In order to approach a system change towards a circular economy model (CE) in Europe, the entrepreneurial activities of young people need to be encouraged to achieve the Green Deal (GD) goals. This article presents the evaluation results of young people’s awareness and attitudes towards the CE and the GD. The data used in this study was collected by surveying 286 young people from five European countries. The questionnaire covered four areas: (1) belief, (2) knowledge, (3) competence, and (4) young people’s ability to deal with the CE. Descriptive and exploratory factor analysis (EFA) was conducted to analyse the questionnaire on the basic factors that motivate young people to the CE and GD. A literature review was conducted to identify the main research concepts and connections. A review included two phases, the first encompassing a search through the Web of Science (WoS) Core Collection for research papers meaningful for further research, followed by Leximancer analysis. The analysis showed that young people believe in the principles and priorities of CE but do not receive enough support to participate and implement the priorities actively. Formal education does not provide enough knowledge to work in this field actively. They are primarily undecided about their understanding of the principles of CE. Responses to whether they can implement the project, business, or entrepreneurial ideas are also uninspiring. Young people do not see themselves as creators of change towards the CE. However, it is encouraging that they approach the CE from different angles and show responsible behaviour in everyday life. Young people’s ability to reason, think, evaluate, connect, and create new solutions for the CE is not enviable. Most respondents did not comment on their competence in concepts of the GD and CE. It is encouraging to know that they have already heard about the CE’s goals and action plan. Young people do not show significant skills in the practical implementation of CE principles. The analysis has shown that young people are particularly unable to reason, think, and evaluate in an entrepreneurial way when linking the CE to business opportunities. Relating them to business models and entrepreneurship also seems to be problematic. As a result, the majority of them are unable to design, develop, and create new business solutions.

Rapid technological innovations are changing the jobs that Science, Technology, Engineering, and Mathematics (STEM) students are employed in after completing their education. Therefore, employers are looking for applicants with skills beyond the specialised professional competencies that can be acquired in the chosen subjects during formal education. Higher education institutions (HEIs) have an important role to play in this process, as they endeavour to equip graduates with the skills and knowledge for future jobs. Our study aims to identify the key competencies that Slovenian and Norwegian companies expect from graduates of selected STEM degree programmes in both countries. Based on these findings, the participating HEIs can tailor their degree programmes to the employability requirements of companies. This study first analysed European and international recommendations and initiatives relevant to skills development in STEM employment and education. We selected 30 key competencies and included them in the questionnaires in which companies’ human resources managers (HRMs) defined their attitudes towards employability skills in the future. We focused on companies employing graduates of the Ecotechnologies and Civil and Environmental Engineering programmes of the participating HEIs. The analysis of the results showed that companies in the two countries have different attitudes towards skills. Four competencies were identified as more important in both countries: (i) management and design of processes, technologies, and people’s work, (ii) adaptation to changes, (iii) ability to manage uncertainty, and (iv) innovation. Based on the analysis, we have developed a framework of ten employability skills for STEM students. In addition, this study provides the basis for operating a decision support system (DSS) to monitor the development of students’ competencies. The DSS is being developed as part of the RESPO-VI project supported by the Norway Grants to better match the skills of STEM students as future job seekers with the needs of potential employers. The study’s results will also help other formal and non-formal education adapt their curricula and thus reduce the employability skill gaps between current STEM education and future labour market needs.

In this paper, we derived competences from previously developed competence models, ensuring the effective use of advanced technologies in future factories to improve the sustainability of their business models and strategies. Based on the analysis of the Hogan competence model and competence models for sustainability and leadership, we compiled a selection of competences for digitalisation, automation, robotics, artificial intelligence, and soft competences such as emotional intelligence and cultural literacy. We also included competences required for sustainability, corporate social responsibility, and circular economy. The selected competences formed the core for the conceptual development of a decision support tool for the individualised selection of training for employees. The concept was tested in customised training to improve employees’ skills and motivation for lifelong learning at the selected industrial partner. The developed assessment algorithm was used to monitor the progress of individual employees’ skills development before and after their training participation. The results of the assessment help human resource departments make decisions for selecting the most effective and optimal training for employees to improve their sustainability-related competences. Such a systematic approach can improve and evaluate competences that companies need to transition to a circular economy.

This paper introduces a conceptual model for evaluating seaports’ acceleration towards the circular economy. The model is based on the identification and definition of circular economy indicators, weighted according to the 9 R-strategy transitions towards the circular economy. We have employed the analytical hierarchy process for weight detection and further calculations of the final seaport circularity value. Our results suggest conceptual validity and provide a detailed insight into the circular activities of the seaports from the indicators, as well as 9 Rs and sustainability perspectives.

When considering the sustainability of production processes, research studies usually emphasise environmental impacts and do not adequately address economic and social impacts. Toy production is no exception when it comes to assessing sustainability. Previous research on toys has focused solely on assessing environmental aspects and neglected social and economic aspects. This paper presents a sustainability assessment of a toy using environmental life cycle assessment, life cycle costing, and social life cycle assessment. We conducted an inventory analysis and sustainability impact assessment of the toy to identify the hotspots of the system. The main environmental impacts are eutrophication, followed by terrestrial eco-toxicity, acidification, and global warming. The life cycle costing approach examined the economic aspect of the proposed design options for toys, while the social assessment of the alternative designs revealed social impacts along the product life cycle. In addition, different options based on the principles of the circular economy were analysed and proposed in terms of substitution of materials and shortening of transport distances for the toy studied.