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Sustainable development (SD) is a multidimensional issue. However, research findings report a divide between students' awareness and behavior. It is identified that study programs are designed more for awareness outcomes, and not so much for behavioral outcomes. For higher-order learning outcomes manifested in a sustainable development behavior, the authors argue for a model based on an understanding of learning as boundary crossing. Based on this model, learning for sustainable development occurs in relating social practices, lifestyles, academic practices, professional practices, and students' digital practices. To inform teachers' approaches to teaching as an important driver of institutional change, we conducted a survey among students of urban and spatial planning in Slovenia. Examined factors included personal, academic, and digital predictors for sustainable development awareness, lifestyle, and behavioral intention. We hypothesized that a significant predictor for sustainable development behavior, which was measured as sustainable lifestyle and sustainable development behavioral intention, would be learning in social practices, and that learning in social practices would predict preferred teaching methods. The findings of hierarchical regression analysis indicated personal factors as the most important predictors of SD behavioral intention, and academic predictors as the most important factors for SD awareness. Digital practices were found to be the most important predictors of a sustainable lifestyle. Social practices of sustainable lifestyle, digital practices, and perceived teaching methods predicted students' preferred teaching methods. We discuss the future directions of sustainable development education, considering digital social media practices as essential boundary crossers.

Abstract-Social network sites (SNSs) have become strategic networking tools for employment-related activities. They shape professional identity and influence professional and career practices, providing new paths for career, employment and recruitment processes. Students' professional identity is influenced by their career management and work experience. There is a lack of research on the use of SNSs for students' on-line career management competences. A survey was conducted to examine students' attitudes regarding the use of SNSs for career management competences and professional identity development. The student's attitudes revealed career control, networking for learning, career reflection, self-presentation and work exploration as predictors for students' actual use of SNSs for career management and professional identity development. For the career competences the main influencing predictors were found to be students' beliefs that SNSs support work exploration, processes of self-presentation and career control. For professional identity development, the main influencing predictors were students' beliefs that SNSs support career control and students' engagement in professional events through networking for learning. Findings could contribute to understanding and facilitation of the SNS-related career management competences.

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Higher education graduates need 21st-century skills, both learning skills and competences for working with technology. However, research indicates an insufficient integration of ICTs into teaching and learning. In this paper, we examine students' perception of various technology-based issues: (a) ICT integration within a Slovenian university's learning environment, (b) teachers as role models for ICT use, and (c) the processes of collaboration and creativity as integrative parts featured in learning technologies. We studied beliefs about the contribution of ICT use to teaching and learning as the primary factors influencing ICT integration. A one-way ANOVA revealed that students in teacher education and education studies, as compared to students in other disciplines, perceive their teachers as effective designers of and as role models for ICT integration, although they do not perceive their teachers as leaders in new technology use. Effective leadership in technology innovation and the diversity of instructional design in guided and student-driven learning environments require continual curriculum development.