GiLE Journal of Skills Development
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Skills Prediction for the South African Food and Beverages Manufacturing Sector: Towards Addressing the High Youth Unemployment
Full text linkThe high unemployment rate, especially among the youth in South Africa, necessitates addressing the skills requirements to meet the labour market demands. In South Africa, the Sector Education and Training Authorities are mandated to identify and provide the skills demanded. A quantitative approach of big data analytics is proposed for predicting the future skills of the South African food and beverages manufacturing sector. The source of big data is skills-related publications from the Elsevier Scopus database, for the period 1999 to 2020. Natural language processing, and word representation technique was applied to quantify and analyse year-on-year change of author and index keywords, subject areas and number of publications towards the determination of the future skills requirement. The analysis identified four vital skills: (1) entrepreneurship inclusive of digital skills; (2) data analytics inclusive of AI, simulation, and modelling; (3) digital tools and technologies implementation, and operation; and (4) sustainable operations skills of advanced process control, and energy, water, and resource optimisation. The identified skills were comparatively analysed with the World Economic Forum predictions for skills requirements for 2025, with the results aligning to the findings and validating the approach. The approach is applicable to any Sector Education Training Authority in South Africa. This enables enhanced skills planning to better prepare the South African workforce, especially youth, given the persistent challenges to completion of Grade 12 leading to access to higher education. It is acknowledged that youth with tertiary qualifications have a better chance of employment than those without, thus skills planning initiatives is essential. The skills gap cannot be instantaneously addressed but requires a long-term strategic effort from all stakeholders in the skills ecosystem. As a starting point in youth skills development, short courses to workshops to workplace training is a feasible option
The Practice of Implementing Project-Based Learning in the EFL Classroom: A literature review
Full text linkThis literature review focuses on the use and effectiveness of Project-Based Learning in teaching English as a foreign language and its significance in developing students’ English language skills and 21st century skills, with special focus on critical thinking, cooperation and digital skills, which are essential skills for young people entering the workforce in the 21st century. The review was based on short-term and long-term projects with upper secondary school students and university students, applying both qualitative and quantitative data collection methods and aims to identify the advantages and challenges teachers and students face during the implementation of PBL and its effectiveness in developing students’ skills. The review reveals that PBL can be an effective method in developing both students’ English language skills and 21st century skills, the main advantage being facilitating student engagement by allowing them to make their own choices. Another important finding is that using PBL in the classroom may be challenging for both teachers and students due to the amount of time preparation and implementation requires and the lack of training teachers receive
Effectiveness of European Open Science Policies on Improving Economic Competitiveness
Full text linkThis study evaluates the European Commission’s strategy to enhance innovation and competitiveness through the research, innovation and development (R&I&D) sector, with a particular focus on Open Science (OS). Recognising OS as a global megatrend with promising societal impacts, the paper explores its economic implications, which to date remain insufficiently evidenced. The research examines investments made during Horizon 2020 and Horizon Europe, highlighting successes and ongoing challenges, such as the EU’s fragmented policy environment, regulatory hurdles, and the underutilisation of research by the private sector. The analysis draws on key findings from the European Innovation Scoreboard and insights from the Letta and Draghi reports, which underscore declining EU competitiveness in the global R&I&D landscape, particularly compared to China and the U.S. The paper identifies critical obstacles, including low industry engagement, the lack of standardised practices, and disparities in member states’ capacities and disciplinary differences. Not only does it emphasise the necessity for more effective governance structures, harmonised policies, and investment strategies tailored to industry and end-user needs, but it also highlights the need for new, collaborative skills and readiness to collaborate from all disciplines and stakeholders. Recommendations align with the Budapest Declaration on the New European Competitiveness Deal, advocating for a robust Single Market, improved data integration, and increased private-sector investment. By addressing these barriers, the EU can leverage the R&I&D sector to regain its competitive edge, enhance innovation-driven economic growth, and deliver impactful solutions to societal challenges
Developing Prompt Engineering as a 21st-Century Skill: The Impact of Structured ChatGPT Instruction in EFL Education
Full text linkArtificial intelligence (AI)-powered large language models, such as ChatGPT, are increasingly utilized in education, particularly for language learning. However, the effectiveness of AI-assisted learning is highly dependent on the quality of user-generated prompts. This study examines how structured instruction in prompt engineering affects English as a Foreign Language (EFL) students\u27 ability to craft effective ChatGPT prompts, their engagement with AI, and their confidence in AI-assisted learning, culminating in the development of skills that will increasingly be in demand in the workplace. Using a three-phase intervention, students first generated self-created prompts, then used teacher-provided prompts based on the Nazari and Saadi framework, and finally received explicit instruction in structured prompt writing. After receiving instruction in prompt engineering, there were significant improvements in student prompt quality. Additionally, students’ confidence in prompt generation significantly increased after instruction. However, teacher-provided prompts alone did not significantly enhance student perceptions of ChatGPT’s usefulness for grammar or vocabulary improvement. These findings underscore the importance of explicit instruction in AI prompt engineering, suggesting that providing structured frameworks enhances student engagement, prompt effectiveness, and confidence in AI-assisted learning. Implications for AI-based language instruction and future research directions are discussed
Bridging Media and Information Literacy with Experiential Learning: Empowering Students for the Digital Age
