The Regional Skill Councils Blueprint report aims to facilitate understanding, identifying, and developing 21st-century skills through multi-stakeholder collaborative efforts in region-specific and labour-market-relevant contexts. The report details the modalities and aspects of setting up a successful diverse multi-stakeholder constellation tasked with assessing and developing 21st-century skills guided by the labour market needs, technology trends and any differences stemming from gender. A blueprint for stakeholder engagement is a model for cooperation between higher education institutions and employers, provides a clear roadmap of engagement opportunities and potential action for all involved higher education and industry stakeholders.

HEDY - Life in the AI era is a 2-year Erasmus+ project started in November 2021 targeting higher education audience. Its goal is to offer a comprehensive and shared view of how Artificial Intelligence (AI) is affecting our lives and reshaping our socioeconomic, cultural, and human environments and to define which topics related to AI are of interest to different university studies and how they should be addressed. Four specific free and accessible sources of information will be produced to reach these goals, the first of which is the Booklet, the subject of this paper. The Booklet is an essay defining the HEDY position on life in the AI era and its aim is to identify the challenges, opportunities and expected impact of AI on four different areas: business, governance, skills & competencies, and people & lifestyle. In this paper, we summarise the content of the Booklet. In particular, we describe our methodology to build our rationales based on collecting information from two sources: i) Literature survey, and ii) Focus groups. These two sources provide a unique contribution on AI panorama by combining state of the art research with first-hand opinions and debated questions, concerns, and ideas of interacting individuals. The main finding is that there is the necessity to train citizens in AI by providing teachings, courses and trainings in schools and higher education institutes to facilitate the use and adoption of AI for young people and future generations.

The concept of self-regulated learning (SRL) hasn’t been researched enough in Bosnia and Herzegovina (B&H) and hence this study represents an important milestone in understanding this concept in this context. The conducted research was initiated with the presupposition that SRL had a positive impact on satisfaction and academic performance of students. In order to prove the goals of the research, two main hypotheses were formulated. The results of the exploratory factor analysis (EFA) have shown that the statements within SRL are grouped into five factors: goal-setting, metacognition, environment structuring, computer self-efficacy and social dimension. Multiple regression analysis proved that 4 of 5 factors have a positive impact on satisfaction and academic performance of students. Only goal-setting yielded no significance on the two aforementioned variables, while remaining four factors showed a significant influence on students’ satisfaction and academic performance.

Increased competition present in the higher education in BiH has conditioned the trend that institutions need to “fight” for each student through quality development at higher education institutions. This paper deals with means of enhancing quality at eMPIRICA College through continual investigation of students’ satisfaction. For the purpose of this research, we used a questionnaire with 26 statements on quality at the higher education institution, which were grouped in four quality dimensions using factor analysis. In addition, satisfaction and loyalty of students were measured where we compared students’ expectations and perceptions at the beginning and end of the academic year. Thus, a gap in the quality of education services at eMPIRICA was noted, as well as the gap in regards to satisfaction and loyalty. Using MANOVA it has been ascertained that there is a significant statistical difference between expected and perceived quality on the part of the students throughout all quality dimensions as well as in terms of students’ loyalty, and there is no significant statistical difference in satisfaction of students. Using ANOVA it has been deduced that with specific statements there are significant statistical differences in satisfaction and loyalty of students, while using t-test we observed a difference between arithmetic means of expected and perceived quality in all quality statements.

For the purpose of this research, we used a quality questionnaire related to quality, satisfaction and loyalty of students. The research was carried out a t he start and end of the academic year. This approach ascertained a gap with respect to quality, satisfaction and loyalty of students of eMPIRICA

Increasing competition present in the higher education in B&H has conditioned the trend that institutions need to “fight” for each student via quality development at higher education institutions. This paper deals with means of enhancing quality at eMPIRICA College through continual investigation of students’ satisfaction. For the purpose of this research, we used a quality questionnaire related to quality, satisfaction and loyalty of students. The research was carried out at the start and end of the academic year. This approach ascertained a gap with respect to quality, satisfaction and loyalty of students of eMPIRICA College. Using factor analysis the statements were grouped in 3 quality dimensions. The results of multivariate analysis of variance (MANOVA) showed that there is a significant statistical difference between expected and perceived quality, satisfaction and loyalty on the part of the students. Based on that, a gap between expectations and perceptions was ascertained. The use of t-test revealed that some statements have significant statistical difference in the area of expected and perceived quality, satisfaction and loyalty of students.