Abstract:

The presented article addresses the increasingly acute necessity of streamlining knowledge transfer between academic institutions and public administration entities. This exchange serves as a critical determinant in fortifying territorial resilience against the complex, systemic risks that define the modern era. Rather than merely observing these gaps, the author conducts a critical analysis of the current limitations inherent in passive information transfer, where data often becomes siloed or remains underutilized. To rectify this, the article proposes a fundamental transformation of static, traditional educational processes into a dynamic andragogical model. The intellectual core of this research is found in the application of the "Cooperative Inquiry" participatory methodology. This framework fundamentally redefines the role of the practitioner, shifting them from a passive recipient of information to an active co-creator of specialized knowledge content. This shift in educational philosophy is implemented within a research project dedicated to developing an innovative data model and a simplified management process, meticulously adapted for the rigors of risk mapping and disaster mitigation. The methodology transcends theoretical description; it is empirically evidenced through the direct integration of practitioners into the information system's development cycle. This integration demonstrates the practical efficacy of the "learning by doing" principle within the environment of crisis management. The article analyzes in detail the phases of this development as a sequence of guided educational interventions, starting from the extraction of the tacit knowledge of experienced workers through structured interviews to its transformation into technical architecture. In the methodological examination, the article highlights the significant didactic potential of brainstorming and brainwriting techniques. Within the context of lifelong learning, these methods serve as powerful analytical tools for uncovering systemic deficits in contemporary crisis planning. Moving into the results section, the author provides a granular look at the proposed data model. This technically validated tool is designed to visualize complex spatial risks, thereby reducing the cognitive load for civil protection employees who must understand intricate causal relationships under pressure. In the final synthesis, the author advocates for a definitive paradigm shift in the professional development of civil servants. The conclusion emphasizes a transition toward interdisciplinary, project-based learning that organically bridges the gap between technological literacy and practical terrain analysis. Ultimately, this approach offers a scalable, sophisticated solution for achieving the interoperability and cognitive readiness required for public administration to navigate the dynamic and unpredictable threats of the 21st century.

Keywords:

Knowledge transfer, Project-based learning, Professional development, Crisis Management, Innovative data model,