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The paper analyses the education of teachers for the implementation of Citizenship education in Finland and Estonia included in the IEA International Civic Education Survey - ICCS 2016. The analysis of the approach to the teacher education for implementation of Citizenship education is based on three theoretical concepts – initial teacher education, teacher competence profile, and teacher professional development. The goals of the analysis are to determine the framework of initial education, the structure of the competence profile, and the modalities of professional development of teachers for implementation of the CE in analysed countries. Research is based on qualitative methodology and method of document analysis. In Finland, initial teacher education for implementation of the CE is based on the assumption and practical support for the principles of democracy and human rights, and in Estonia future teachers are educated for the implementation of the CE through a dual path. Professional development of the teachers is realized through joint action of state agencies and civil society, and the impact ratio of these actors varies between analysed countries with actors of civil society having a dominant role. The teacher competence profile for the implementation of the CE in case of the Finland is explicit and it combines methodical, pedagogical, didactic, social, and moral competence. In case of Estonia some elements of competence profile are implicitly present in the Estonian Qualifications Framework.

Das vorliegende Forschungsprojekt beschäftigt sich mit dem Thema Digitalisie-rung und technologischem Wandel in der Internen Revision. Der Einsatz digitaler Technologien, die Digitalisierung von Prozessen und die Veränderung von Ge-schäftsmodellen stehen zunehmend im Fokus der Prüftätigkeit der Internen Re-vision und beeinflussen deren Arbeitsweise, Arbeitstechniken und Kompetenzen (Bünis & Gossens, 2022). Das Erkenntnisinteresse des vorliegenden Forschungsprojektes liegt in der Iden-tifikation der Änderungen des Kompetenzprofils Interner Revisor*innen im Zuge der Digitalisierung. Das Ziel besteht darin, eine Aussage über das Weiterent-wicklungspotential der fachlichen und sozialen Kompetenzen und Qualifikatio-nen von Revisor*innen treffen zu können. Die Daten wurden anhand von neun Expert*inneninterviews erhoben und unter Anwendung der qualitativen Inhalts-analyse nach Mayring (2022) ausgewertet. Die Forschungsergebnisse machen deutlich, dass die Interne Revision in den kommenden Jahren zunehmend mit dem Thema Digitalisierung konfrontiert wird. Die Veränderung von Geschäftsmodellen, die Veränderung der Risikoland-schaft, die Dynamik dieser Veränderungen, das Entstehen neuer Digitalisie-rungsrisiken, der Digitalisierungsgrad der Prozesse sowie der Umgang mit un-strukturierten Daten und Massendaten verdeutlichen die Notwendigkeit zur Ent-wicklung und Ausweitung der fachlichen und sozialen Kompetenzen Interner Revisor*innen. Die Ergebnisse der Datenauswertung zeigen, dass sich die Re-visionseinheiten mit dem Thema Digitalisierung, dem Einsatz digitaler Technolo-gien und den Auswirkungen auf die Kompetenzen der Revisor*innen auseinan-dergesetzt und Anforderungen an das zukünftige Kompetenzprofil identifiziert haben. This research project focuses on the topic of digitalization and technological change in internal auditing. The use of digital technologies, the digitalization of processes and changes in business models are increasingly becoming the focus of the auditing activities of internal auditors and are influencing their working methods, working techniques and competencies (Bünis & Gossens, 2022). The interest of this research project lies in identifying the changes in the compe-tence profile of internal auditors in the course of digitalization. The aim is to be able to make a statement about the further development potential of the profes-sional and social skills and qualifications of auditors. The data was collected from nine interviews with experts and analyzed using the qualitative content analysis according to Mayring (2022). The research results make it clear that internal auditing will be increasingly con-fronted with the topic of digitalization in the coming years. The change in busi-ness models and in the risk landscape as well as the dynamics of these changes, the emergence of new digitization risks, the degree of digitization of processes, and the handling of unstructured data and mass data clarify the need for the de-velopment and expansion of the professional and social skills of internal audi-tors. The results of the data analysis show that the auditing units have dealt with the topic of digitization, the use of digital technology and the effects on the com-petencies of the auditors and have identified requirements for the future compe-tency profile. Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers Masterarbeit Wien, FH Campus Wien 2023

This concept paper reflects an ongoing research on designing students’ team projects in engineering education with a focus on soft skills development. The core idea is to relate project tasks with relevant team situations and team roles which require and train certain sets of soft skills. The paper proposes: a) a model for developing the relevant soft skills out of project tasks, and b) an approach to relate individual competence profiles of team members with an overall team competence profile. A core assumption is that if a team is formed, individual competences are aggregated in a certain way to form a single team competence profile. However, in the case of soft skills this aggregating is more complex than simply adding skill levels, e.g., soft skills in teams are a result of specific combinations of competences. Understanding these effects is relevant for project management and engineering education. The paper proposes a first draft of a systematic framework for investigating such effects and for making them usable for the design of student projects in engineering education. It also provides insight into an example of an agile cross-border project conducted fully online and using the scrum method. The paper is considered to be a contribution to the development of project-based learning.

