Further education measures at universities for the development of Future Skills. A summary of the empirical analysis for the region of Eastern Bavaria in the context of the changing world of work.

Abstract

The dynamic work environment increasingly necessitates the development of Future Skills, pivotal competencies attainable through part-time further education at universities. In East Bavaria, a rural region marked by diverse challenges, providers of further education should devise measures to impart Future Skills, with innovative didactic methods playing a crucial role. This study analyzes the needs of professionals in the region, deriving concepts for academic training. A quantitative online survey involving 396 East Bavarian participants identifies key Future Skills, providing initial guidelines for further education. Survey results are condensed and expanded through a mixed-methods approach, incorporating qualitative insights from interviews with five experts. Resilience, dialogue and conflict competency, problem-solving ability, and digital literacy emerge as central Future Skills. Developing training for these competencies should consider diverse target group needs. Recommended are short, three-month blended learning formats without prerequisites or with relevant professional experience. Didactic approaches should emphasize practical relevance, transferability, and action orientation. Problem- and project-based methods, promoting exchange, are suitable, and a methodological mix can support Future Skills development. The role of educators is evolving towards mentors and coaches. This work substantiates existing theories and empirical evidence on target group orientation and didactic methods, providing insights for further research and practical applications. It is recommended that universities expand Future Skills training offerings and facilitate a combination of formal and informal programs for increased flexibility.