This paper assesses three sustainable de- velopment strategies – the European Union’s Sustainable Development Strategy in its revised version, the Mediterranean Strategy for Sustain- able Development and Slovenia’s Development Strategy – according to the level of sustainability these strategies provide. Deriving from three di- verse sustainable development regimes, select- ed strategies are scrutinised for the presence of the five general principles of effective sustainable development strategies promoted by the United Nations and the Organization for Economic Co- operation and Development. Building on George and Kirkpatrick’s (2006) framework for analysis, we concentrate on principles of strategic planning and sustainable development, and a coordinated set of measures to ensure their implementation. The results reveal that the major differences be- tween the assessed strategies are present in the sophistication of the theoretical bases and the integration of three main pillars of sustainable development (i.e. environmental, economic and social). In general, the assessed strategies re- flect a high degree of inclusiveness of a variety of interests. However, there is a common weak- ness among them in terms of implementation, be it in the provision of adequate resources, the guarantee of adequate implementing capacity of the institutions designated for implementation or the precise definition of the institutional frame- work responsible for the implementation of the strategy.

In a survey carried out in June 2023, we included 174 civic education teachers in Slovenia, with a total of 141 teachers responding to the survey. The majority of teachers represented were from primary schools (more than a half) and secondary schools (just under half). The vast majority (46%) see the main aim of this subject area as encouraging pupils' critical and independent thinking, an aim that can be pursued in a crosscuricular way in other subjects. All the other objectives are less important, although some of them aim at subject-specific skills.

The importance of work-based learning (WBL) in the development of work-ready graduates has been documented in several EU-funded projects, such as HAPHE (2016), WBLIC (2016) and WEXHE (2020). WBL is an effective pedagogy for promoting graduates' work readiness as it is embedded in authentic work environments. As work is increasingly done remotely, [...]

The Youth 2020 survey was largely designed as a follow-up to a similar survey ten years ago, but it also built in part on the methodological approaches and data of the 2000 survey. This allowed researchers to gain a detailed insight into long-term trends, which proved essential as the most important results of the study relate precisely to trends over the last ten or twenty years. The project involved the Sociology Department of the Faculty of Philosophy at the University of Maribor and a team from the Centre for Political Science Research at the Faculty of Social Sciences at the University of Ljubljana, the latter under the leadership of Dr T. Deželan.