Bioeconomy Education and Training Practices in the EU

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This entry is adapted from the peer-reviewed paper 10.3390/su15020954

Researchers separates bioeconomy education approaches along: higher education and academic approaches, vocational education and training (VET) and practical approaches, short-term training and education approaches, and other approaches. A range of training methodologies and techniques and pedagogical approaches are identified. The main commonalities found amongst these approaches are that they are generally problem based and interdisciplinary, and combine academic and experiential. Higher education approaches are generally based on traditional lecture/campus-based formats with some experiential approaches integrated. In contrast, VET approaches often combine academic and practical learning methods while focusing on developing practical skills. A range of short-term courses and other approaches to bioeconomy education are also reviewed.

bioeconomy bioeconomy education bioeconomy learning

1. Higher Education and Academic Approaches

In recent years, many higher education programs centred around the bioeconomy and its components have been developed throughout the EU. These exist at a range of higher education levels, including at bachelor, master/post graduate and PhD level as categorised in Table 1. Common characteristics amongst these programs include: (i) interdisciplinary design, often bridging STEM and SSH disciplines, (ii) focus on the bioeconomy as a whole and/or on one or more bioeconomy-related themes, (iii) priority is given on academic approach, and (iv) teaching and learning approaches are predominantly classroom/lecture-based formats. These programs tend to be geared around supporting the development of a knowledge economy and have a strong sustainability-related dimension. This sustainability dimension appears in many forms throughout the available courses, for example there could be a focus on the study of the circular economy, the design of eco/efficient bio-products or on sustainable practices in general ^[1].

Further, there is a variety of designs and focus attached to these programs and they can generally be categorised along three main lines: (i) programs focused on a scientific discipline that emphasise on specific bioeconomy themes (e.g., Bio-technology) ^[2]^[3]^[4]^[5] (ii) general Bioeconomy programs that provide a general overview of the Bioeconomy and all its components ^[1]^[6], and (iii) programs that give equal emphasis in two disciplines, usually combining a STEM and a SSH discipline ^[7], and that focus on the relevant aspects of the bioeconomy (e.g., a course combining Bio-technology with Economics or with Ethics). In recent years, there has been a rapid increase in all of these programs, and specifically the interdisciplinary design, and this trend is likely to continue ^[8]. Such study designs are increasingly accepted within academia and higher education programs, while inclusive and interdisciplinary approaches are favoured as being paramount to the creation of a circular and sustainable bioeconomy, which is inherently interdisciplinary. Such courses approach the subject with a holistic and critical understanding in order to accommodate the multidisciplinary character of the bio-economy which, as explained above, requires a re-designing of the traditional educational methodologies which are fragmental.

Regarding bachelor level programs, several were identified in several countries and can broadly be split into either general bioeconomy programs or specific theme-based programs. The design of these general bioeconomy programs has a focus on learning and education across the entire bioeconomy value chain, while some of them may include an additional focus on particular aspects of the bioeconomy. These programs generally adopt an academic approach; although the teaching approach somewhat varies, they appear to use traditional approaches to higher education centred around an on-campus lecture format combined with problem-based learning with some or limited access to field-work and laboratory programs ^[1]^[6]^[9].

Regarding the bachelor programs that are focused on specific bioeconomy themes, reserchers located several bachelors of science, such as biotechnology, biomaterials, bioenergy, agricultural sciences and agricultural engineering, forestry and bioeconomy. These programs are likely to incorporate more of a hands-on approach than the general programs discussed above, with access and use of laboratory facilities and research infrastructure. In many instances, these programs also have close links with industry and can provide relevant work placements for the students. Course descriptions often mention approaches centred around problem-based or challenge-based learning or experiential learning, as well as hands-on learning through lab experiments, field trips, and a capstone project ^[2]^[3]^[5]^[10].

Regarding Masters programs, these tend to have a closer focus on specific themes of the bioeconomy and generally adopt a mixed education approach that combines academic and practical methodologies ^[11]. The course descriptions of such post-graduate programs often appear to include a more general, foundational module focused on the bioeconomy/bio-circular economy as a whole, followed by more focused modules on, for instance, biobased industries, management of biobased feedstocks, etc. Often, in addition to the course modules which are generally lecture-based and emphasise on theory, there is a more practical component as part of the program. This practical component may include carrying out experiments, either in lab or real-life conditions, or a work placement, or some independent research ^[12]. Similarly, to bachelor programs course descriptions are also often centred around problem-based or challenge-based learning ^[7]^[13]^[14]^[15]^[16]^[17]^[18].

