Východiska. V oblasti studia a výzkumu závislostí existuje po celém světě široká škála odborníků, možností vzdělávání a regionálních rozdílů. Rozmanitost možností vzdělávání představuje výzvu z hlediska navrhování přesné klasifikace vysokoškolských a univerzitních studijních programů způsobem, který by splňoval kritéria léčby založené na kontrole kvality pro všechny, kteří takovou péči potřebují. Cíl. Cílem této studie bylo reflektovat široké spektrum odborníků působících v oblasti závislostí a navrhnout matici vzdělávacích a studijních programů na vysokoškolské a univerzitní úrovni a zapracovat jejich charakteristiky a kritéria do první verze možné typologie. Metody | Byla provedena sekundární analýza dřívějších internetových šetření, která byla zaměřena na konkrétní formáty, modely a profily studia, jakož i další vzdělávací programy vytvořené a poskytované vysokoškolskými institucemi a univerzitami. Výsledky. Definovali jsme šest základních typů vysokoškolského a univerzitního vzdělávání podle tří kritérií: úroveň studia a udělovaný titul/osvědčení, cíloví uchazeči/obory (všeobecné nebo specializované studium) a stěžejní náplň programu a profil jeho absolventů. Na základě těchto kritérií navrhujeme strukturovanou a přehlednou typologii stávajících možností vzdělávání, díky níž budou mít noví uchazeči i ti, kdo v této oblasti již pracují, jasnější představu o možnostech studia adiktologie a dalšího zvyšování kvalifikace v oboru. Závěr. Definování vzdělávacích příležitostí a návrh typologie představuje výchozí bod pro lepší obeznámenost s možnostmi vzdělávání a zvyšování kvalifikace v adiktologii. Navržená typologie nabízí potenciál pro stanovení minimálních standardů pro jednotlivé akademické úrovně, snižování stigmatizace a zvyšování významu prevence a léčby poruch souvisejících s užíváním návykových látek.

Background. A broad range of professionals, training opportunities, and regional differences exist in the addiction study field worldwide. This educational variety poses a challenge in proposing a precise classification of study programs at the higher education and university levels to meet the criteria of quality control-based treatment for those in need. Aim. This study aimed to reflect the broad spectrum of professionals integrated into the addiction field and propose a matrix of training and study programs at the higher education and university levels, organizing their characteristics and criteria in the first version of a possible typology. Methods. A secondary analysis of earlier internet surveys was conducted, focusing on specific formats, models, profiles of study, and other training programs developed and provided by higher education institutions and universities. Results. We defined six basic types of higher and university education according to three criteria: level of studies and degree/certificate awarded; target applicants/disciplines (general or specialized studies), and the main scope of the program and its graduates’ profiles. From these criteria, we propose a structured and clear typology of existing educational options to make addiction education transparent for new applicants and those already working in the field. Conclusion. Defining educational opportunities and proposing a typology presents a starting point for improving understanding of education and training options in addiction studies. The proposed typology offers potential for setting minimum standards for each academic level, reducing stigma, and increasing the importance of substance use disorder prevention and treatment.

BACKGROUND: A broad range of professionals, training opportunities, and regional differences exist in the addiction study field worldwide. This educational variety poses a challenge in proposing a precise classification of study programs at the higher education and university levels to meet the criteria of quality control-based treatment for those in need. AIM: This study aimed to reflect the broad spectrum of professionals integrated into the addiction field and propose a matrix of training and study programs at the higher education and university levels, organizing their characteristics and criteria in the first version of a possible typology. METHODS: A secondary analysis of earlier internet surveys was conducted, focusing on specific formats, models, profiles of study, and other training programs developed and provided by higher education institutions and universities. RESULTS: We defined six basic types of higher and university education according to three criteria: level of studies and degree/certificate awarded; target applicants/ disciplines (general or specialized studies), and the main scope of the program and its graduates’ profiles. From these criteria, we propose a structured and clear typology of existing educational options to make addiction education transparent for new applicants and those already working in the field. CONCLUSION: Defining educational opportunities and proposing a typology presents a starting point for improving understanding of education and training options in addiction studies. The proposed typology offers potential for setting minimum standards for each academic level, reducing stigma, and increasing the importance of substance use disorder prevention and treatment.

BACKGROUND: The COVID-19 pandemic has been challenging for all and has had a particular effect on university-level educators. Although the use of technologies in education is recognized as critical in developing transversal skills and preparing students for the needs of modern society, the COVID-19 pandemic crisis stressed the relevance of the digital medium. At the same time, the emergency hastened significant changes to universities’ main roles – teaching, learning, and evaluation. AIMS: In this article, we present research conducted by a Problem-Solving Group, a virtual community of practice formed by the International Consortium of Universities for Drug Demand Reduction (ICUDDR) to support educators in addressing the challenges of the pandemic crisis. METHODS: Based on a problem-solving methodology, the virtual community of practice (Problem-Solving Group) provided synchronous group sessions and asynchronous individual support. The resulting analysis and discussion are based on the problem- solving methodology. PARTICIPANTS: Twenty-two educators, including two facilitators, attended six virtual problem-solving sessions between September and December 2020. RESULTS: Participants were committed educators who shared their experiences, challenges, and best practices. The problem-solving methodology was effective in identifying critical areas in remote emergency university-level teaching. CONCLUSIONS: The results stress the importance of creating a common space where educators with similar problems and difficulties can share ideas, experiences, and best practices. The virtual community of practice was effective, although it requires more extensive development and research.