While the market volume of the language industry is continuously growing, the industry also undergoes rapid change due to the development of new technologies and in particular the rise of artificial intelligence. The increasing need for language professionals inevitably raises the question which skills will allow translators to thrive in and adapt to a changing work environment. In this presentation, we outline how technological expertise, management, consulting and soft skills can complement translators’ competence profiles, so that they are well prepared to bring in their language mediation expertise in the present, as well as in the future.

Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2022; Aachen : RWTH University Aachen 1 Online-Ressource : Illustrationen, Diagramme (2023). = Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2022, For numerous German universities, mentoring is an accepted approach to a more heterogeneous student body. However, the formats of mentoring are as diverse as the students who make use of them. The opportunities range from informal buddy-programs up to systematic counselling by trained mentoring professionals. The ‘Aachener Mentoring Modell’ by RWTH Aachen University belongs to the latter category and offers all its students anonymous, free of charge, confidential advice in a variety of topics. Although students are becoming increasingly diverse, it is remarkable that the topics they approach their mentors with are not: Since 2011, when the ‘Aachener Mentoring Modell’ was established, the topics of discussion have primarily focussed around learning strategies, time und self management, test anxiety, advice on the course of studies, as well as social and professional integration. Nevertheless, students even seek the mentors’ advice in moments of personal crises, which – in addition to study-related issues – also places special human and study-process-related demands on the mentors. Therefore, the question arises as to which subject-related and human skills mentors working in the organization of a university must ideally have in order to help students quickly and effectively. The on hand dissertation, 'Multi-rated competence profiles for mentors in the organization of universities', offers application-related solutions to questions of competence profiles of mentors required for mentoring on both a human and professional level. Based on the systematically documented mentee-topics of discussion deriving from the last eleven years, a hypothetical competence profile is deducted, which is verified and checked for completeness in the context of a multi-rater feedback by internal RWTH actors who are linked to the mentoring. The result is a 'building block system' of personal basic and professional skills, which are individually weighted by the respondents, whereby a distinction is made between central (e.g. central student advisory service) and decentralized (e.g. student councils) perspectives. In this way, a portrait of the mentors in the organization can be drawn, which can in a further step be ‘colored’ by any university that wants to either establish a new mentoring system or optimize an existing one. A competency profile is thus generated that originates from the ‘Aachener Mentoring Modell’, but that can be transferred to the individual structures of other universities along specific success factors and key questions.One could assume that the competence profile of the mentors working in the ‘Aachener Mentoring Modell’ can largely be formed based on the topics of conversation with which students approach them. One could also assume that the 'customers' are the best competence compass and that the mentors must be trained mostly on this basis. In practice, however, this turns out to be hardly realizable or expedient, as the mentoring system is positioned within the overall organizational context of the respective university. This means that in addition to the requirements that result from the mentee discussions, many other factors are as important and similarly decisive: the embedding of mentoring in its relation to other advisory services offered by the university, as well as, in relation to the obligations and requirements that their respective faculties place on their general job-related (consulting) activity. Finally, personal pre-qualification factors are also crucial for the final de-facto counselling practice.Taking the autonomy of the RWTH Aachen University faculties into very careful consideration, minimum standards were formulated within the framework of the ‘Aachener Mentoring Modell’, which all mentors must meet. The freedom of design meant that the mentoring system as a decentralized advisory service was and is handled differently at each faculty. This not only leads to a lack of transparency among students and thus less use and awareness of the offer, but also to increasing ignorance of mentoring specific topics on the part of other advisory services, which should ideally be networked with the mentors. This even goes so far that with regard to the staff turnover that is typical for German universities, there is increasing