The oil and gas industry is expanding and evolving due to climate, societal, and governmental changes (e.g. Doni et al., 2022; Megura and Gunderson, 2022; García-Amate et al., 2023). How do these changes affect the competences and skills needed in the industry? A Norwegian government-funded research project, Defining Future Subsurface Education Needs in Collaboration with the Energy Industry (SUBSET), attempts to answer this question while creating a framework for course co-creation in collaboration with the energy sector in Norway. The methods and findings of SUBSET might be applicable to education and training in the energy sector internationally as well. The University of Stavanger’s staff worked with five industry partners, two labor organizations, and one governmental advisory board to establish relevance with industry and better understand their current and future needs and expectations. By mapping the competences reported by stakeholders in the workforce now and those needed in the future, the project aims to identify which topics and skills should be offered as continuing or life-long education and which should be included in or excluded from formal degree programs. University courses on subsurface science and technology need to be adapted to accommodate the future needs of the energy industry (Arlett et al., 2010). Our research initiative showcases efforts to bridge the gap between academia and industry and aims to contribute valuable insights for the ongoing transformation of the energy sector. Furthermore, it might serve as a model for fostering contextualized, purposeful, and relevant collaboration between higher education and the dynamic demands of the evolving industry.

SUBSET was organized in three phases: competence mapping, course co-creation, and course offering and evaluation. The first phase aimed to map competences in the oil and gas industry to improve employability and increase work relevant education (Kipper et al., 2021). Competence mapping consisted of interviews and a workforce survey. Interviews were held with each industry partner to understand what management believes are the skills needed now and in the future. The interviews were then analyzed for repeating themes and provided the basis for the survey. The survey provided input regarding what skills the workforce says they have and what they believe they need in the future. These results were also analyzed using descriptive statistics. The second phase, course co-creation, consisted of a series of workshops with the same industry partners and a team of university scientific and administrative staff where we discussed 1) which skills and what courses are needed; 2) which courses and should be prioritized and created, and 3) what course delivery format could be best tofits the targeted the identified audience. The third phase, course offering, required the course descriptions to be formalized and accredited. Then the courses were run as part of the life-long learning program. Each industry partner and participating labor organization and enrolled students in applicable programs were invited to participate in the courses. Successful participants in the courses received formal university credit. After each course's completion, a course evaluation survey is sent and after a 1 month, 3 months, and 6 months workshops are held to evaluate the knowledge transfer, filling knowledge gaps, and the effects of the course experience. At the time of abstract submission, these workshops are not complete because not enough time has elapsed after course completion. This systematic approach ensures incorporation of ongoing feedback and continuous improvement, which helps the university staffus develop a dynamic and responsive pedagogical framework that adapts to the new skills and competences of the industry.

SUBSET experimented with a thorough yet time-intensive process yielding valuable insights into industry needs for educational and training purposes. Co-creation in the project setupSUBSET facilitated incorporating input from formal managerial and workforce perspectives, while retaining academic independence. Sustained bidirectional input is deemed as vital post-project to nurture ongoing collaboration also post-project. The two primary themesthemes identified for skill development, were carbon capture, use, and storage (CCUS) and Python programming for skill development. A 10 ECTS fully digital CCUS course, featuring videos and live-streamed instruction, was offered in autumn 2023 and assessed through a project report. Competencies in the field of CCUS were highly rated by the workforce survey as providing increased professional value and development, as well as increasing the competitive edge of the company. Python programming skills were delivered through four micro-courses totaling 10 ECTS, incorporating physical teaching days and hybrid tutorials with each assessed via a programming project. Recognizing the need for digitalization, artificial intelligence, and machine learning in daily workflows, programming emerged as a crucialfundamental future skill. Despite these innovations, traditional subsurface exploration topics remain essential across evolving markets. Maintaining geoscience, petroleum, and reservoir engineering in educational programs is crucial. Balancing this, educational programs must integrate digital and programming solutions and apply subsurface exploration concepts to emerging technologies. As the industry embraces these technological shifts, fostering a versatile and interdisciplinary approach will be crucialcritical for equipping engineers with adaptive skills.

Arlett C., Lamb F., Dales R., Wills L., Hurdle E. “Meeting the needs of industry: the drivers for change in engineering education” Engineering Education 5:2 (2010) 18-25 DOI: 10.11120/ened.2012.05020018 Doni, F., Corvino, A., Bianchi Martini, S. "Corporate governance model, stakeholder engagement and social issues evidence from European oil and gas industry" Social Responsibility Journal 18:3 (2022) 636-662 DOI: 10.1108/SRJ-08-2020-0336 García-Amate, A., Ramírez-Orellana, A., Rojo-Ramírez, A.A. et al. Do ESG controversies moderate the relationship between CSR and corporate financial performance in oil and gas firms?. Humanities and Social Sciences Communications 10 (2023) DOI:10.1057/s41599-023-02256-y Kipper L.M., Iepsen S., Dal Forno A.J., Frozza R., Furstenau L., Agned J., Cossul D. “Scientific mapping to identify competencies required by industry 4.0” Technology in Society 64 (2021) 101454 Megura, M., Gunderson, R. “Better poison is the cure? Critically examining fossil fuel companies, climate change framing, and corporate sustainability reports” Energy Research and Social Science 85 (2022) 102388 DOI: 10.1016/j.erss.2021.102388