Abstract:

Labor market increasingly demands qualified profiles with a wide variety of professional skills. Nowadays, labor market, hit by the strong crises that since 2020 have been shaking industrial growth (health crises due to the pandemic caused by SARS-COVID-19, energy disposal and prices, the recent war in Ukraine) makes the job hunting process a holistic process based on knowledge in new technologies, mobility, languages, internships within studies and a well-nourished set of soft skills. Therefore, the educational community cannot underestimate the firm commitment with a training that needs to be increasingly designed for social reality, and not so much for literature without service.

This paper aims to explore the applicability that international inter-disciplinary lectures to the field of higher education and its correlation with its the contribution to the students job hunting process. The theoretical approach examines the interactions between the labor and academic perspectives by reviewing the literature discourse (Caratozzolo, et. al; Howells, Crawford and Abe). The methodological approach is centered on the academic context and consists in a quantitative evaluation that gather data in 11 significant questions. To gauge this, authors tested the importance of the system with a sample of students from two international universities (Spain and Japan). The results of the study further depict concerns of students when they come to finding a job and the real support they required from the academic institutions to achieve their goals (motivations and aspirations) in the market place.

Hence, the paper explores the usability of international inter-disciplinary lectures tools as an educational innovation system for enhancing students’ job hunting and their personal and professional development career for an inclusive, sustainable, diverse and very demanding marketplace.
This research has been carried out within the teaching innovation project entitled “Inter-lectures. A positive rebound for English teaching”.

References:
[1] Caratozzolo, P., Bravo, E., Garay-Rondero, C., Membrillo-Hernandez, J. (2021): Educational Innovation: Focusing on enhancing the skills of Generation Z workforce in STEM. Proceedings of 2021 World Engineering Education Forum/Global Engineering Deans Council, WEEF/GEDC 2021. pp. 488-495.
[2] Howells, K. (2018): The Future of Education and Skills: Education 2030. The Future We Want. http://create.canterbury.ac.uk/17331/1/E2030PositionPaper(05.04.2018).pdf
[3] World Economic Forum (2020): Schools of the future: Defining new models of education for the fourth industrial revolution. pp. 1-33.www.weforum.org.
[4] Crawford, J. (2020): COVID-19: 20 countries' higher education intra-period digital pedagogy responses. J. Appl. Learn., 3 (1).
[5] Abe, E., Abe, I. (2021): Future of Work: Skill Obsolescence, Acquisition of New Skills, and Upskilling in the 4IR O. A.-F. of Work W.-F. Satisfaction and undefined 2021, Igi-global.com.

Keywords:

Soft skills, marketplace job, job hunting.