Despite these commonalities bioeconomy Masters programs and their development generally follow country specific developments. For instance, in Italy, Master degrees are intended as in-depth thematic studies offered independently by universities. The first example of a Master program related to the Bioeconomy was the “IMES Master in Bioenergy and Environment”, set up in 2004 with the support of the “EU/US Programme for Cooperation in Higher Education and Vocational Education and Training” ^[19]. The 60 ECTS equivalent course run in three US Universities and in two EU Universities and was mainly focussed on the Biomass to energy chain. It was held in ten editions until 2019 at the University of Florence, while at the Universidade Nova de Lisboa, it was transformed into a Master Degree at the end of the 2010’s. In this Master, the multidisciplinary approach was developed all along five different axes: Biomass Production (Agriculture, Forestry, and Energy crops), Energy conversion (Renewable Energies and Bioenergy Generation), Biofuels (Conventional and Advanced) and Biorefineries, Environmental Impact (modelling and LCA), and Legislation & Economy. Another important example, started in 2016 and presently running, is the 2nd level Master “Bioeconomy in the Circular Economy BIOCIRCE”. It is an interdisciplinary program jointly offered by four Italian Universities (University of Bologna, University of Milano-Bicocca, University of Naples Federico II, and University of Turin), by 4 non-academic partners (Intesa Sanpaolo, Novamont SpA, GFBiochemicals SpA, and PTP Science Park di Lodi), and 2 Italian Technological Cluster (Cluster SPRING and Cluster CLAN agrifood) providing skills and expertise necessary to deal with the full range of issues in the complex bioeconomy field ^[17].

Regarding PhD and further higher education programs, these are not prescribed and they are variable depending on the topic, however, the general trend shows that there are an increasing number of PhD programs around the bioeconomy ^[20]. Such programs can be practical, academic or hybrid, including a mix of educational approaches. They are research-focused with the goal of advancing bioeconomy-related research and development, and they often go in-depth on one more specific topic within the sectors of the bioeconomy ^[20]^[21]^[22].

Table 1. Current higher education practices for the bioeconomy.

Type of Program	Description	Typical Learning Method	Time Period (Years)	Geographical Locations	Prevalence	Qualifications
General Bioeconomy Bachelor	Theory-based learning with some practical elements.	lecture/classroom based, e-courses and virtual learning, participatory learning, some practical elements/on site demonstration	3–4	Germany ^[6], Finland ^[23], Norway ^[1], Poland ^[9]	Several	Undergraduate degrees
Bachelor on specific bioeconomy themes	Mixed learning approach	lecture/classroom based, e-courses and virtual learning, participatory learning, many practical elements/on site demonstrations	3–4	Germany ^[2]^[3], Spain ^[10], Finland ^[5], UK ^[4]	Several	Undergraduate degrees
Masters	Mixed learning approach	lecture/classroom based, e-courses and virtual learning, participatory learning, many practical elements/on site demonstrations	1–2	Greece ^[7]^[13], UK ^[14], Austria, Ireland, France ^[24], Germany ^[15], Netherlands ^[16], Italy ^[17], Sweden ^[18]	Many	Postgraduate certificates and degrees
PhD, Post-doc	Research oriented	Self-learning, some lecture/classroom based	2+	Ireland ^[21], Switzerland, Spain, Italy, Sweden, Netherlands, Germany, Austria, Belgium ^[20], France ^[22]	Several	Degree

2. VET and Practical Approaches

The EC defines VET as “the training in skills and teaching of knowledge related to a specific trade, occupation or vocation in which the student or employee wishes to participate. Vocational education may be undertaken at an educational institution, as part of secondary or tertiary education, or may be part of initial training during employment, for example as an apprentice, or as a combination of formal education and workplace learning” ^[25].

