Developing Skills for Sustainable Employability Through Virtual Simulation and AI
Abstract
The aim of the article is to analyse the potential of virtual simulation and artificial intelligence (AI) to develop sustainable entrepreneurship skills. We will present the SEiSC project, "Sustainable Entrepreneurship in Smart Clothing", funded in Finland by the Erasmus+ programme with the objective of strengthening the capacities of vocational training institutions to develop a sustainable entrepreneurial mindset in students. The research method assumes an empirical qualitative approach, to understand how the integration of AI-based virtual simulations can transform the teaching of sustainable entrepreneurship in the context of vocational training. As a result, the article provides a reflection on how learning mediated by "social" interaction with Artificial Intelligence (AI) can enhance the development of transversal competences, contributing to the improvement of sustainable employability, highlighting as a conclusion the potential of AI to create interactive and personalized learning environments that favor the acquisition of social and emotional competences.
References
Aguilar, Xavier, (2024). Technology with empathy: using conversational agents in education. https://www.uoc.edu/en/news/2024/conversational-agents-in-education
Aleven, V., McLaughlin, E. A., Glenn, R. A., & Koedinger, K. R. (2017). Instruction based on adaptive learning technologies. In R. E. Mayer & P. Alexander (Eds.), Handbook of research on learning and instruction. Routledge.
Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The entrepreneurship competence framework. Luxembourg: Publication Office of the European Union.
Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. Rev. ed. Oxford: Rowman & Littlefield.
Bianchi, G., Pisiotis, U., & Cabrera Giraldez, M. (2022). GreenComp – The European sustainability competence framework. Luxembourg: Publications Office of the European Union.
Brusilovsky, P., & Peylo, C. (2003). Adaptive and intelligent web-based educational systems. International Journal of Artificial Intelligence in Education, 13(2-4), 159-172.
Comisión Europea. (2011). Transferability of skills across economic sectors: Role and importance for employment at European level. Luxembourg: Publications Office of the European Union. https://lc.cx/dcVbqS
Comisión Europea. (2016). Entrepreneurship education at school in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union. https://lc.cx/YKCoQt
Comisión Europea. (2019). The European Green Deal. COM(2019) 640 final. Brussels: European Commission. https://lc.cx/tQKWwA
Comisión Europea. (2020a). Comunicación de la Comisión al Parlamento Europeo, al Consejo, al Comité Económico y Social Europeo y al Comité de las Regiones sobre la consecución del Espacio Europeo de Educación de aquí a 2025. COM(2020) 625 final. https://lc.cx/0-HjGk
Comisión Europea. (2020b). Plan de Acción de Educación Digital 2021-2027: Adaptar la educación y la formación a la era digital. COM(2020) 624 final. https://lc.cx/TveAwM
Comisión Europea. (2022). EU Strategy for Sustainable and Circular Textiles. COM(2022) 141 final. Brussels: European Commission. https://lc.cx/wRsuCf
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications, Inc., Thousand Oaks.
Dede, C. (2009). Immersive Interfaces for Engagement and Learning. Science, 323, 66 - 69. https://doi.org/10.1126/science.1167311
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2017). The SAGE handbook of qualitative research (5th ed.). Sage Publications.
