Original scientific paper
https://doi.org/10.13044/j.sdi.d3.0701
Fostering Sustainability-Oriented Innovation Competencies in Science, Technology, Engineering, and Mathematics through a Participatory and Learner-Centred Approach
Andreja Abina
orcid.org/0000-0003-1338-9310
; Jožef Stefan International Postgraduate School, Ljubljana, Slovenia
Darko Kovačič
; MIITR, Maribor, Slovenia
Nina Štajnfelzer
; University of Maribor, Maribor, Slovenia
Jona Kunej
; University of Maribor, Maribor, Slovenia
Domen Brglez
; University of Maribor, Maribor, Slovenia
Fedja Štrukelj Kučan
; University of Ljubljana, Ljubljana, Slovenia
Mariša Ratajec
; Faculty of Electrical Engineering, University of Ljubljana, Ljubljana, Slovenia
Žan Šešet
; University of Ljubljana, Ljubljana, Slovenia
Anton Gradišek
; Jožef Stefan Institute, Ljubljana, Slovenia
Nives Ogrinc
; Jožef Stefan Institute, Ljubljana, Slovenia
Aleksander Zidanšek
; Jožef Stefan Institute, Ljubljana, Slovenia
Abstract
Empowering science, technology, engineering, and mathematics students as active participants in their learning is increasingly critical for fostering sustainability-oriented competencies in higher education. There is a growing need to develop curricula that integrate sustainability, entrepreneurship, and interdisciplinary skills to prepare students for complex societal challenges. This study hypothesises that participatory, learner-centred approaches enhance students’ acquisition of sustainability-focused innovation competencies. A mixed-methods study was conducted, including surveys, co-design workshops, and the development of digital learning modules to assess students’ awareness, self-assessed knowledge, and preferred learning methods. Results indicate significant gaps between the perceived importance of key sustainability competencies ‒ such as financial literacy, circular economy practices, and environmental monitoring ‒ and students’ self-assessed proficiency, as well as a preference for practical, collaborative, and problem-based learning formats. The findings demonstrate that participatory, learner-centred interventions can effectively translate competence gaps into educational solutions, fostering engagement, practical skills, and scalable models for sustainable innovation in higher education.
Keywords
STEM education; Sustainability competencies; Sustainable innovation; Participatory education; Digital educational tools; Learner-centred approach
Hrčak ID:
348146
URI
Publication date:
11.8.2026.
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