Full text linkThis article explores how information and media literacy (MIL/IL), when integrated into internship experiences in higher education, can enhance students’ professional development, critical awareness, and ethical engagement. Framed within an applied research project, the study investigates students’ perceptions regarding the importance of information competencies and their connection to career readiness and personal growth. This study used a mixed-methods design combining IL-HUMASS surveys (pre/post), open-ended responses (Item 29), and an integrative synthesis of three programme studies (Anonymous Sources A-C). The research was conducted at a large public university in north-eastern Mexico as part of a broader pedagogical model aimed at bridging academic learning with workplace realities through experiential education. The cohorts comprised a cross-programme survey of 426 undergraduates; a pre-/post workshop with communication students, and a diagnostic study with more than 500 students across faculties. The results show that there are significant differences between how crucial students think information literacy is and how well they believe they perform in it, especially in relevant areas like using information ethically, evaluating sources critically, and communicating effectively online. Along with the numbers, open-ended responses showed common issues like the need for more hands-on training, challenges in adjusting to mixed or online work settings, and the importance of blending technical skills with emotional and reflective abilities. These findings highlight that internships, when connected to MIL/IL strategies, can effectively help students build essential skills that are useful for securing and sustaining employment in the long run. This paper contributes to the ongoing academic discussion on the role of higher education in equipping students for dynamic and technology-driven labour markets. Furthermore, it proposes an integrated pedagogical model that connects classroom learning with real-world demands while fostering autonomy, ethical responsibility, and critical thinking within digital contexts. Limitations include the single-institution scope, reliance on self-report IL-HUMASS measures, and a short pre-/post-window; these were tempered through qualitative triangulation and a transparent synthesis protocol
Mapping Hungarian secondary school students’ digital and AI literacy with a focus on language learning
Full text linkAs digital technologies and artificial intelligence (AI) increasingly shape education, students must acquire the competencies necessary to navigate these tools critically and ethically. Although digital literacy has been extensively explored in higher education contexts, research on secondary school students remains limited. This study addresses this gap by mapping Hungarian secondary school students’ digital and AI literacy using the Digital Intelligence Framework (DQ Institute, 2019) and the Quebec Digital Competency Framework (Conseil supérieur de l’éducation, 2019). An online questionnaire (N = 130) assessed six competency dimensions, including ethical AI use, critical evaluation, and communication. Quantitative data analysis was conducted using SPSS, through descriptive statistics, ANOVA, correlation, and regression. Findings reveal significant differences in AI ethics and responsibility by school type and in communication-related skills based on self-assessed English proficiency, with lifelong learning predicting AI confidence. The findings highlight the need for context-sensitive, ethical, and skill-integrated AI literacy education at the secondary level. By aligning with internationally recognized frameworks, the study informs policy and practice, promoting equitable, future-ready skill development
Reflections on Effective Employee Development from New Entrants to the UK Agriculture and Agri-food Sector
Full text linkIn the context of workforce challenges in UK agriculture and agri-food, workplace employee development could be a critical tool for developing human capital that supports individual and organisational success. This research aimed to enhance understanding of how those entering UK agricultural and agri-food employment from non-agricultural backgrounds perceived the employee development that they experienced in their first role in the sector. A mixed methods approach incorporating a survey and semi-structured interviews was used followed by statistical and thematic evaluation. The research found that informal employee development was highly valued for professional development but formal development was perceived to have more impact on performance in role. Participants praised mentoring and opportunities for informal communication, while development processes such as induction and performance review were perceived less positively. Overall, this research shows that supporting managers to develop their own skillset and knowledge on employee development, will help to create workplace environments where new entrants from non-agricultural backgrounds can be individually supported to learn, engage and develop. The article concludes with recommendations focused on mentoring schemes, informal employee development, and guidance for sector managers, which could support employee development in the UK agriculture and agri-food sector
The Case for Multimodal Assessment: Reflections from an Italian Pilot Study
Full text linkHigher education institutions are increasingly exploring multimodal pedagogies, yet assessment still reflects the past more than the present. This short contribution explores the readiness of students and teachers for digital multimodal composing (DMC) assessment, synthesising themes from a preliminary study at an Italian university with perspectives from extant research. The project functions as a proof of concept, surfacing both enthusiasm and resistance in a context historically dominated by written and oral exams. The article proposes four guiding questions related to accessibility, transferable skills, instruction, and assessment criteria, which can help educators reflect on how multimodal assessment can be effectively designed and implemented
We Need to Talk About Resilience: The Case for a Pragmatic and Holistic Perspective
Full text linkThis essay offers a pragmatic and holistic perspective of resilience to assist careers and employability professionals in supporting university students and graduates. It examines the evolution of employability models from skills-based to capital-based frameworks, emphasising resilience as a key component of psychological capital. Drawing on the Employability Capital Growth Model (ECGM) and sustainable career theory, the essay critiques simplistic views of resilience grounded in positive psychology, advocating for a more nuanced understanding that considers personal, contextual, and temporal dimensions. Drawing parallels with physical strength-building through weight training, it underscores the importance of progressive challenges, mental fortitude, support systems, consistency, and recovery in developing resilience. These factors provide a practical framework for guiding university students and graduates toward sustainable careers, with an emphasis on health, well-being, and long-term productivity. Resilience, the essay argues, is not about unyielding strength but adaptability and recovery, accounting for external factors and systemic barriers. By integrating principles from weight training into career guidance, careers and employability professionals can offer a balanced view of resilience, equipping students and graduates to navigate contemporary career challenges. This approach bridges career development and employability theories, providing new insights for practice and research in higher education and beyond