helplessness when it comes to questions about filling an open mentoring position with what type of person, both personally and professionally.Regarding the scientific method, a mixed methods approached is used, consisting of the structuring, qualitative content analysis in combination with quantitative data generation and analysis. In thirteen semi-standardised, qualitative expert interviews, which are conducted for the purpose of 360° feedback, the personal basic and professional competencies are not only checked for completeness, but also weighted with experience-based reason. A workshop with the mentors of the ‘Aachener Mentoring Modell’, in which a structure laying technique was used, serves as the basis for the selection of the necessary parties to be interviewed. As part of the analysis and presentation of the results, in addition to the qualitative evaluation, a quantitative, statistical evaluation of the results is also carried out in order to present the individual preferences of the respondents, but ultimately to derive a central competence profile for mentors in the context of – at best – any university.The competence profile for mentors in the organization of a university ultimately includes the seven basic competences collected in advance which imply knowledge of other support offers, role and task clarity, relationship and communication skills, empathy and the ability to change perspectives, advisory skills, dialogue and conflict skills as well as knowledge and strategies for dealing with stressful situations. In addition, there are twelve so-called professional competencies, namely action-related knowledge about learning strategies, time and self-management, stress management, motivational strategies, dealing with exam anxiety, doubts about studying (as well as changing the study program, definitive failure or dropping out of studies), financial matters, social integration, professional integration, support for particularly gifted students, studying with a disability or chronic illness as well as organizational issues related to RWTH Aachen study programs. After completing the 360° feedback, mediation is added based on the conducted interviews.An additional result of this scientific work is the focus on the embedding of mentoring in the organization of a university and on which questions success and design depend. The work raises questions about university-political vanity, professional conflicts, the urge for faculty autonomy, financing issues and the lack of or non-existent networking between the RWTH advisory bodies and thus raises the question of the extent to which the needs of the students with regard to good advice are actually still the focus of the efforts .The overall social framework of the present research work is framed by the (new) humanism of educational culture, which deals with the promotion of individual development and to what extent this is possible in times of Bologna-reforms, but also in times of climate crises and wars of aggression. This underlines the importance of mentoring in its role of not achieving social or family prestige through the highest educational qualifications and thus a life of prosperity, but of accompanying young people along their interests and abilities. Although German society is characterized by ever-increasing social inequality, which to a large extent determines personal development from childhood onwards, university mentoring can still be a target-oriented companion that ultimately contributes to personal happiness in life and is therefore one thing above all in the end: humane., Published by RWTH University Aachen, Aachen

Текущие трансформационные процессы в экономике, технологический скачок, сдвиги действующих социальных парадигм провоцируют пересмотр традиционных устоявшихся моделей работы смежных систем, в том числе и в системе профессионального образования, которые, с одной стороны, должны обладать механизмом эффективного прогнозирования и оперативного реагирования самой системы, а с другой стороны, формировать условия для обеспечения наличия подобного механизма у обучающегося. Успешная результативность студентов все больше находится в прямой зависимости от умений адаптироваться, целенаправленно развиваться, эффективно осваивать новую деятельность и приобретать новые профессиональные навыки. Цель статьи — выделить основные этапы организационного проектирования элементов образовательной среды для обеспечения инфраструктуры поддержки анализа выбора и принятия решений относительно профессионально-личностного развития студентов. Использование комбинации традиционных организационно-педагогических средств и современных цифровых технологий в образовательных системах обеспечивает возможность развивать способы мышления, обучения и коллективной деятельности, являющиеся психологическими составляющими подготовки специалистов в цифровую эпоху, которые помогут в дальнейшем справиться с ростом неопределенности изменений окружающей среды. Используя теоретические, эмпирические методы исследования, методы проектирования и обработки данных, были обозначены приоритетные условия организационно-педагогических элементов образовательной