Research interview was conducted at Caucasus University within project “RE-DIRECTION – Redefining Higher Education on a digital context, while promoting a common, inclusive and sustainable framework based on EU best practices and policy recommendations, the aim of which was to research the digitalization, sustainability and inclusiveness of the country's education system. 

The focus group was adopted by various institutions, state organizations, NGOs and business stakeholders, highlighting the need for these competencies in modern education and workplaces.

We present a summary of the results of this study according to the directions:

Digitalization

Stakeholders unanimously agreed that digital skills are essential for both students and professionals to remain competitive. While some participants have noted that there are people with high competence in the field, others have noted that there are gaps in areas such as data analysis and digital communication. Particularly, individuals in regional areas face significant challenges, impacting productivity and job performance. To address these gaps, stakeholders proposed integrating digital technologies into curricula and professional training programs, including coding and hands-on experience with industry-standard software.

Sustainability

The integration of sustainability in education and professional practice varies widely. Some programs align with European sustainable development paradigms, while others lag. Stakeholders identified sustainability practices such as resource conservation and waste reduction but noted challenges in implementation due to budgetary constraints and competing priorities. Embedding sustainability competencies into educational programs and offering experiential learning opportunities were recommended to address these challenges.

Inclusivity

Fostering diverse and inclusive environments was highlighted as essential for equitable participation and opportunity. Stakeholders identified areas lacking inclusivity, citing unconscious bias and systemic barriers. Training on inclusivity skills, such as cultural competency and effective communication, was deemed crucial. A multifaceted approach, including ongoing training, mentorship programs, and organizational policies promoting diversity and inclusion, was recommended to address these gaps.

Conclusion

The interview revealed a consensus on the importance of digitalization, sustainability, and inclusivity in Georgia's education system. Addressing these areas through targeted initiatives and training programs is crucial for equipping students and professionals with the necessary skills to thrive in today's dynamic world. Integrating these principles into educational and professional practices will enhance Georgia's educational landscape, fostering a more inclusive, sustainable, and digitally competent society.

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or European Education and Culture Executive Agency (EACEA). Neither the European Union nor the European Education and Culture Executive Agency can be held responsible for them.