Development Of Transversal Skills Research Articles

Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education

This large cross-national study investigates the development of transversal skills in the context of open schooling—an educational approach integrating schools, universities, and communities to address real-world challenges—through the CARE-KNOW-DO framework. Utilising a mixed-methods approach across five countries, this research employs a novel validated self-report instrument to evaluate the perceptions of 12,074 underserved students concerning their learning experiences in open schooling environments. An exploratory factor analysis enabled us to explore quantitative insight into students’ skill development, while thematic analysis of 20 teachers’ reports contributed qualitative depth. The study identified six critical transversal skills: self-initiative, problem-solving, emotional engagement, scientific citizenship, authentic learning, and future prospects. Significant geographic, gender, and age-related variations were found, with notable disparities in skill perceptions among nonbinary students, indicating the need for more inclusive educational support. All countries showed high levels of perceived transversal skills, with 83% of Greek and 80% of Brazilian students leading, compared to 64% in Romania and the UK, and 62% in Spain. Trends suggest secondary students exhibit stronger global citizenship and authentic learning, although they report less confidence in problem-solving and self-initiative than their primary counterparts. These findings, viewed alongside 12 teaching competencies revealed through thematic analysis, underscore the effectiveness of open schooling, which is underexplored, in fostering key skills and call for pedagogical innovations that integrate real-life issues into the curriculum. The study contributes to Agenda 2030—quality of education by demonstrating the real-world applicability of the CARE-KNOW-DO framework for educational practice and policy towards equity and sustainability. Our comparative analysis of transversal skill development across diverse student populations, as well as teaching competencies, further advances the discourse on improving 21st-century education.

Challenge‐based learning implementation in engineering education: A systematic literature review

AbstractBackgroundChallenge‐based learning (CBL) is a pedagogical approach increasingly adopted in engineering education. Despite its growing practice, there is little consensus in the literature about how CBL is implemented in engineering curricula and what experiences teachers and students have in relation to it.PurposeTo address this gap, the following research questions guided the study: How is CBL currently implemented in engineering education? What difficulties and lessons learned are associated with the implementation of CBL?MethodsWe systematically reviewed the empirical literature published between 2010 and 2021. Forty‐eight empirical studies describing CBL implementation were analyzed using the curricular spider‐web framework.ResultsThe review shows the variation in CBL implementation at the course and project levels. CBL courses and projects shared the use of open‐ended, real‐world challenges as a starting point for student learning. However, they differed in the embeddedness of a challenge in specific courses and the focus of the learning, which ranged across knowledge acquisition, knowledge application, and development of transversal skills. CBL experiences also varied in terms of challenge characteristics, such as the link with global societal challenges, stakeholders' involvement, and multidisciplinarity. Similar difficulties and lessons learned were reported by teachers and students across the different examples of CBL implementation.ConclusionsCBL as a pedagogical approach in engineering education can promote student engagement with complex societal challenges within a real‐world context. However, there are limitations to the review and implications of the findings for educational research and practice.

Solving Problems – Models, Strategies and Potential Implementation in Mathematics Education of 9 – 10-Year-Old Students

The recent reforms in the educational system in Bulgaria aimed to provide the development of transversal skills and competences established in the state educational standards and curricula in all academic disciplines at primary school. Mathematics is the discipline that develops abstract-logical connections and makes sense of the world in a symbolic way, while building up the ability of students to cope with tasks in unfamiliar situations, in other words – to solve problems. The present paper attempts to investigate the theory of solving problems in mathematics at primary school age searching for its potential implementation. Methods of the study include theoretical research in the field of problem solving, covering its levels, models and strategies for its application, as well as content analysis of educational documentation for the 3rd grade. As a result of the study, relevant models and strategies are presented that have the potential to develop students’ problem-solving skills, revealing the need for increasing the number of tasks in the textbooks, which provide opportunities for problematization.

