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NEW PROFESSIONS IN COMMUNICATION - EDUCATION
AND MULTIPLE LITERACIES FORMING NEW SKILLS AND
COMPETENCES
Prof. Dr. Teodora Petrova
Head of Department “Communication and audiovisual production”, Faculty of
Journalism and Mass Communication, Sofia University “St. Kliment Ohridski”
t.petrova@uni-sofia.bg
Dr. Manuela Toteva
Associate Lecturer, Faculty of Journalism and Mass Communication, Sofia
University “St. Kliment Ohridski”
mdjulgerov@uni-sofia.bg
Abstract
The present article delves into prevalent skills within the context of European job
market dynamics, particularly emphasizing their alignment with the framework of
business needs. Additionally, the text extends to the implications of Artificial
Intelligence (AI) on the professional communication roles, underlining the imperative
for educational institutions to swiftly accommodate the evolving technological
landscape within diverse professional settings. Drawing upon contemporary
academic and practical publications in the field, it offers insights into the evolving
nature of communication professions in Bulgaria and the requisite adaptations
necessitated by technological advancements.
Keywords: higher education, communication studies, skills, artificial intelligence.
INTRODUCTION
Education forms the bedrock of a robust economy, enhancing human capital
and fostering productivity. It empowers individuals to acquire new skills, shape their
careers, and contribute to economic welfare, highlighting its undeniable impact on
societies and governments. However, educational methods have not always evolved
at the same pace as technology, signaling an imminent need for change in the
coming decade (World Economic Forum, 2022).
As the rapid rise of technology reshapes the job market, the largest global online
professional networking platform LinkedIn announced a study dedicated on the most
in-demand skills (Bessalel, 2024) highlighting the enduring importance of
communication, collaboration, and leadership skills. STEM-related occupations and
business and legal professional roles could grow by more than 20 percent in the
coming decade in Europe. Creative and arts management roles could increase by
more than 30 percent with over five million workers in the region. Potential future net
job growth includes occupations as software developers, nursing professionals, and
marketing professionals (Smit et al, 2020).
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Among the top skills sought after by employers for the future of work are
communication, customer service, leadership, project management, analytics,
teamwork, sales, problem-solving, and research. Additionally, adaptability emerges
as the "skill of the moment," underlining its mission-critical role in navigating the
rapidly changing landscape of work. Like LinkedIn, the largest online professional
network in Germany – Xing, centers on the evolving nature of work due to
advancements in artificial intelligence and robotics, emphasizing the increasing
importance of soft skills in the future workplace. As the fourth industrial revolution
accelerates the pace of change, nearly every job will undergo transformation, with
automation handling manual, repetitive tasks while uniquely human skills remain
essential (Marr, 2022).
For the purposes of this article, we will focus on Europe and its job market,
which holds the top global position for business skills among post-graduate learners.
in more than half of countries earning competitive or cutting-edge proficiency scores,
including Luxembourg (98%), Switzerland (96%), and Denmark (95%). Europe ranks
second globally for technology and data science with high-scoring learners in
countries including Spain (100%), Switzerland (99%), and Ukraine (94%). For data
science, high-scoring learners are found in countries including Spain (97%),
Luxembourg (95%), and Germany (92%). Compared to other regions, European
learners are more likely to invest in data science skills, including artificial neural
networks and deep learning, supporting the emerging AI market which illustrates the
demand among active professionals for skill acquisition and enhancement in
accordance with prevailing global trends (Coursera Global Skills Report, 2023).
2023 was the European Year of Skills addressing the current skill shortage in
the EU. Currently, more than three quarters of companies in the EU report difficulties
in finding workers with the appropriate skill set. This is even truer when it comes to
digital skills, with only 4 out of 10 adults and every third person who works in Europe
lacking basic digital skills (European Union, 2022). With the emerging job market
demands, the universities in the region are to stabilize their investment strategies
concerning program alignment and the advancement of literacy, numeracy, and
digital skills among learners. Additionally, efforts should be directed towards offering
upskilling opportunities to individuals with lower skill levels. Only in Europe there are
about 5,000 higher education institutions, 17.5 million tertiary education students,
1.35 million people teaching in tertiary education and 1.17 million researchers
(European Commission, 2024).