среды вуза для поддержки профессионально-личностного развития студентов, разработана концептуальная модель оптимизации многокритериальности индивидуального трека персонального развития студента, сформулированы рекомендации по повышению результативности реализации предложенного комплекса. Представленная концептуальная модель может служить основой для проектирования личного компетентностного профиля на текущем и желаемом уровне, включая уровень глубины освоения, который, в свою очередь, служит основанием для формирования образовательной средой дальнейшего персонализированного контента в поддержку реализации целевой функции индивидуальной траектории личностного и профессионального развития., The current transformational processes in the economy, the technological leap, and shifts in existing social paradigms provoke a revision of the traditional, well-established models of operation of related systems, including the systems of vocational education, which, on the one hand, must have a mechanism for effective forecasting and prompt response of the system itself and, on the other hand, create conditions for ensuring that the student has such a mechanism. The successful performance of students is increasingly dependent on the ability to adapt, purposefully develop, effectively master new activities and acquire new professional skills. The purpose of the article is to highlight the main stages of the organizational design of the elements of the educational environment to provide the infrastructure to support the analysis of choice and decision-making regarding the professional and personal development of students. The use of a combination of traditional organizational and pedagogical tools and modern digital technologies in educational systems provides an opportunity to develop ways of thinking, learning and collective activity, which are the psychological components of training specialists in the digital age, which will help in the future to cope with the growing uncertainty of environmental changes. Using theoretical, empirical methods research, methods of designing and processing data, priority conditions for the organizational and pedagogical elements of the educational environment of the university are identified to support the professional and personal development of students, a conceptual model for optimizing the multi-criteria of the individual track of the student’s personal development is developed, recommendations are formulated to improve the effectiveness of the implementation of the proposed complex. The presented conceptual model can serve to design a personal competence profile at the current and desired level, including the level of depth of development. The competency profile, in turn, serves as the basis for the formation of further personalized content by the educational environment to support the implementation of the target function of the individual track of personal and professional development, Бизнес. Образование. Право, Выпуск 1 (58) 2022

Punktem wyjścia poniższych rozważań jest fragmentaryczna analiza badań kom-petencji cyfrowych młodych dorosłych, które wieloetapowo, jako zespół Ośrodka Badań nad Mediami1, prowadzimy od 2018 r. W artykule chcemy wskazać na opra-owane przez nas ujęcie modelowe badanego zjawiska oraz przedstawić fragment otrzymanych wyników badań z jednego strategicznego obszaru kompetencji, który dotyczy poszukiwania informacji i danych oraz oceny ich wiarygodności i rzetelności. Pragniemy również opisać, jak badane przez nas osoby wykorzystują kompetencje bazowe (ujęte poniżej, w dalszej części artykułu) w trakcie pracy z materiałem źródłowym. Celem artykułu jest także próba pokazania rzeczywistych profili kompetencyjnych młodych dorosłych poprzez odniesienie ich do strategicznych kompetencji cyfrowych w kontekście sub-kompetencji powiązanych z odpowiednim obszarem działania. Umiejętności te lub ich brak został ukazany na tzw. piramidzie kompetencji. W jej ramach wyszczególniono kompetencje nieuświadomione i uświadomione, którymi dysponują młodzi dorośli i które przekładają się na strukturę indywidualnych profili kompetencji. The aim of this article is to explain how young adults use their media competences to understand the digital reality in which they function on a daily basis. The article is preliminary in nature as it refers to the partial results of a larger research project on digital competences of young adults, which has been conducted since 2018 and concerns Polish users of the media sphere. The goal was to show the heterogeneous nature of the selected group in terms of competences necessary for the correct analysis, understanding and interpretation of media messages. In addition, the article highlights the importance of the cultural pattern and strategy of using online and interactive media in Poland. Their specificity results from actual deficiencies in the area of formal education. These shortages are related to the development of language, communication, media, digital and information skills at various stages of education (primary school, secondary school), which significantly affects the media competences of young adults.