CORPOREALITY AND CROSS-CURRICULAR LEARNING: FROM THE ANALYSIS OF THE 2004-2007-2012 NATIONAL INDICATIONS TO FUTURE PERSPECTIVES

The segmentation and specialization, which characterize the current state of knowledge, the "struggle" and sometimes the declared "incommunicability" between the sciences, today need a modification of the curricula and a consequent and necessary reorganization of educational planning and programming oriented to overcome the unidisciplinary approach. The present contribution, starting from an analysis of the 2004-2007-2012 national curriculum Indications (MIUR) and focusing on corporeality as a medium of cross-curricular learning, aims to initiate insights about the revision of programmatic guidance documents in the Italian context. The study in analysing objectives and developmental goals of the different disciplines within the national guidelines highlights the evolution of the value of corporeality by critically revisiting the usual educational scenarios where the body is often absent or little valorise. According to international educational perspectives increasingly directed toward the development of transversal skills and attitudes and recent research in the field of cognitive neuroscience, some epistemological nodes will be outlined on which to leverage so that corporeality can become a “tool” for the integration of knowledge and experience, traditionally separated from each other: those of speech (verbal dimension) with the less recognized ones of movement, gesture, gaze and the senses (non-verbal dimension). Physical education can enable the implementation of interdisciplinary and multidisciplinary paths, foster the implementation of learning environments effective to the promotion of cognitive, social, cultural and affective experiences.

The Model of Project Management as a Sustainable Pedagogical Device: Case Study Research in the Tertiary Education Environment

The objective of the research was to analyse the use of project management as a sustainable pedagogical device capable of fostering in tertiary education students the development of those transversal skills that enhance their sustainable employability. The qualitative research design was the emergent grounded theory, applied through a case study methodology (first exploratory and then explanatory). The “Seven-factor model of project management as a sustainable pedagogical device” for the development of transversal skills in tertiary education was the main result presented. It is composed of the factors that can be transposed from practice into the context of tertiary education and contains a description of the method for this translation. Moreover, the “holistic project management integration approach in tertiary education” was presented, and it was explained why it is an effective top-down transformation process for integrating project management in every program or academic level. Learning project management proves effective in enhancing students’ employability by fostering a process of critical reflection that enables them to develop a sustainable career aligned with their expectations and personal growth as individuals, professionals, and sustainable citizens.

Optimising online transversal skills delivery in STEM doctoral education

ABSTRACT Transversal skills development is an essential component of doctoral education. The COVID-19 pandemic required the adaptation of five transversal skills modules to online delivery. Instructional design was used to create synchronous and asynchronous teaching to a Virtual Learning Environment. Feedback surveys were used to analyse student perceptions as to whether learning outcomes (LOs) were met and student satisfaction with the online format with a view to optimising future delivery of these modules. Of the 168 students surveyed, 84 (50.0%) responded. Based on 84 responses across five modules, students perceived that 394 (97.0%) of the LOs were met (p < 0.001). Statistically significant advantages to online delivery were found to be convenience, easy visibility of materials, timing of delivery and learning at own pace (p < 0.001). Importantly, 40 (47.6%) students would have struggled to achieve the necessary credits without this online training. 77 (91.7%) students found the online modules very useful or useful for their current research and 78 (92.9%) students reported them as being very useful or useful for their future career. A majority found online delivery more effective for their needs than the face-to-face format. These findings support the effectiveness of online delivery of transversal skills modules in doctoral programmes.

Doctoral education in Europe: models and propositions for transversal skill training

PurposeThis paper aims to investigate existing practices of transversal skills training in doctoral education and provide recommendations for improvement for universities, industry and doctoral students in Europe. The results offer a detailed picture that has implications for the design of doctoral education programs that aim to support transferable skills development and graduate employability.Design/methodology/approachA qualitative research method was used for this study; thus, data gained from existing literature were the most significant aspect of this study, serving as the key approach to answering the research questions. A literature review approach, which involved synthesizing and analyzing existing literature, was adopted in this study. Essential themes were identified and collected from literature through an inductive coding technique to find answers to questions in this study.FindingsThe research highlights the importance of coordinated efforts to improve transversal skills training in doctoral education programs. Universities must adapt their curriculum to meet industry skill requirements and provide enabling support for faculty innovative teaching. Private enterprises must continue to provide training for doctoral graduates employed in the industry because not all skills can be taught and developed in the university. Doctoral students themselves must be intentional about creating industry networks for acquiring transferable skills needed in nonacademic jobs.Social implicationsIn response to industry demands, a university should not be seen as a place where doctoral students formulate a theory about the net ideology of a discipline but as a place for socializing, interacting, arguing critically and developing transferable skills for various careers. The advocacy for transversal skill training in doctoral education positively impacts society, producing doctoral researchers with an innovative mindset. Universities must continue improving existing skill-based training and work-integrated learning practices while seeking new collaboration with various industry sectors.Originality/valueThis study provides relevant ideas for faculty, industry and doctoral students on enhancing the employability of doctoral graduates through the development of transversal skills.