These numbers are into the focus of the renewed EU agenda for higher
education which identifies four key goals for cooperation in higher education:
1. Tackling future skills mismatches and promoting excellence in skills
development.
2. Building inclusive and connected higher education systems.
3. Ensuring higher education institutions contribute to innovation.
4. Supporting effective and efficient higher education systems.
Considering these developments, it is imperative for universities in Europe to
strategically recalibrate their investments to ensure alignment with evolving job
market demands and to foster the acquisition and advancement of essential
literacies and skills among learners. Communication disciplines in the universities
from the region are crucial for the preparation of professionals fostering collaboration
and understanding among diverse member states, contributing to the cohesion and
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integration of the region. These professions play and will play a vital role in
disseminating information about EU policies, initiatives, and regulations to citizens
and stakeholders, enhancing transparency and accountability within the union.
NAVIGATING DIGITAL FLUENCY IN HIGHER EDUCATION
Reimagining work organization has become pivotal for economic success or
failure, with a shift from linear to exponential organizations as the global economy
emphasizes information over products. Firms must now balance established
structures with innovative work designs tailored for evolving technology-product-
market dynamics. The COVID-19 crisis has accelerated trends towards global virtual
teamwork, leading to a bottom-up, decentralized work reality and a transition from
hierarchical to team-based structures. Adapting to this new paradigm requires setting
appropriate defaults, whether emphasizing control or trust, and embracing flexibility
through permeable boundaries and participatory decision-making processes (World
Economic Forum, 2023).
During the COVID-19 pandemic, closures of schools and universities globally
prompted governments to embrace digital tools for education continuity, with
UNESCO providing support. While these solutions focused on knowledge transfer,
the need for experiential learning became evident. Advancements in technology,
particularly augmented reality (AR), virtual reality (VR), and mixed reality, offer
opportunities to address this need, enhancing educational experiences and
competitiveness. The imperative for technological disruption in education is
underscored by its transformative potential, including increased accessibility,
enhanced quality, and affordability. VR, as a leading example, enables immersive
experiences, improving student-teacher interactions and learning outcomes. To
maximize its benefits, research and development started to align with addressing
potential drawbacks and unlocking its full potential (Aldhaheri, 2022).
The European Union decided to cooperate with higher education institutions
and EU Member States to support and enable the sector to adapt to changing
conditions, to thrive and to contribute to Europe’s resilience and recovery. Because
the region needs more people with high level skills, EU Member States have set the
target that by 2030, at least 45% of 25–34-year-olds should obtain a higher
education qualification. The Strategy proposes to focus on achieving four key
objectives as supporting the universities to deliver quality and relevant future-proof
skills, foster diversity, and inclusion, promote and protect democratic practices,
fundamental rights, and academic values (European Commission, 2024). When it
comes to the performance of universities in developing key employability skills, the
skills that received the highest employer ratings in the importance assessment are
relatively more difficult to acquire at the European universities. Employers are the
most skeptical about universities' ability to develop emotional intelligence, positive
attitudes and mindfulness, leadership, adaptability and resilience, self-management,
creativity, sustainability competence, global mind-set, and responsibility skills (Lice,
2023).
With the growing recognition of the need for graduates to possess not only
academic knowledge but also practical skills and competencies that are relevant to
today's workplace, appropriate example from the Office for Students1 in England is
1 England’s higher education regulator.
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proposal for new measures to ensure university students achieve desired outcomes
(Carroll-Meehan & Dunbar-Morris, 2022). These include specific targets, like
retention rates and employment figures, for universities to meet. However, there's
concern these targets might prioritize passing over genuine learning. The University
of Portsmouth, along with Nottingham, Solent, and Manchester Metropolitan
universities, ran a project to investigate students’ experiences of blended learning –
the combination of traditional and online learning methods – during the pandemic.
