Transversal Competences and Higher Education: A Contextualized Study between Engineering and Social Sciences

Abstract

We focus our research on the evolution of transversal competences in higher education, highlighting the need for educational institutions to adapt their practices to prepare students for the challenges of an ever-changing society. We argue that, in addition to disciplinary knowledge, it is essential to complement this knowledge with the development of transversal skills such as critical thinking, problem solving and effective communication, which are essential to adapt to the constant changes of the work environment and contribute significantly to society. We start by asking ourselves how the results vary in the formation of transversal competencies among teachers of Engineering and Social Sciences, justifying our interest in the need to train individuals capable of facing complex challenges, promoting an education that transcends the mere transmission of knowledge. We analyze the impact of this training on teacher performance and administrative management, comparing the evolution between two groups of teachers before and after their participation in a specific training section. The general objective was to analyze the differences in the professional implementation of transversal competencies according to disciplinary origin, while the specific objectives included evaluating the impact of training on teaching performance and exploring the relationship between research and the development of transversal competencies. Training in transversal competencies had a positive impact on the development of these skills in Engineering and Social Sciences teachers, although with some differences between the groups; Even so, challenges remain in terms of the systematic integration of these competencies into the curriculum and their assessment.