Gao, W., Emaminejad, S., Nyein, H. Y. Y., Challa, S., Chen, K., Peck, A., Fahad, H. M., Ota, H., Shiraki, H., Kiriya, D., Lien, D.-H., Brooks, G. A., Davis, R. W., & Javey, A. (2016). Fully integrated wearable sensor arrays for multiplexed in situ perspiration analysis. Nature, 529(7587), 509–514. https://doi.org/10.1038/nature16521
Guraziu, E. (2023). The Model of Project Management as a Sustainable Pedagogical Device: Case Study Research in the Tertiary Education Environment. Sustainability, Vol. 15, 11442. https://doi.org/10.3390/su151411442
Guraziu, E., Del Gobbo, G. (2023). An emerging qualitative study on Project management as a bridge between cognitive learning and employability. Procedia Computer Science, Vol. 219(5), 1954-1962. https://doi.org/10.1016/j.procs.2023.01.495
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. https://virtualspeech.com/
Kaplan, A. y Haenlein, M. (2019). Siri, Siri, en mi mano: ¿Quién es la más bella del país? Sobre las interpretaciones, ilustraciones e implicaciones de la inteligencia artificial. Horizontes empresariales, 62(1), 15-25. https://doi.org/10.1016/j.bushor.2018.08.004
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Lainema, T. y Saarinen, E. (2010). Potenciación de habilidades procedimentales a través de simuladores empresariales: Aprendizaje a través de la participación. Revista Internacional de Aprendizaje y Cambio, 4(3), 228-240. https://doi.org/10.1504/IJLC.2010.032595
Latorre-Vivar, R., De-Micco, P., & Guraziu, E. (2023). Proyecto Self-e: desarrollo de competencias de emprendimiento en estudiantes secundarios en el entorno europeo, a través de la simulación. Apuntes de Ciencia & Sociedad, 11(1), 23-30. ISSN en línea: 2225-515X http://journals.continental.edu.pe/index.php/apuntes/issue/view/62
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
McNiff, J. (2017). Action research: All you need to know. Sage Publications.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40. https://doi.org/10.1016/j.compedu.2013.07.033
Naciones Unidas. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. Resolution adopted by the General Assembly on 25 September 2015, A/RES/70/1.
Narciso, S. (2017). La retroalimentación instruccional como herramienta para apoyar el aprendizaje autorregulado. En D. H. Schunk & J. A. Greene (Eds.), Manual de autorregulación del aprendizaje y el rendimiento (2ª ed., págs. 276-294). Rutledge.
Neck, H. M., & Greene, P. G. (2011). Entrepreneurship education: Known worlds and new frontiers. Journal of Small Business Management, 49(1), 55-70. https://doi.org/10.1111/j.1540-627X.2010.00314.x
Punie, Y., & Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union. https://lc.cx/LlENcB
Sala, A., Punie, Y., Garkov, V., & Cabrera Giraldez, M. (2020). LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence. Luxembourg: Publications Office of the European Union. https://lc.cx/RrsiuO
Salas, E., Wildman, JL y Piccolo, RF (2009). Uso de la formación basada en simulación para mejorar la educación en gestión. Academia de Educación y Aprendizaje en Gestión, 8(4), 559-573. https://doi.org/10.5465/amle.8.4.zqr559
Shepherd, D. A., & Patzelt, H. (2011). The new field of sustainable entrepreneurship: Studying entrepreneurial action linking "what is to be sustained" with "what is to be developed". Entrepreneurship Theory and Practice, 35(1), 137-163. https://doi.org/10.1111/j.1540-6520.2010.00426.x
Sitio de capacitación en IA para educadores. (s.f.). https://www.aiforeducation.io/
Sitio de capacitación inmersiva en habilidades blandas. (s.f.). VirtualSpeech. https://virtualspeech.com/
Sitio de desarrollo de personas. (s.f.). h detstapsrro:/l/woww.m urdsieo n.comt/ a
Sitio de difusion de biblioteca de indicaciones para uso de chatbots GenAI para educadores. (s.f.). https://www.aiforeducation.io/prompt-library
Sitio de disfusión del proyecto SeiSC, financiado por la Unión Europea.(s.f.). https://seisc.eu/
Sitzmann, T. (2011). Un examen metaanalítico de la eficacia educativa de los juegos de simulación por computadora. Psicología del personal, 64(2), 489-528. https://doi.org/10.1111/j.1744-6570.2011.01190.x
UNESCO. (2017). Education for Sustainable Development Goals: Learning objectives. [Online]. https://doi.org/10.54675/CGBA9153
Van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (Eds.). (2006). Educational design research. Routledge. https://doi.org/10.4324/9780203088364
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes. Luxembourg: Publications Office of the European Union. https://lc.cx/n6MH31
Wals, A. E. J. (Ed.). (2009). Social learning toward a sustainable world. Netherlands: Wageningen Academic Pub.
Watts, A.G. (2006). Career development learning and employability. Learning & Employability Series, 2. York: Learning and Teaching Support Network. https://lc.cx/aWQmi5
WEF. (2020). The future of jobs report 2020. Geneva: World Economic Forum. https://bit.ly/3zeY78C
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203-218. https://doi.org/10.1007/s11625-011-0132-6
Copyright (c) 2025 Apuntes de Ciencia & Sociedad
This work is licensed under a Creative Commons Attribution 4.0 International License.
