Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

A multitude of European strategic development papers and policies highlight the importance of equipping people with 21 st-century skills (e.g., the paper "Towards a sustainable Europe by 2030", the European Pillar of Social Rights Action Plan, the industrial strategy for Europe and the small and medium enterprise (SME) strategy, the Commission Recommendation on Effective Active Support to Employment (EASE), and the European Education Area). The main goal is to enhance skills and competences mainly in the areas of circular economy and digitalization. Therefore, to foster further economic development and competitiveness in Austria, adaptations in higher education towards green and digital transition are needed. Furthermore, given the important role that industrial engineering and management (IEM) graduates play in the economic, societal, and environmental development of society, through innovations and technology applications, a special focus should be placed on the up-to-date education of IEM students. In this paper, the requirements for future IEM graduates were surveyed within the framework of the Austrian IEM study. The job profile study is conducted by the Austrian Association of Industrial Engineering and Management (WING) every four years to identify trends and developments in the IEM discipline. Thus, a transparent insight into the educational content and training opportunities and the possible occupational fields and functions should be ensured. The results can be used as a starting point for potential professionalization efforts. For the methodological approach in this study, both secondary data research and primary data from a questionnaire survey were combined to be able to incorporate literature-based findings and empirically collected data into a future competence profile. As part of the secondary data analysis, all Austrian higher education

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In recent times, the private and public sectors are facing the challenges of sustainable development (SD), especially since the adoption of the Agenda 2030 for Sustainable Development and its 17 Sustainable Development Goals. In this context, higher education institutions (HEIs) with one of their core activity, namely education, have a significant economic, environmental, and societal impact. Especially in today's knowledge society a workforce, capable of shaping and adapting to the green and digital transition, is needed. Two significant higher education outcomes are 1) students' knowledge, skills, and competences, and2) their employability. Therefore, HEIs have the responsibility to deliver "employable" graduates, i.e., to educate them thoroughly and equip them with a set of 21 st-century skills and competences. Extensive research on the impact of sustainability competence on employability has already shown that improved sustainability competences of students enhance their employ ability. Literature also shows that there is a worrying deficit of sustainability literacy in undergraduate students in general. Consequently, extensive adaptation and incorporating sustainability competences into IEM curricula in HEIs are still lacking. The transition towards SD demands a variety of complex and trans disciplinary adaptations in IEM education based on evidencebased competence profiles. For these reasons, sustainability fundamentals should be part of the future IEM graduate's life, because they play a critical role since IEM graduates foster social and economic development through innovation and technology applications. Thus, there is a need to improve and respectively realign IEM education by holistically incorporating SD principles, methods, and tools. In this paper, a methodological approach for the derivation of learning objectives to foster the development of sustainability competences of IEM students is