Fostering sustainability-oriented innovation competencies in science, technology, engineering, and mathematics through a participatory and learner-centred approachAbina, Andreja (Avtor) Kovačič, Darko (Avtor) Štajnfelzer, Nina (Avtor) Kunej, Jona (Avtor) Brglez, Domen (Avtor) Štrukelj Kučan, Fedja (Avtor) Ratajec, Mariša (Avtor) Šešet, Žan (Avtor) Gradišek, Anton (Avtor) Ogrinc, Nives (Avtor) Zidanšek, Aleksander (Avtor) innovation competenciesSTEMEmpowering science, technology, engineering, and mathematics students as active participants in their learning is increasingly critical for fostering sustainability-oriented competencies in higher education. There is a growing need to develop curricula that integrate sustainability, entrepreneurship, and interdisciplinary skills to prepare students for complex societal challenges. This study hypothesises that participatory, learner-centred approaches enhance students’ acquisition of sustainability-focused innovation competencies. A mixed-methods study was conducted, including surveys, co-design workshops, and the development of digital learning modules to assess students’ awareness, self-assessed knowledge, and preferred learning methods. Results indicate significant gaps between the perceived importance of key sustainability competencies ‒ such as financial literacy, circular economy practices, and environmental monitoring ‒ and students’ self-assessed proficiency, as well as a preference for practical, collaborative, and problem-based learning formats. The findings demonstrate that participatory, learner-centred interventions can effectively translate competence gaps into educational solutions, fostering engagement, practical skills, and scalable models for sustainable innovation in higher education.SDEWES Centre20262026-07-03 12:56:03Neznano30792Hrvaškasl