Most leading universities are using various elements of distance learning. Preparation of high-quality educational materials for the needs of studies, courses and training still consumes the majority of financial resources allocated by institutions for activities in the field of distance learning. The lack of a well-thought-out e-learning strategy for the creation of knowledge resources is a barrier that hinders the sharing of knowledge between training institutions - such as universities, schools and training companies - from various sectors of education, business and administration. This results in a waste of resources, as institutions invest repeatedly in creating the same content. An attempt to solve this problem has led to the development of the concept of learning objects - independent components of e-learning courses that can be used in various distance learning environments and in various educational contexts. The authors of this article have examined whether there is a chance to create an internal university repository of teaching materials that university employees can use. This research is the result of 21 years of work on implementing e-learning at the European University. During research on learning objects, experience was gained from universities in the Netherlands (Open University of the Netherlands, University of Twente), Canada (Athabasca University) and the USA (California State University, Brigham Young University).

Objectives: The primary objective of this study is to present the BE(A)ST framework – an innovative, agile approach to career development that reimagines future employees as adaptive, self-driven professionals navigating their paths through experimentation, iteration, and self-discovery. The framework supports learners in aligning personal development with VUCA-driven market realities by treating careers as evolving prototypes.Material and methods: The study employs a mixed-methods design within a Design Thinking framework. It begins with persona development based on interviews and focus groups, followed by validation through a cross-national survey. Collaborative workshops were used to identify tools matched to stakeholder needs, leading to the creation of the Student Purposeful Development Toolbox.Results: The research identified three core competencies of career agility: technological adaptability, agile learning, and proactive career navigation. Qualitative insights from workshops led to the design of actionable tools fostering career self-awareness, iterative planning, and professional identity-building. These results demonstrate the feasibility and effectiveness of embedding agile career support in higher education contexts.Conclusions: The BE(A)ST framework offers a robust and innovative response to career development challenges in a volatile and uncertain world. It reframes career planning as an iterative, user-centered process of exploration and adaptation. The Student Purposeful Development Toolbox, co-designed with users, provides a practical means of cultivating career agility. The study calls for the integration of agile, design-based career support practices into educational systems to enhance learner autonomy, motivation, and long-term employability.

Sustainable tourism development and digital transformations are among the key issues that should be taken into account when preparing contemporary tourism degree programmes. In order to offer an innovative curriculum, systems thinking and knowledge from the intersection of many areas including tourism, geography, information and communication technology, management, teaching methodology and psychology are required. The adaptation of curricula should also take into account the experience of universities outside Poland which have often successfully implemented programmes covering sustainable development issues for many years and have feedback on the satisfaction of both graduates and employers. This article presents the results of the work of an international consortium of universities from Germany, Poland, Serbia and Switzerland which developed a course programme on ‘ICT as a tool for the development and promotion of sustainable tourism’ that can be adapted by a wide range of organisations such as universities, NGOs and tourism training companies.

This study conceives career development as a design process and not as a planning activity. An uncertain and fast-changing professional environment requires adaptation and training in a proper mindset. Since there is no such thing as “expertise” in life, Design methodologies and principles may be helpful for students to develop self-awareness and guidance. This study presents a comparative approach based on Beckman and Barry’s (2007) learning framework of the two main career development methodologies for students based on Design Thinking: “Designing Your Life and BE(A)ST” (BE Aware STudent). Designing Your Life explores design thinking principles and techniques to help individuals create fulfilling and meaningful careers. BE(A)ST is an approach, process, and set of tools that assist students in designing their careers while still at university.

Higher education institutions face increasing pressure to equip students with the competencies needed to address complex sustainability challenges. Game-based learning (GBL) offers a promising approach to engaging students and fostering the development of knowledge, skills, and attitudes required for sustainable development. This study examines the potential of the SEED simulation game, designed using the Octalysis Framework, to improve sustainability education. A mixed-methods study was conducted with 45 university students who participated in the SEED game and completed a post-game evaluation questionnaire. Quantitative analyses included descriptive statistics, correlations, and principal component analysis of motivational factors. Qualitative feedback was also analysed thematically. The results indicate that the SEED game fostered moderate to high levels of student engagement, motivation, and perceived sustainability knowledge gains. Development & Accomplishment and Social Influence & Relatedness emerged as the most effective motivational drivers. A strong positive correlation was found between engagement and motivation. Students particularly valued the game’s realism, personalization, and opportunities for social interaction. The findings underscore the value of integrating well-designed simulation games into sustainability education, especially for new generations who have specific learning preferences. They also highlight key considerations for future game design and educational practice, including the importance of transparent feedback mechanisms and addressing diverse learner expectations. This study contributes to ongoing efforts to leverage gamification to support transformative learning for sustainable development, highlighting benefits for students in terms of engagement and motivation, and for teachers who gain an innovative tool to explain complex sustainability issues. These findings are in line with similar experiences reported at European universities.