Developing Researchers' Competencies through CARE-KNOW-DO and upSKILL.map, aligned with EU and UNESCO Priorities.

Abstract

Background: In an era of interlinked global challenges, researchers are expected to combine disciplinary excellence with socially relevant solutions. Existing competency frameworks recognise transversal skills but tend to prioritise employability and career management, treating skills as value-neutral and positioning sustainability, equity, and justice at the margins. This creates skills mismatches and leaves many researchers underprepared for work aligned with the UN-SDGs and Horizon Europe priorities.

Methods: This Phase-1 study within the European METEOR project develops upSKILL.map and provides in-context pilot validation for eco-outwards research careers. Grounded in the CARE-KNOW-DO principles, the tool articulates eight competency domains (8Cs) integrating values, knowledge, and action. A phase-appropriate cohort of 40 researchers completed the 8Cs self-assessment and wrote reflective think pieces, generating a mixed-methods dataset for contextual psychometric analysis and thematic enquiry.

Results: Exploratory factor analysis, reliability testing, expert review, and user feedback converge on a five-factor descriptive clustering explaining 75.7% of variance as a baseline, clustering the 8Cs into: Responsible policy-engaged research; Collaborative inclusive leadership; Interdisciplinary networked innovation; Societal impact methodologies; and Resilient capacity development. Datasets highlight an aspiration-practice gap between collaborative, transformative goals and uneven institutional support.

Conclusion: Conceptually, the study advances a shift from "competency-as-performance" to "competency-as-worldview", articulating the eco-researcher identity where technical expertise is inseparable from commitments to sustainability, equity, and justice. This represents one valued orientation among legitimate research identities; fundamental science and curiosity-driven inquiry remain equally valid. Methodologically, it provides context-bound evidence that upSKILL.map can function as a low-cost diagnostic tool combining psychometric analysis with qualitative insight. Organisationally, it outlines how doctoral schools and researcher development leads can use the five-factor clustering to identify gaps and design targeted interventions for local and global agendas. Exploratory findings are based on a single institution and a small, self-selected cohort, so further multi-institutional confirmation is needed before high-stakes or sector-wide use.