El desarrollo de proyectos integrales como herramienta en la educación 4.0

Education 4.0 requires human resources that are proactive, critical and linked to society at local, state, national and international levels. In view of this need for change, the present work has as its objective demonstrate relevance of an integrative project as a pedagogical strategy in teaching-learning, for the appropriation of knowledge, as well as for the development of transversal skills in higher education students, through the collaboration of three learning units belonging to the Marketing Degree of the Academic Unit of Accounting and Administration (UACyA) of the Autonomous University of Nayarit (UAN). Therefore, it is based on documentary research with a qualitative approach, exploratory and descriptive scope, a field research was also carried out with the M5-1 group, with the collaboration of their teachers, obtaining as a result marketing prospects for the companies that accepted the intervention. It concludes with the theoretical foundation in relation to the benefit and the impulse given by this practice in favor of the development of talents in university education.

“A Wikivoyage to…” Making the most of Emergency Remote Teaching for the development of transversal skills

In the context of a growing tendency towards teaching practices based on digital innovation, which the Covid-19 outbreak has further accelerated, experimenting with cooperative writing/translation projects based on Wiki technology has started to attract the attention of university scholars. A number of projects have thus emerged that exploit the Wikimedia ecosystem as a multilingual working environment for online authentic tasks, which are particularly appropriate for a new generation of “digital natives” who have been facing (forced) distant learning activities. Indeed, experience shows that the very myth of the digital natives’ fluency in the use of ICT is to be questioned, and the need for the development of ICT literacy and related transversal competences is strongly advocated. Against this background, the article reports on a project completed with distance learning-based activities at the University of Bari: “Transl/Editathon@Uniba. A Wikivoyage To Puglia”. The project had a twofold aim: it channelled resources with different expertise and knowledge backgrounds to offer a multi-disciplinary approach to tourism discourse, translation skills and IT competence; it aimed at raising awareness in students that a cooperation-based approach in a digital environment can enhance their transversal skills. The students’ ability in narrating their territory via Wikivoyage, and their feeling part of a virtual community, was the project’s added value in a time when distance(s) in geographical and interpersonal terms seem to have been loosening any sense of belonging.

The Adequacy of Accounting Education in the Development of Transversal Skills Needed to Meet Market Demands

With the ongoing digital transformation, accountants will need a more technological profile and greater mastery of transversal skills. In this context, higher education institutions (HEIs) assume a fundamental role, as they must adapt the teaching methodologies of accounting courses to meet new market demands. This study aims to identify the transversal skills most needed by accounting professionals to meet market demands and analyze the suitability of higher education in Portugal for the development of those skills. To this end, semi-structured interviews were carried out with people who directly or indirectly deal with accounting professionals and focus groups that included lecturers, students, and recent graduates. Conclusions indicate that communication is the most valuable transversal skill to respond to the new requirements of the profession, followed by being proactive, showing initiative, successful teamwork, and the ability to adapt to new contexts. Accountants are also required to invest more time in information and communication technologies (ICT) training. Evidence indicates that accounting education in Portugal does not seem to adequately prepare students with these skills, continuing to rely on traditional approaches to teaching and assessment.

Aprender a usar evidência na graduação em enfermagem: um contributo para a saúde coletiva

Abstract There is universal agreement that health professionals have not implementing evidence-based practice as would be desirable and recommended by science and international institutions with responsibility for the guidelines issued for health contexts. This focus group with eight participants aimed to understand the perspective of students from the undergraduate nursing course on their involvement in a project of knowledge transfer to the clinic. Qualitative analysis followed the coding steps; storage/retrieval and interpretation of the findings and it was carried out by using a software for qualitative data analysis. This study is authorized by an Ethics Committee and respected the principles inherent to the investigation. The four categories that emerged from the content analysis were: Belonging, Using Evidence, Improving Care and Developing Competencies. The analysis of categories, subcategories and verbatim transcripts allowed us to conclude that participation in transference projects for clinics, according to the students, generates learning opportunities about the implementation and communication of evidence, facilitates integration in the service, participation, collaborative work and the development of transversal skills.

