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Universities need to increasingly adapt their educational methods in order to prepare the new generation of experts with additional skills for the future of work. Especially in the field of ICT, besides proficiency in theoretical and subject-related ICT knowledge and practical programming skills, young graduates have to demonstrate mastery in different transversal and soft skills. Taking into account that the ICT sector is one of the most knowledge-intensive, export-oriented and globally recognized sectors in Bulgaria, the quality of the ICT training is substantially important for its future competitiveness and growth. Stepping on a theoretical framework for 21st century skills, the present research aims to outline what are the key 21st century skills of the young graduates, as evaluated by ICT employers and University lecturers. By presenting the outcomes of ten in-depth, semi-structured interviews with company owners, business leaders, HR managers, and academics, the paper outlines the main trends and rankings of the soft skills for ICT graduates, without taking in consideration the specific professional competences or subject-related knowledge. The first part introduces the context, the methodology and the scope of the research. The outcomes of the interviews are presented both as quantitative figures and as specific comments of the participants, highlighting different practical aspects. Finally, the current analysis provides fruitful insights and recommendations about the new types of methods for training relevant for the ICT sector 21st century skills.

This article conceptualises a common approach to train teachers and university lecturers in integrating the use of e-keys produced by the EU-funded project KeyToNature in the design, development, and delivery of e-learning modules within their school practice. The approach is based on setting and administering learning scenarios developed around real practice assignments that have at their core the identification of organisms and end up with the creation of meaningful biodiversity information products, rooted in concrete environmental contexts. The learning products may even include the creation of specific sub-keys from the initially used e-keys. The paper briefly describes the application and the real testing of the approach in an experimental teacher training course conducted in Bulgaria within the KeyToNature project.

Various implementation approaches are available for digital field guides and identification tools that are created for the web and mobile devices. The architecture of the “biowikifarm” publishing platform and some technical and social advantages of a document- and author-centric approach based on the MediaWiki open source software over custom-developed, database driven software are presented.