The COVID-19 pandemic has shown that the whole world can be revolutionised in a short period of time. At the moment, digitalisation also acts as a driver for ongoing changes in the operating environment. Unexpected changes — i.e. potential risks — need to be prepared not only in business, but also in career planning. Risk management is at its most the ability to deal with all kinds of change and uncertainty, i.e. threats on the one hand and opportunities on the other. Similarly, digital risk management is the skill to deal with change and uncertainty in a digitalising society and business environment. Risk management, together with complementary digital skills, provides a good knowledge base to address the challenges of a constantly digitalising environment. These skills can turn the threats of digitalisation into new opportunities. Risk management should therefore be seen as a new civic competence in a digitalised society.COMPASSI aims to implement a digital learning environment that promotes a knowledge base based on risk management and complementary digital skills. Skills to be improved through the learning environment and complementary to risk management capabilities include improving foresight and responsiveness (continuity management), resilience (lifecycle thinking) in a digitalised environment, and cybersecurity thinking. The combination of these skills can be utilised in many industries affected by digitalisation. The project develops a wide range of learning materials, such as a learning game for risk management. The target group of the learning environment is South Ostrobothnia employed persons (in the private and public sectors) and inactive young people under the age of 25. The use of the learning environment is free of charge. In addition, the aim is to gather experiences of a continuous learning model implemented in the digital learning environment, in which learning is stimulated by, for example, gamification and online directing on topics related to the learning environment. Continuous learning is carried out in such a way that the individuals of the target groups familiarise themselves with the learning materials on their own terms. Skills acquired through the learning environment contribute to the skills and employment opportunities of individuals.The quantitative objective of the project is to get at least 75 people to complete the first study module in the learning environment. In addition to the above, the aim is to attract at least 30 people to complete the second or third module.In order to achieve the objectives described above, the project’s activities are divided into six EDFs: Designing and implementing a digital learning environmentTP2: Implementation of learning materials TP3: Risk Management Learning GameTP4: Stimulation of learning TP5: Learning TrackingTP6: The main results/outputs of the provincial development assessment project are:- A digital learning environment online and materials for three study modules with initial themes: 1) Risk management skills in the digital environment; 2) Risk management in life cycle thinking and continuity management; 3) Risk management as part of cybersecurity thinking.- learning game that works as part of the digital learning environment. — The quantitative objectives set for the project will be achieved.- The knowledge, work undertaken and experience gathered in South Ostrobothnia during the project will form the basis for activities in the province of the new programming period. — As part of the report on the needs of the province, the project explores the possibility of establishing a digital risk management Digital Innovation Hub in South Ostrobothnia, which would strengthen the region’s smart specialisation strategy and serve as a platform for disseminating the results of the project.