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Lesna panoga potrebuje izobražen kader z ustreznimi kompetencami, če se želi prilagajati družbenemu in gospodarskemu razvoju, proizvajati izdelke z višjo dodano vrednostjo, uporabljati sodobne tehnologije in uvesti digitalne ter trajnostne poslovne modele. Glavni cilj raziskave je bil analizirati kadrovske potrebe in izobrazbeno strukturo zaposlenih v lesnem sektorju ter ugotoviti potencial izobraževanja v lesarstvu v Sloveniji. V raziskavi smo dokazali povezavo med izobrazbeno strukturo zaposlenih in uspešnostjo panoge, ugotovili pa smo tudi, da se vzporedno s povečevanjem števila zaposlenih v lesarstvu, povečujejo tudi potrebe po kadrih z lesarsko izobrazbo vseh stopenj izobrazbe. Potencial izobraževanja v lesarstvu v Sloveniji je torej velik, pri čemer pa je nujno, da pri razvoju izobraževalnih programov poleg izobraževalnih institucij, ki morajo ponuditi sodobne programe in načine izvedbe, sodeluje tudi gospodarstvo, ki se vključuje v izvajanje in definira potrebe ter poskrbi za promocijo lesarstva in lesarskih poklicev ob podpori države, ki mora poskrbeti predvsem za sistemsko ureditev materialnih in kadrovskih pogojev, ki bodo omogočili kakovostno izobraževanje.

The integration of sustainable and digital competences in educational programmes is vital for shaping a promising future. Through interviews and analysis, we assessed the inclusion of green and digital (industry 4.0 and ambient assisted living) topics in wood science and technology educational programmes across different European countries. Our research revealed disparities in vertical alignment within countries and deviations among similar programs across countries. With the help of fuzzy logic and by using Data Envelopment Analysis, we evaluated the technical efficiency of programs in incorporating these topics in teaching, considering multiplefactors. Results show varying performance levels, with some programs achieving optimal efficiency, while others lagging behind. To improve underperforming programs, prioritizing topic integration is crucial. National coordination and alignment across educational levels are necessary to establish a cohesive system. Equipping individuals with these competences enable them to contribute to sustainable development, leverage digital technologies, and meet societal demands.

In the context of the growing importance of sustainable development and digitalization, our study examines which are the most important digital and sustainability competencies for wood science and technology graduates. This enabled us to map the development of competencies at the different levels of education across the entire vertical and determine the scope and type of competencies that graduates should have. To achieve this, we conducted surveys among experts and companies within the wood sector. The results underline that expectations placed on the digital and sustainability competencies of graduates for the transition of the sector are very high, which highlights the importance of ensuring that graduates are well equipped to navigate the evolving technological and sustainable landscape, and the importance of designing educational programs to meet both immediate and future needs. In addition, we found differences in stakeholder expectations that indicate a disparate adoption of digital technologies by companies and prioritization of sustainability. We can conclude that lower levels of education should focus primarily on general digital and sustainability competencies to provide a foundation for the subsequent levels of education where students are expected to have more profession-specific competencies.

With Industry 4.0, we are entering the digital age, which will significantly change the profiles of employees and their necessary competencies. This also affects education in the wood sector. The aim of the research was to find out which teaching methods in learning motivate representatives of generations Y and Z at different levels of education (from vocational to master’s degree education) in the wood sector, which form of education is most suitable and what younger people think about distance learning. To this end, we conducted a survey using social media and an e-classroom. The results showed that learners are most motivated by an environment that strives for development, is safe and stable, and is also characterized by teamwork rather than a competitive environment. We did not find much difference in motivational factors between groups at different levels of education or forms of education (fulltime, lifelong). Otherwise, the main motivation of learners with regard to the wood sector, regardless of generation, is the internal incentives of the individual, while the external incentives differ more between generations.