Development of Future Skills through Innovative Learning Concepts: Evidence from the Information Systems 2.0 Program at Coburg University

Abstract

Digital transformation and AI reshape professional environments, intensifying demands for transversal competencies beyond disciplinary knowledge (Goulart et al., 2022; Saleem et al., 2024). Higher education institutions are increasingly expected to foster Future Skills that enable graduates to act autonomously, responsibly and collaboratively in uncertain contexts (Allianz für Future Skills, 2024; Ehlers, 2020, 2022; Rampelt et al., 2025). Yet empirical evidence on whether innovative programs support the development of such competencies from the learners’ perspective remains limited.This paper presents results from a quantitative student survey in the bachelor’s program Information Systems 2.0 – Digital Innovation and Transformation (IS2) at Coburg University of Applied Sciences (Hochschule Coburg, 2025d). The study uses Ehlers’ (2020) NextSkills framework, conceptualizing 17 Future Skill profiles grouped into subject-, object- and organization-related competencies. The enrolled IS2 students (N = 26) were invited to an online questionnaire; the majority participated (n = 20), assessing perceived development of the 17 profiles and contributions of selected program characteristics. Descriptive analyses indicate predominantly positive perceptions of competence development, with particularly strong ratings for object- and organization-related skills such as Design Thinking, Innovation, Cooperation and Future & Design Competence. Students attribute these developments primarily to authentic project-based learning with real organizations, an interactive learning culture characterized by a student-lecturer relationship on equal footing and competence-oriented assessment formats (Grosch, 2024; Zagel et al., 2024). From the students’ perspective, findings suggest immersive, practice-based, student-centered learning formats are linked to self-reported development of selected future skills. Given limitations of sample size and design, results should be regarded as exploratory and warrant validation through longitudinal and objective measures.

Keywords: Future Skills, Digital Transformation, Competence Development, Higher Education, Project-based Learning, Industry Collaboration, Student Perception, Practical Orientation, Modular Structure, Interdisciplinary Approach, Innovation In Education

DOI: 10.54941/ahfe1007721