compared to other key literary documents informing the field. The paper then turns to the ways in which education and learning have led to the repositioning of home economics as a field and home economics literacy as the key strategy for ensuring the field continues to remain relevant into the future. Priority areas for education include food literacy; individual, family and community well-being; and the reconstitution of the place of the home. (DIPF/Orig.).