VET programs that are focused on specific themes of the bioeconomy are prevalent across the EU. Researchers has located a multitude of agricultural courses, forestry courses, energy/electrician courses. Relevantly, the EU ERASMUS + project FIELDS has created a database on VET related programs in the bioeconomy ^[24]. VET programs are generally not standardised across the EU in terms of education and training methodologies and there is a wide range of approaches and learning methods used. In practice, different countries have different approaches to VET education and the training is linked differently with secondary and tertiary education systems. For instance, it is common for VET education to be centred around education institutions but in some countries VET education and certification can also be achieved through apprenticeships, which is the case in France.

VET courses are predominantly focused on training and teaching of skills and knowledge for employment. In this sense, in VET courses on the several bioeconomy themes, the typical learning approach is centred around the teaching of practical skills, achieved through experiential learning and hands-on practice ^[26]. A common VET course description is likely to include a short theoretical overview of the relevant topic/bioeconomy theme, followed by a range of practical training directed towards the specific topic and the practical skills attached to it. There is a large variation in the types of practical training offered, which can come in the form of lab work, traineeship, apprenticeship, etc.

Common thematic focuses for the courses located (Table 2) are agricultural technicians, digital/technological expertise combined with a bioeconomy theme and forest management expertise. A commonality amongst all VET courses located is that they all involve some level of practical training, usually done through on site/farm demonstration and learning activities and students receive a certificate at the end of their studies. This may also be combined with a work placement, generally towards the end of the program. Amongst the VET courses located there are considerable differences in terms of the time period of all courses ranging from a couple of weeks and/or hundreds of hours to 2+ years and/or 2000 h ^[26]^[27]^[28]^[29]^[30]^[31]^[32]. Clearly rural extension services are also important methods for providing training and education for rural stakeholders on the bioeconomy, however no extension programs with a focus on the bioeconomy were located. The development and integration of these is an important area of future research.

Table 2. Approaches and Methodologies in VET Education and Training for the Bioeconomy.

Course Title	Description	Typical Learning Methods	Time Period	Location	Qualifications
Smart Farming and Bioeconomy Technician ^[26]	Training to become a smart farming technician following a range of courses, field learning and cv related training	Lecture/classroom and on-farm demonstration activities	800 h (400 on site, 400 classroom)	Italy	Certificate
Professional Higher Technician in Agrotechnology ^[33]	Agrotechnology technician training for the management of a small-medium agricultural enterprise	Lecture/classroom and on-farm demonstration activities	2 years	Portugal	Certificate
Technicians in rural areas ^[27]	Focused on creating entrepreneur with thematic focuses on innovation in agriculture, the viability of farms, irrigation	Lecture/classroom and on-farm demonstration activities	1 year	Spain	Certificate
Data-Driven Agri-Food Business ^[34]		Online learning	10 weeks	Netherlands	Certificate
Agrogardening ^[29]	Vocational training with job placements	On-farm demonstration activities and job Placements	2000 h	Spain	Certificate
Forest Harvesting ^[28]	Training on forestry use and management with associated job placements	Lecture/classroom, on-site demonstration activities and job placements	2 years	Spain	Certificate
Environmental Technician ^[30]	Technical training as an environmental technician through training and job placements	On-site demonstration activities and job placements	2 years	Belgium	Certificate
Technician in agricultural production ^[35]	Technical training on producing agricultural products	Lecture/classroom and on-farm demonstration activities	2000 h	Spain	Certificate
Technician in Forest Management and the natural environment ^[36]	Technical studies for forestry and environmental work in mountainous areas and nurseries	Lecture/classroom and on-farm demonstration activities		Spain	Certificate
Entrepreneur Biodynamic agriculture ^[32]	Training for sustainable agricultural production technician integrated with high school	Lecture/classroom and on-farm demonstration activities		Netherlands	Certificate
Agricultural Technician ^[31]	Technical training as an agricultural technician through training and job placements	Classroom/lecture and participatory learning	Up to 6 years	Belgium	Certificate
Agricultural Production Technician ^[37]	Training for Agricultural Production Technician Integrated with high school	Lecture/classroom and on-farm demonstration activities	1 year	Portugal	Certificate

With regards to connections between these more practical VET courses and the academic higher education courses described above, there seems to be a considerable overlap between the two; the VET courses usually include a theoretical aspect, albeit smaller than the practical part of the course, often in the introductory modules, while in the higher education courses there often is a module that requires more practical skills, possibly in the form of lab experimentation or work placement.