Quality teaching and interaction with staff were also crucial. Portsmouth is piloting an
initiative to assess student preparedness for university, covering academic and
cognitive skills.
Top European universities teaching communication strategic disciplines are
also adopting various measures to encourage the development of needed future
skills among their students. These measures include integrating practical
experiences such as internships, workshops, and case studies into their curriculum
to provide hands-on learning opportunities. Additionally, they are incorporating
cutting-edge technologies and digital tools relevant to the field of communication to
ensure students are equipped with the latest industry-relevant skills. London School
of Economics and Political Science (LSE) offers a range of practical learning
opportunities for students studying communication disciplines, including internships
with leading media organizations, government agencies, and NGOs. The School
also collaborates with industry partners to provide guest lectures, workshops, and
networking events, allowing students to gain insights from professionals working in
the field. The University of Amsterdam Communication Science program integrates
hands-on learning experiences into its curriculum, such as real-world case studies
and research projects in collaboration with industry partners. It emphasizes digital
skills and offers courses on emerging communication technologies and tools. UvA
also provides mentorship programs and career counseling services to help students
navigate their professional development. Another relevant example is the University
of Southern Denmark (SDU) where the Department of Marketing & Management
offers a Master's program in Strategic Communication, which focuses on practical
skill development through project-based learning and industry collaborations.
Students have the opportunity to work on real-world communication campaigns and
consultancy projects for organizations, gaining valuable experience and building their
professional networks. These are only few examples from European universities
incorporating industry standards and best practices into their curricula, including
those related to communication skills.
Corporate Communications are experiencing a notable shift from predominantly
operational duties towards assuming more strategic responsibilities within their
roles.Ethical considerations are pivotal in steering this evolution. A vision is emerging
where communicators assume the mantle of ethical guardianship, operating at both
the organizational and functional levels. In this capacity, they serve as the
conscience of the broader organization, advocating for and emphasizing ethical
considerations in all aspects of their work (Buhmann & Gregory, 2023). In the
following part of the article we will review the standards for assessing the
performance of public relations and communication management professionals
aligning with the university goals and programs. The Global Capability Framwork
defined by Global Alliance has been accompanied by specialized software enabling
individuals and teams to evaluate their current capabilities and strategize their
professional growth over a span of up to five years. The resulting findings delineate
common capabilities held by professionals worldwide, categorized into eleven core
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areas grouped under three key domains: the inherent contribution of communication
professionals, their impact on organizational success, and the demonstration of
professionalism:
Figure 1. Global Capability Framework defined by Global Alliance, 2019.
The latest annual report from the European Association of Communication
Directors emphasizes the importance of developing rare competencies and
introducing new professional roles within the communication field for the upcoming
decade (European Communication Monitor, 2023). Communication practitioners are
entrusted with a diverse array of responsibilities, spanning from content creation and
distribution to aligning communication strategies, leading teams or departments,
coaching executives, or employees in professional communication, and providing
counsel in decision-making processes. To address these multifaceted demands, the
ECM has identified five distinct roles that practitioners may undertake to varying
extents: the Communicator, Ambassador, Manager, Coach, and Advisor (Figure 2).
While the Communicator and Ambassador roles traditionally focus on outbound
communication with stakeholders, the Coach and Advisor roles center on providing
inbound support to executives, middle managers, or other organizational members.
Additionally, the Manager role encompasses operational tasks crucial for managing
communication departments or agencies. Despite the delineation of these roles,
many communication practitioners still lack full development of key competencies
necessary for their effective execution.
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Figure 2. Communication practitioner roles (ECM 2021)
Following on the recommendations of the report, to progress as a field,
practitioners will require training. To close these competency gaps and enable
communicators to achieve excellence, training time needs to be prioritised with a
correlation between educational efforts of communication practitioners and their
competency level.
CONVERGING WITH THE EUROPEAN SKILLS FRAMEWORK: AN
EXPLORATION OF THE COMMUNICATION STUDIES IN BULGARIA
The roots of communication studies in Bulgaria can be traced back to the
early 20th century when the country underwent significant socio-political changes.
