On the basis of the materials and the interviews, the expert group found that the institution did not carry out a self-evaluation of the study programmes in the last accreditation period, so it has decided to carry out the 1st and 2nd standards in the external evaluation. It is necessary to take measures and define methods in the internal actions of the institution that ensure the modification and updating of study programmes with specific indicators. When evaluating the practical training of students, the expert group took into account the facts in the last accreditation period and thus determined that for the period of the last accreditation there was no curriculum for practical training, which is a necessary part of the study programme. The curriculum for practical training was approved at the meeting of the IBS Senate on 7 November 2024. The institution has accredited distance learning since 2009, but there is no adequate adaptation of the institution's self-evaluation and study programmes to this form of study. The evaluation of distance learning or hybrid delivery is not evident from the self-evaluation report. The UN does not define a hybrid method for implementing the pedagogical process or methods for evaluating distance learning. The syllabi indicate between 70 and 140 contact hours for courses with 10 ECTS. The timetables submitted show that the contact hours are not carried out to the prescribed extent, but significantly less. The contact hours must be realised as specified in the curricula. (Article 37 of the ZViS refers to an adjustment of the organisation and timetable of lectures for part-time students, but not to an adjustment of the scope of implementation). The curriculum does not adequately regulate the ECTS of electives and the division of courses by semester, so it is impossible to assess the number of ECTS by year and semester. In all questionnaires for internal and external stakeholders, the questions must be appropriately structured in order to obtain useful feedback on the content and competences of the study programme and courses. At the same time, the institution should take appropriate measures to utilise literature and materials defined in the subject curricula as mandatory and supplementary literature in the pedagogical process. In syllabus, the diction of learning outcomes should be aligned with Bloom's Taxonomy depending on the level of study. According to Bloom's taxonomy, the 1st level of learning focuses on understanding and application and the associated verbs, while the 2nd level of learning focuses on understanding and application and the associated verbs. The verbs used to define the intended learning outcomes for the undergraduate and postgraduate programmes should be defined appropriately. The study programmes are conducted in English, which is not in line with the IBS Statute (currently valid version of 14. 7. 2022 and the draft with amendments, which the Expert Group approved on 29. 10. 2024), which states in paragraph 1, Article 50 that the language of instruction at the institution is Slovene and that, where provided by law, the study programme or parts of the study programme may also be conducted in a foreign language if the Senate adopts a decision on studying in a foreign language, which must take into account the language skills of students and university teachers. The expert group did not receive any information about the existence of a Senate resolution on the implementation of degree programmes in a foreign language. The Institute incorporates current content on sustainable development into the degree programmes and at the same time offers students various solutions for an adapted implementation of their studies.