3. Short-Term Training and Education Approaches

Several short-term education and training approaches for the bioeconomy have been located and are summarised in Table 3. They have been categorised according to workshops, short courses and SME training. These categories generally adopt varying and mixed learning approaches and methods, depending on the goal and the scope of the training, they last for a short period of time and are generally knowledge-intensive. These courses are run by several bodies and are supported through various funding modes, including national and EU projects, universities, research institutes, NGOs and for-profit enterprises. Most of these courses either focus on general knowledge sharing on the bioeconomy or the development of specific skills for specific topics within the subject.

Table 3. Short term education and training approaches for the bioeconomy.

Category	Typical Learning Approach	Methods	Description	Example Courses
Workshops	Mainly academic, possible some practical	Panel Discussions Focus groups Lecture based	Short events ranging from a few hours to a few days. Focused on specific themes around the bioeconomy or general bioeconomy. Condensed knowledge transfer. Often are organised in the context of EU and/or national bioeconomy related projects	Unlocking Regional bioeconomy transitions. State of the art and ways forward ^[38] Sustainable Production of Biobased Products in the Bioeconomy Era ^[39]
Short Courses	Mix between academic and practical	Lecture based Tutorials Practical teaching E-learning courses	Range from a few days to Some assessment. Students with bioeconomy background or not. Generally, a mix of lectures, lab and field visits. Online courses	Training course for farmers: non-food crops (NFC) for bioeconomy in Italy ^[40] Summer School: Towards a Biobased Economy ^[41] Bioeconomy school ^[42] ELLS Summer School on Bioeconomy ^[43]
SME Training	-	Mentoring	Generally centred around capacity building and supporting SME developments in the bioeconomy	Bioeconomy Ventures ^[44] MPowerBio ^[45] DigiCirc ^[46]

4. Other Approaches

A range of other bioeconomy education approaches is also mentioned by various actors. These approaches are often informal and/or are not attached to educational institutes and are centred around individual and lifelong learning schemes, though are often dependent on open-source data published by educational institutes. These approaches are generally characterised as self-motivated and voluntary, for personal and professional reasons, and can be practiced by a range of methods, including both academic and practical, depending on the relevant scope and goals ^[8]^[47]^[48]. A range of education techniques are practiced but are generally based around on the job training and participatory learning techniques, mentoring and self-learning through audio-visual material but can also include learning appropriated through informal means such as through discussions with other relevant stakeholders. Multiple authors argue that these self-motivated processes are crucial for supporting a society wide transition towards a circular bioeconomy and need to be supported by educational material and scientific research that is available to the general public ^[47]^[49].

5. Discussion

The findings presented illustrate that education approaches attached to the subject of the bioeconomy vary considerably across the EU, with a range of academic, practical, hybrid, short term and other approaches. There are some important commonalities in the methodologies used within these approaches; the education offered is generally problem-based, interdisciplinary and combines academic and experiential learning. Furthermore, the teaching methods vary, traditional lecture based and lab based formats are popular while in recent years online-learning has also become popular ^[24] replacing and/or adding to the more traditional lecture formats.

Courses focused around academic and higher education have proliferated, especially in recent years. These have also been centred around creating increased collaborations between existing institutions, for instance, In 2022 the European Bioeconomy University was launched as a collaboration between 6 European universities to promote bioeconomy education ^[50]. The main learning approaches used in these educational systems are based around traditional, campus-based lectures and tutorials, sometimes with slight variations in the format ^[8]. There is some focus on problem-based and experiential learning within relevant courses. More specifically, there is a relatively high selection of masters’ courses that combine bioeconomy with a thematic focus. Pubule et al. (2020) highlight that bioeconomy master programs are designed around thematic focuses that aim to facilitate long-term employment in the bioeconomy sector. They also highlight that most of these programs are currently concentrated in Western Europe though they predict a likely spread to other areas around the world as the bioeconomy becomes more and more prevalent ^[12].