With the advent of print media, the emergence of journalism as a profession gained
momentum. The early newspapers and periodicals served as platforms for political
discourse, cultural expression, and social commentary, laying the foundation for
modern communication practices. During the communist era (1944-1989), the media
landscape in Bulgaria was tightly controlled by the state, with censorship and
propaganda dominating the airwaves. Despite these challenges, journalism and
communication continued to play a crucial role in shaping public opinion and
disseminating information. After the fall of communism in 1989, Bulgaria witnessed a
surge in media freedom and diversity. New outlets emerged, offering alternative
perspectives and challenging the status quo. This period also saw the establishment
of academic programs in communication studies at universities across the country,
reflecting the growing importance of the field in a democratic society.
Academic education in journalism in Bulgaria began in the academic year
1952-1953 when the specialty "journalism" was opened at the Faculty of Philology of
Sofia University, later evolving into a separate faculty at SU. The Faculty of
Journalism and Mass Communication was established in 1974. It offers students
modern training in the professional field of "Public Communications and Information
Sciences," providing regular and part-time education in closely profiled programs. In
1991, the Faculty of Journalism adopted the name Faculty of Journalism and Mass
Communication, which more accurately reflects the enriched and expanded
educational content, and in the period 1994-1995, the specialty Public Relations was
introduced.
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Alongside dynamic changes in the media and communications sphere, in 2018,
the specialty of Communication Management was introduced.The landscape of
communication studies and professions in Bulgaria has a profound societal impact,
shaping public discourse, political processes, and cultural dynamics. Communication
professionals contribute to the development of organizational strategies, public
campaigns, and cultural initiatives that shape the country's identity and collective
memory, especially in the last decade while significant number of foreign investors
entered the country and require quialified professionals (Faculty of Journalism and
Mass Communication, 2024).
According to the Ministry of Education's ranking of Bulgarian universities offering
programs in "Public Communications and Information Sciences," a total of six public
universities provide opportunities for students and aspiring communication
practitioners to pursue their diplomas in this field:
1. Sofia University "St. Kliment Ohridski"
2. University of Library Studies and Information Technologies - Sofia
3. University of National and World Economy - Sofia
4. Veliko Tarnovo University "St. St. Cyril and Methodius"
5. Southwest University "Neofit Rilski" - Blagoevgrad
6. Shumen University "Bishop Konstantin Preslavski"
The clasification offers a detailed overview by different parameters and for the
purposes of this article the author focus on the factor of "Labor Market Realization
and Regional Significance" as highly relevant. This data will provide insights into how
well graduates from the listed universities are able to find employment opportunities
and establish careers. The ratio of the income of graduates to the average salary for
the region is an important indicator of the economic stability of graduates from the
respective universities. High values observed for Sofia University "St. Kliment
Ohridski," Veliko Tarnovo University "St. St. Cyril and Methodius," and the University
of National and World Economy indicate the successful economic realization of their
graduates. Unemployment among graduates relative to the regional average of
higher education institutions is a crucial indicator of the educational system's
success in relation to the labor market. In this aspect, the low values for Southwest
University "Neofit Rilski" - Blagoevgrad and Shumen University "Bishop Konstantin
Preslavski" highlight the effective preparation of their students for entering the labor
market.
Regional realization of a position in higher education and the application of
acquired higher education and vocational realization are also important criteria for
evaluating the effectiveness of higher education institutions. The values show
varying levels of success in these aspects for different universities, with Sofia
University "St. Kliment Ohridski" and Veliko Tarnovo University "St. St. Cyril and
Methodius" appearing to have greater regional realization and success in applying
acquired education.
The universities ranked above are part of the European agenda by developing
and offering variety of communication programs as Public Relations, Communication
Management, Communication and Information, Innovative Communications and
Media Technologies, etc. However, as communication is becoming increasingly
automated and integrated with AI technology, the very structure of the profession is
undergoing a transformation and the universities should implement new elements
and innovative teaching practices.
