Abstract:

In today’s rapidly evolving and dynamic global environment, theoretical knowledge alone is no longer sufficient for university students to achieve professional success and long-term viability. The capacity to acquire 21st-century skills (problem-solving, creativity, innovation, metacognition, and effective communication) has become a fundamental prerequisite. These competencies are indispensable when confronting the high complexity of interconnected global challenges, such as the Sustainable Development Goals, which require actors to possess not only technical expertise but also cultural and disciplinary diversity. Within the context of digital transformation, the focus has shifted from simple access to technology to its intelligent and creative use within complex digital ecosystems.

The development of green and digital skills (twin skills) represents a primary challenge for higher education institutions, because over three-quarters of companies within the European Union report a critical shortage of qualified personnel in these areas. The primary objective of this paper is to present the results of a pilot testing the level of green and digital skills of university students, aligned with the requirements of the modern labor market and employers.

The methodology employed in this study utilizes a combination of primary and secondary research. The secondary research phase involved a comprehensive analysis of existing studies focused on competency assessment. The primary research was conducted as a pilot testing involving students at the University of Žilina. The study utilized an online diagnostic tool designed to objectively measure student readiness for the digital and green transformation. This instrument evaluates the ability to think critically, make decisions, communicate effectively, and apply sustainable solutions within real-world professional scenarios.

Current university experiences in this field reflect a transition from the narrow measurement of theoretical data toward a holistic evaluation of complex competencies necessary for a sustainable future. Research indicates that while students exhibit high environmental awareness, they frequently lack the practical, interdisciplinary skills required for a green economic transformation. Regarding digital proficiency, students are typically adept at routine tasks (information retrieval and communication) but often display weaknesses in advanced digital competencies (cybersecurity, digital content creation, and advanced data analysis).

The results of the pilot testing at the University of Žilina indicate that the overall levels of both green and digital skills among students are currently low. Despite daily interaction with ICT, the level of digital skills was found to be lower than the level of green skills. Female students achieved comprehensively higher results than their male counterparts. These findings corroborate international evidence suggesting that while "digital natives" are skilled in using technology for private purposes, they often fail to effectively transfer these skills into academic and professional contexts. In conclusion, for successful competency development, universities must implement strategic frameworks that clearly define learning outcomes and combine quantitative performance metrics with qualitative tracking of student progress throughout their academic journey.

Keywords:

Digital Competence, Green Skills, Higher Education, DigComp, GreenComp, Twin Transition, Employability.