Regarding VET programs, in the research process, it was relatively easy to locate higher education courses but harder to locate practical VET courses. This is in line with the study by Ciriminna et al. (2022) who highlight that in recent years university courses on the bioeconomy have proliferated but that there is a need for more practical courses ^[51]. However, the distinction between the various education approaches is not always clear when it comes to VET programs, while the categorisations between VET and HE programs appear increasingly blurred. On the one hand, this is likely to be due to the newness of the bioeconomy as a concept but also due to the inherent interdisciplinary nature of bioeconomy education that generally requires and includes a mix of academic and practical approaches to education. The lack of data around specific design of VET courses is a major data limitation, and as more practical courses become available, the understanding of the approaches used and their effectiveness will become clearer. A key recommendation coming out of various studies is that there is a need for considerably more practical bioeconomy education approaches, especially vocational ones, that support the development of relevant skills across a variety of economic sectors ^[52].

Given that a thriving bioeconomy is the foundation for the transformation towards a circular economy, there is a need for more bioeconomy programs ^[53]. It is clear, that on a policy level, the importance of bioeconomy education is now widely recognised ^[51], however the understanding of what transformative bioeconomy training approaches are and how they fit into supporting the transition towards a circular economy remains limited. There is a need for bioeconomy experts across the economy, within research, the public sector and private sector ^[51]. Considerable attention is now being put towards mapping and creating new approaches to training for the bioeconomy and these can build on the research. Such programs, courses and modules are necessary to support knowledge-wise this transition and the training approaches and methodologies need to also be transformative and need to combine higher education, VET and industry in each of the themes of the bioeconomy, in order to approach the concept in an interdisciplinary manner that supports an understanding of the complexities of a sustainable bioeconomy. Indeed, various studies ^[11]^[47]^[53]^[54]^[55] argue that bioeconomy educational programs need to be designed to create a knowledge-based economy and to provide the new skills needed for the new and upcoming bioeconomy ^[56]. To fulfil this, relevant programs need to be innovative, interdisciplinary, holistic and open to advancements.

Researchers indicates multiple areas for future research on bioeconomy training and education. Overall, it is clear that, considering the size of the EU and the bioeconomy, bioeconomy education programs remain relatively limited. As the development and transformation to a sustainable bioeconomy is depended on new and relevant skills and competences a unified EU bioeconomy training and education program is needed that is both multidisciplinary and dedicated to the development of a sustainable bioeconomy. For this to happen further research is needed on what skills are required for such a transition. Such research can be strengthened by EU wide initiatives that monitor and analyse new bioeconomy learning approaches and identify and disseminate best practices. A standardised methodology that carries this out could focus on first ‘identifying emerging skills needs’, then ‘updating existing content and teaching methods’ and then ‘adopting a modular approach’ that allows for the development of tailor made education programs ^[57].

Researches also suggests that there is a lack of current VET programs focused on the bioeconomy, further research on how to develop and integrate them into existing structures would facilitate their development. There are various ways to support this including research on what long term skills and competences for the bioeconomy are needed and how to better embed educational approaches in career guidance, this could be then be followed by a process that integrates relevant educational recommendations in relevant national and EU strategies. In addition, Kuckertz 2020 recommends integrating and facilitating entrepreneurship, research on how entrepreneurship can aid bioeconomy training programs could be valuable ^[58]. Researchers also suggests that a focus on how to integrate extension and advisory services would be beneficial for bioeconomy stakeholders. Extensive research is needed on how bioeconomy extension services can be integrated in existing extension services. This is particularly important as the remit of the bioeconomy is considerably larger than existing services.

A considerable drawback of current bioeconomy related research is that there is no concrete accepted definition of what bioeconomy education entails. A recent study found that some programs still have a tendency to be discipline oriented and that this can hinder the capacity of students to dealt with complex issues ^[59]. In the design of educational programs and pedagogical practices ways need to be found to overcome learning boundaries ^[59] whilst ensuring an interdisciplinary approach to bioeconomy education ^[60]. Moreover, drawing upon D’Adamo’s et al. ^[61] remarks, it is important the education aspects in bioeconomy to be investigated in relation with the EU Next Generation Fund (as VET and skills consist major priorities) and its funding initiatives and outcomes.

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