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The evolution of professional roles can be found on the professional job
platforms as LinkedIn which reflects the dynamic nature of communication in the
digital age. As technologies continue to advance and societal trends evolve,
communication professionals must continuously adapt and acquire new skills to
thrive in an increasingly competitive and interconnected world. By embracing
change, cultivating a diverse skill set, and leveraging platforms like LinkedIn for
professional development, individuals can position themselves for success in the
ever-evolving field of communication. Here are the key communication roles
extracted from the job section of the platform in the period January – March 2024:
Role Title Description
Digital Content Strategist
Responsible for developing comprehensive strategies for digital content
creation and distribution across various platforms, ensuring alignment
with organizational goals and audience needs.
Community Engagement Manager
Tasked with building and nurturing online communities around brands or
organizations, fostering engagement, and facilitating meaningful
interactions between the organization and its audience.
Data-driven Content Analyst
Utilizes data analytics tools to gather insights into audience behavior
and preferences, informing content strategy and optimizing content
performance based on analytics-driven recommendations.
Influencer Relations Specialist
Manages relationships with social media influencers and digital
personalities, coordinating influencer marketing campaigns and
collaborations to amplify brand messaging and reach target audiences.
Content Localization Manager
Oversees the adaptation of content for different regional or cultural
contexts within Europe, ensuring that messaging resonates with local
audiences while maintaining brand consistency and integrity.
Video Content Producer
Focuses on creating engaging video content for various digital
platforms, including social media, websites, and streaming services,
utilizing storytelling techniques and visual aesthetics to captivate
audiences.
Accessibility and Inclusivity Coordinator
Ensures that digital content meets accessibility standards and is
inclusive of diverse audiences, implementing features such as alt text,
captions, and transcripts to enhance accessibility for users with
disabilities.
Brand Storytelling Consultant
Collaborates with organizations to develop compelling brand narratives
and storytelling frameworks that resonate with audiences, leveraging
storytelling techniques to communicate brand values, mission, and
vision effectively.
Podcast Producer and Host
Leads the production and hosting of podcasts for brands or
organizations, conceptualizing episode ideas, conducting
interviews, and editing audio content to create engaging and
informative podcast episodes for listeners.
Content Compliance Manager
Ensures that digital content adheres to legal and regulatory
requirements, including data privacy laws, copyright regulations,
and advertising standards, mitigating risks and maintaining
compliance across all content channels.
Conclusion
In navigating the digital fluency landscape within higher education, it's evident
that the convergence of technology and education has become paramount. The
COVID-19 crisis has accelerated the adoption of digital tools in education,
emphasizing the need for experiential learning and technological integration. With
UNESCO's support, governments have embraced digital solutions for education
continuity, showcasing the transformative potential of technology in enhancing
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accessibility, quality, and affordability of education. The European Union's
collaboration with higher education institutions and member states underscores the
commitment to supporting the sector's adaptation to changing conditions. By
focusing on key objectives such as promoting skills development, fostering diversity
and inclusion, and promoting democratic practices, the EU aims to empower
universities to thrive and contribute to Europe's resilience and recovery. Despite
these efforts, challenges remain, particularly in closing competency gaps among
communication practitioners. The European Association of Communication Directors
highlights the importance of developing rare competencies and introducing new
professional roles within the field to address multifaceted demands effectively. To
achieve excellence, prioritizing training and aligning educational efforts with
competency levels are crucial steps forward.
Moreover, as Bulgaria's communication studies continue to evolve,
universities play a pivotal role in shaping the landscape. The Ministry of Education's
ranking provides valuable insights into universities' effectiveness in preparing
graduates for the labor market. By offering diverse programs and embracing
innovative teaching practices, universities can equip students with the skills needed
to thrive in an increasingly automated and AI-integrated communication environment.
Looking ahead, the dynamic nature of communication in the digital age calls for
continuous adaptation and skill acquisition among professionals. Platforms like
LinkedIn serve as invaluable resources for professional development, offering
insights into emerging communication roles and trends. By embracing change,
cultivating diverse skill sets, and leveraging digital platforms, individuals can position
themselves for success in the evolving field of communication.
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