Die Arbeitswelt befindet sich ebenso wie die Gesellschaft in einem kontinuierlichen und schnell voranschreitenden Wandel. Im Zuge der Anpassung der Lehrberufe an die unterschiedlichen spezifischen Bedürfnisse der Wirtschaft und an neue Entwicklungen wie etwa im Bereich der Digitalisierung wurde ein neuer Lehrberuf speziell für die Sicherheitsverwaltung geschaffen: der/die Assistent*in in der Sicherheitsverwaltung. Dieser neue Lehrberuf wurde für den Zeitraum von 2020 bis ins Jahr 2026 als Ausbildungsversuch eingerichtet und wird wissenschaftlich begleitet. Nicht nur um dem Fachkräftemangel entgegenzuwirken, der den öffentlichen Dienst in naher Zukunft vor große Herausforderungen stellen wird, sondern auch um einen Beitrag gegen die Jugendarbeitslosigkeit zu leisten und die Qualität in der Lehre zu steigern, wurde das Lehrlingswesen im Jahr 2020 im Bundesministerium für Inneres (BMI) neu ausgerichtet. Laut der Personalabteilung des BMI werden aktuell bundesweit 166 Lehrlinge ausgebildet, davon 125 Lehrlinge im neuen Lehrberuf „Assistent*in in der Sicherheitsverwaltung“ (Stand 30.04.2022). Eine Schlüsselrolle in dieser Ausbildung nehmen dabei die Lehrlingsausbilder*innen ein – jene Frauen und Männer, die zu einem überwiegenden Teil für eine qualitativ hochwertige Ausbildung der Lehrlinge verantwortlich zeichnen. Der „War for Talents“ macht auch vor dem Lehrbetrieb nicht halt und erfordert es, dem „Fundament einer gelungenen Lehrlingsausbildung“ – den Ausbilder*innen – Aufmerksamkeit zu widmen, um sie auf ihre herausfordernde Tätigkeit gezielt vorbereiten zu können, sodass diese den Lehrlingen eine fundierte moderne Ausbildung angedeihen lassen können. Die Ergebnisse dieser Arbeit zeigen, dass Ausbilder*innen nicht nur Fachwissen benötigen, sondern darüber hinaus in verschiedensten Bereichen mit vielfältigen Erwartungen und Anforderungen konfrontiert sind. Im Zuge dieser Arbeit wurde ein Kompetenzprofil für die Ausbilder*innen von Lehrlingen des Berufs „Assistent*in in der Sicherheitsverwaltung“ im BMI erarbeitet, welches die geforderten Kompetenzen für diese verantwortungsvolle Aufgabe abbildet. The world of work, like society, is in a continuous and fast-moving state of change. In the course of adapting apprenticeships to the various specific needs of the economy and to new developments, such as in the area of digitalization, a new apprenticeship was created specifically for security administration: the assistant in security administration. This new apprenticeship was established as a training trial from 2020 to 2026 and will be scientifically accompanied. Not only to counteract the shortage of skilled workers, which will pose great challenges to the public service in the near future, but also to make a contribution against youth unemployment and to increase the quality in apprenticeships, the apprenticeship system was realigned in 2020 in the Federal Ministry of the Interior. According to the Human Resources Department of the Federal Ministry of the Interior (BMI), 166 apprentices are currently being trained nationwide, including 125 apprentices in the new apprenticeship occupation "Assistant*in in Security Administration" (as of April 30, 2022). A key role in this training is played by the apprentice trainers - the men and women who are largely responsible for the high-quality training of apprentices. The "war for talents" does not stop at the apprenticeship company and makes it necessary to pay attention to the "foundation of a successful apprenticeship training" - the trainers - in order to be able to prepare them for their challenging job in a targeted manner so that they can provide the apprentices with a s well-founded modern training. The results of this work show that trainers not only need specialist knowledge, but are also confronted with a wide variety of expectations and requirements in a wide variety of areas and based on a wide variety of role perceptions. In the course of this work, a competence profile for trainers of apprentices of the profession "Assistant in Security Administration" in the Federal Ministry of the Interior was developed, which depicts the required competencies for this responsible task. Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers Masterarbeit Wien, FH Campus Wien 2022