Aranda-Jiménez, J.-R., De-Pablos-Heredero, C., Campos-García, I., San-Martín, J., & Cosculluela-Martínez, C. (2024). Digitalization and industry 4.0: What skills improve professional behaviours? Journal of Industrial Engineering and Management, 17(1), 235–260. https://doi.org/10.3926/jiem.7091
Coelho, M. J., & Martins, H. (2022). The future of soft skills development: a systematic review of the literature of the digital training practices for soft skills. Journal of E-Learning and Knowledge Society, 18(2), 78–85. https://doi.org/10.20368/1971-8829/1135576
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 20(1), 1–22. https://doi.org/10.1186/s41239-023-00392-8
de Castro, M. S., Costa, M. L., Cuenca, L., & Saes, J. (2025). The Unequal City: A Critical Reflection Through a Collaborative Project. In Raposo, D., Neves, J., Silva, R., Correia Castilho, L., Dias, R. (Eds.), Advances in Design, Music and Arts III (pp. 229–242). Springer Nature Switzerland. Print ISBN 978-3-031-73704-6, e-ISBN 978-3-031-73705-3. https://doi.org/10.1007/978-3-031-73705-3_17
Duś-Ilnicka, I., Paradowska-Stolarz, A., Mazur, M., Radwan-Oczko, M., Perra, A., Paula, V. S. de, Ward, L. S., Valente, N. A., Firkova, E., Karteva, T., Jorda, L. M., Sousa Gomes, P. de, & Dominiak, M. (2024). Blended intensive programme’s implementation in dental education: post-pandemic evolution of learning. BMC Medical Education, 24(1), 1–10. https://doi.org/10.1186/s12909-024-05301-9
Eger, L., & Žižka, M. (2024). Industry 4.0, digital transformation and human resource management: Emerging themes and research trends in the context of the Visegrad countries. Oeconomia Copernicana, 15(3), 1021–1065. https://doi.org/10.24136/oc.3034
Frampton, M., Schiller, U., Parker, J., Hartogh, T., Arlinghaus, G. A., Fry, A. D. J., Autio, K., & Nokukhanya Ndhlovu, G. (2025). Using the arts in social work education for short-term European mobility: evaluating student experiences on an Erasmus+ blended intensive program. Social Work Education, 1–17. https://doi.org/10.1080/02615479.2025.2466707
Hovořáková, E., & Pauknerová, D. (2024). Model and Specifics of Generation Z Entry onto the Czech Labour Market. Central European Business Review, 13(3), 1–29. https://doi.org/10.18267/j.cebr.349
Jo, H., Park, M., & Song, J. H. (2024). Career competencies: an integrated review of the literature. European Journal of Training and Development, 48(7-8), 805–832. https://doi.org/10.1108/EJTD-04-2023-0052
Kong, H., Yuan, Y., Baruch, Y., Bu, N., Jiang, X., & Wang, K. (2021). Influences of artificial intelligence (AI) awareness on career competency and job burnout. International Journal of Contemporary Hospitality Management, 33(2), 717–734. https://doi.org/10.1108/IJCHM-07-2020-0789
Laine, I., Pirrone, G., Phan, K. H. Q., Milotta, M., Väätänen, J., & Hagen, B. (2025). Integrating real-world entrepreneurship with international learning: insights from a blended intensive programme. Journal of International Education in Business, 18(3), 438–461, https://doi.org/10.1108/JIEB-08-2024-0112
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis: Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
OECD. (2024). OECD Economic Outlook. Volume 2024, Issue 2. No. 116. OECD Publishing, Paris. Print ISBN 978-92-64-92833-6, PDF ISBN 978-92-64-46443-8, HTML ISBN 978-92-64-71348-2. https://doi.org/10.1787/d8814e8b-en
Rabbel, W., Bäumler, S., Benedict, F., Bielikova, A., Dannemann, S., De Smedt, P., De Weerdt, P., Godová, D., Hadler, H., Hulmanova, M., Jetzinger, D., Kowatschek, I., Laaha, V., Mendoza Veirana, G., Majchczack, B., Ondrasova, L., Paepen, M., Papp, A., Pasteka, R., … Wunderlich, T. (2023). Combining teaching and research: A BIP on geophysical and archaeological prospection of North Frisian medieval settlement patterns. In Wunderlich, T. Hadler, H., Blankenfeldt, R. (Eds.), Proceedings of the 15thInternational Conference on Archaeological Prospection “Advances in On- and Offshore Archaeological Prospection”, (pp. 223–227). Kiel University Publishing. https://doi.org/10.38072/978-3-928794-83-1/p44
Trávníčková, H. (2023). Generation Z competencies: A case study of a Blended Intensive Programme (BIP). In Rolínek, L., Opatrná, E. (Eds.), Proceedings of the 17thInternational Scientific Conference Inproforum “Challenges and Opportunities in the Digital World”, (pp. 169–174). Faculty of Economics, University of South Bohemia. https://doi.org/10.32725/978-80-7694-053-6.26
Tsvetkova, N. (2023). Putting Internationalisation in Practice. A Blended Intensive Programme on Multilingualism and Intercomprehension. Politické Vedy, 26(4), 196–202. https://doi.org/10.24040/politickevedy.2023.26.4.196-202