Łódzkie Presents Skills and Learning Strategies for a Just Transition 

On 10 September 2026, the IURC Community of Practice 4 held the first session of Activity 3: Researcher Exchange & Academic Workshop, focusing on “Developing New Skills and Human Capital for a Just Transition.”

Led by the Łódzkie Region in Poland, the session brought together regional representatives from Europe, including Bremen and Łódzkie, and from Australia’s Gippsland region to discuss how universities, training institutions, employers and regional authorities can support workers and communities undergoing industrial transformation. 

Learning from Łódzkie’s Industrial Transition

Dr. Piotrowska (Łódź University of Technology) introduced Łódzkie’s experience of undergoing its second major industrial transition within 30 years. Following the decline of the textile industry, the region is now preparing for the planned phase-out of the Bełchatów coal complex.

Unlike the previous transition, the current process is supported by a clearer timetable, dedicated institutions and funding, as well as greater attention to workforce preparation.

The Bełchatów complex currently supports around 20,000 workers and related jobs, while approximately 4,500 workers have been identified as potential targets for reskilling by 2030. Participants highlighted the importance of coordinated action among universities, employers, local authorities and other regional stakeholders.

Universities, Micro-Credentials and Flexible Learning

A key theme was the changing role of universities. Dr. Piotrowska stressed that universities should move beyond traditional initial education and become active regional partners in lifelong learning, upskilling and reskilling.

The session also highlighted micro-credentials and flexible learning pathways as important tools for adult learners and workers affected by industrial transition.

Micro-credentials were presented not simply as short courses, but as instruments for the recognition and validation of competences, including skills gained outside formal education. Flexible pathways can allow learners to complete individual modules, receive recognition for prior learning and accumulate credits toward broader qualifications.

Such flexibility was identified as essential for making reskilling more accessible to working and mid-career learners.

Challenge-Based Learning and Employer Engagement

Dr. Piotrowska also introduced challenge-based learning, currently being tested through the ECIU University alliance.

Under this model, companies and regional stakeholders provide real-world challenges for students to address, while academic staff and employers jointly shape the learning process.

The approach enables students to build practical skills while giving companies access to new ideas and potential solutions. Participants stressed that employer engagement should move beyond advisory roles toward co-designing and co-delivering educational programmes and tools.

From Knowledge Exchange to Concrete Cooperation

Participants expressed a shared interest in moving beyond knowledge exchange toward practical partnerships.

Łódź University of Technology will provide further information on relevant faculties and expertise, while Australian partners will explore training centres and cooperation models that could be linked with Łódzkie and Korean partners. The group will also continue exploring opportunities in joint training, blended learning, micro-credentials, practical placements and possible Horizon Europe cooperation.

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Written by Yejin Lee, Project Associate in CityNet, IURC Korean Helpdesk

(korea.helpdesk@iurc.eu)