Upon the conclusion of the ULTRA project, the University of Ljubljana presented the results of its study programme reforms

The UL revamped 29 higher education study programmes by integrating competencies for sustainable and digital literacy, and introducing modern teaching approaches. The ULTRA project has positioned the UL at the forefront of the transformation of higher education – as a driver of change that not only responds to social and technological challenges, but also helps shape them. By renewing study programmes, establishing innovative learning environments and involving students in co-creating knowledge, the UL has demonstrated that sustainable and digital transformation is possible, meaningful and necessary.

The conclusion of the project marks the beginning of a new path on which the UL, together with its partners in the field of education, will jointly create a sustainable society of knowledge and innovation. The conference offered insight into changes in higher education, career paths for graduates, new legislative frameworks and specific examples of renewed study content and learning approaches. It was attended by nearly 300 participants, including primary and secondary school counsellors and students, representatives of the Ministry of Higher Education, Science and Innovation, and representatives of the UL member faculties. The event confirmed that ULTRA is an important step towards co-creating a modern, resilient and sustainable higher education space.

The UL Rector, Prof. Dr Gregor Majdič, said in his speech: “ULTRA is not just a project, but a vision of a university that educates the experts of the future – those who not only follow change, but also help create it. An interdisciplinary approach, technologically advanced learning environments and the development of digital and sustainable competences are the building blocks of the new educational model that the University of Ljubljana is developing in line with European and global guidelines.” The UL has paid special attention to the systematic monitoring of results and the design of measures for systemic changes that extend to the national level. 

The Minister of Higher Education, Science and Innovation, Dr Igor Papič, emphasised in his speech: “The University of Ljubljana’s ULTRA project brings together various scientific fields – natural sciences, humanities, technology and social sciences. This is the foundation of Society 5.0, which I advocate. Only through the cooperation of all scientific fields will we be able to prepare society and train it to adapt to the rapid technological and social changes taking place. Within the project, the University of Ljubljana has also introduced micro-credentials, which we have included in the new act governing higher education. Micro-credentials will enable people to successfully adapt to changes, especially in their careers. They will facilitate lifelong learning and the acquisition of new competences that will emerge in the labour market.”

The project was designed as a response to contemporary challenges in education. Its three key tasks were to update study programmes with green and digital literacy, to develop a model of lifelong learning with micro-credentials, and to promote interdisciplinary cooperation. Upon the conclusion of the project, the Vice-Rector of the UL for Study and Student Affairs, Prof. Dr Ksenija Vidmar Horvat, emphasised that the ULTRA project was one of exceptional scope, commitment and innovation – the largest modernisation since the Bologna reform, if not a small reform of the university itself: “Education at all levels, but especially at universities, is facing completely new challenges for which we, the generations of higher education teachers who are the guardians of higher education, are often only modestly prepared. The intensity of these challenges has increased after the COVID epidemic, after the realisation of the profound vulnerability and endangerment of our planet, given the unpredictability associated with the use of artificial intelligence, and also in light of increasingly uncertain socio-economic and geopolitical paths to the future. Our generation is the product of an education system established in the 19th century and developed within the context of modernity, when career paths were permanent, secure and protected by the welfare state. The time of our new graduates is a time of unpredictable careers, unknown challenges and the daily experience of uncertainty. Employment contracts are precarious, and knowledge and competences require constant upgrading. The ULTRA project stems from the need to immediately bring our educational environment into contact with the pressing social, developmental and intergenerational challenges of co-creating common prosperity and a good society; to create a university environment that will equip graduates with the methods, skills and knowledge needed to deal with unpredictable challenges; and to develop, strengthen and test new teaching methods that will build our students’ confidence in their knowledge and abilities, so that they are active, responsible, innovative and creative when entering the labour market, and immediately capable of co-creating social solutions in both their local environment and a global context.”

She added: “In the next steps, as part of the emerging Ultra After Ultra plan, the University of Ljubljana will join the European Commission's Union of Skills programme, in which we will focus primarily on cooperation with the environment and dialogue partnerships between all stakeholders from pre-school education, and especially primary and secondary schools onwards. Society needs us and rightly expects us to join forces to equip the new generations with the best possible tools to create their future and ours.”

More than 500 higher education teachers and researchers participated in the project, numerous new study contents were developed, and the events held connected the academic community with the public. Prof. Dr Vidmar Horvat also highlighted the importance of cooperation with primary and secondary schools, as these partners will be key in the next phase of education reform.

Prof. Dr Franci Pušavec from the UL Faculty of Mechanical Engineering, who was involved in the pilot projects, namely the Reform of the Higher Education Programme in Mechanical Engineering and the Interdisciplinary Open Laboratory as an Innovative Learning Environment, added: “I think we have done a lot for students in this project, which is crucial. It may not have been so obvious at first, but today it is clear. The reform of higher education programmes has brought about the digitalisation not only of content but also of the way it is delivered. We have given students access to modern equipment and facilities, such as an open laboratory, where they can develop their own projects and competences. We have introduced 17 overhauled courses that combine a digital and sustainability orientation, and have created an environment where students teach students. This is a big step forward, a creative response to the needs of the environment, industry and students.”

Prof. Dr Vesna Ferk Savec from the UL Faculty of Education, leader of the pilot project Environmental and Digital Literacy, said: “I believe the most important achievement is the meaningful renovation of study programmes across the entire educational vertical. It is particularly important that we have also developed elective courses, which means that we have made the content prepared within the framework of the revamped professional programmes available to students of other study programmes as well. In addition to the content, the financial aspect was also very valuable – we had funds available to purchase equipment, without which the project would not have been possible. This equipment will remain at the faculties for further use in updated courses and other programmes.”

Prof. Dr Peter Vidmar from the UL Faculty of Maritime Studies and Transport pointed out: “As part of the Sustainable Space project, we have linked the fields of rail and air transport and established genuine interdisciplinary cooperation between faculties. Working with the Faculty of Mechanical Engineering, which trains pilots, and the Faculty of Civil Engineering, which covers the infrastructure aspect, we have developed two new, updated courses. Together, we have upgraded the simulation centres and developed a digital twin of transport processes that combines the management of ships, trains and aircraft. The project has thus expanded from three to five participating faculties, which clearly shows how integration enriches education and opens up space for innovation.”