Abstract
Holistic competency development is rarely certified in practice, and the assessment of holistic competencies remains an under-researched topic in the education literature. The primary aim of this systematic mixed studies review is to explore students’ perceptions on the recognition of holistic competencies. The review found very few studies that specifically focused on or directly addressed student perceptions in this area. Based on the analysis of 31 studies identified from existing literature, three themes were generated: evidence of overall achievement, assessment of holistic competencies in learning tasks, and challenges. The findings show that there is a lack of attention to holistic competency recognition and is a major gap in the current empirical literature. The current review highlights the need for a systematic process of documenting, reporting, and certifying holistic competency in higher education that takes into consideration the broader level of overall recognition and the assessment of competencies.
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