Profile of transversal skills of Nursing students to intervene in disaster situations.

to identify the profile of transversal teaching/learning skills, which allows an adequate intervention of disaster nursing students. this is research framed in the qualitative, transversal paradigm methodology, supported by inductive and exploratory reasoning. it was found that there is no consensus between Nursing Education Major Coordinators/Directors and disaster nursing experts regarding transversal skills considered decisive, due to the current absence of the theme in study plans and the limited personal and professional training of professors. the development and implementation of teaching/learning strategies that allow the development of transversal skills, favoring students' ability to meet this reality in a conscious, balanced and efficient way, is crucial.

Dalla classe al bosco. Una ricerca esplorativa nella scuola primaria

Recently, the experiences and reflections regarding outdoor education in schools have been gradually spreading in Italy. Despite a quite ancient history and a favourable climate in many areas of the country, outdoor education is not yet widespread and primarily limited to pre-school, often in the private sector. To overcome this limitation, a pilot outdoor project was tested in a primary school to verify its effectiveness in terms of disciplinary and transversal skills development. The research adopted an exploratory evaluation research approach and used a variety of both quantitative and qualitative tools and procedures. School sessions in the forest focused on Italian language contents were observed and questionnaires on school well-being, parallel school tests, and, for the second class, also the results of the Invalsi tests were analysed. Interesting data emerged, especially from a qualitative point of view, as already demonstrated by many studies carried out at the European level, regarding the support of learning processes. No significant results emerged from the point of view of the discipline in the classes involved in the project, above all due to the impossibility of guaranteeing children regular sessions in the forest.

DEVELOPMENT OF TRANSVERSAL SKILLS IN PRIMARY SCHOOL (CLASSES 1-3): CONTEXT OF LIFELONG LEARNING

The primary task of the 21st century education is not anymore to transfer continuous information, but the skill to acquire independently and learn this knowledge during lifetime. In the future, the development of transversal skills plays an important role in the educational process. Transversal skills, such as critical thinking and problem-solving, creativity and innovation, self-guided learning, cooperation, civic participation and digital literacy, are raised in the framework of Education Reform in Latvia (Skola 2030, 2017). The beginning of the learning process during the stage of primary school is an essential step in transversal skills acquisition, particularly emphasizing the impact of the Classes 1-3 stage, on the further learning process. According to the outcomes determined in the standard of primary education to be achieved, it is necessary to develop significantly transversal skills in this stage, as well as observe carefully the changes in children’s age development that affect the possibilities of transversal skills development.The goal of the research: analyse the development of transversal skills in primary school (Classes 1-3).Research method: content analysis of the education content regulating documents and scientific literature.

Aprendizaje-servicio y formación inicial docente. Factores que determinan el desarrollo de habilidades transversales

Service-learning experiences bolster the acquisition of disciplinary knowledge and promote the development of transversal skills such as confidence, leadership, commitment and social justice. This study investigates the development of transversal skills through courses using the service-learning methodology. The qualitative research designed and validated a semi-structured interview and a focus group, involving 20 and 8 student teachers respectively, who were selected by accidental non-probabilistic sampling. Open coding was used to analyse the information collected. The findings show that the factors that bolster the development of skills during service-learning experiences are linked to the students' prior knowledge and the way in which they connect this knowledge to the experience; the opportunities presented to the students depending on the length of the experience, the characteristics of the context and the pedagogical support received, as well as the processes the students engaged with during the service, together with the spaces for participation and involvement that the practical experience included. The paper discusses and draw conclusions on how the presence or absence of any of these elements will affect the development of skills during the service-learning experience.

Digital Design in Artistic Education: An Overview of Research in the University Setting

Digital design processes in artistic education promote the development of autonomy and self-critical capacities among students. Digital technology has transformed university education and the development of transversal skills. The objective of this study is to analyze research on digital design in art education in the context of higher education during the period 2000–2020. Bibliometric techniques were applied to 1027 articles selected from the Scopus database. The findings yielded data on the scientific productivity of journals, authors, research institutions and countries/territories that promote this topic. The data show an exponential trend, with more insistence in the last three years. Six current schools of knowledge related to art, level, formation, faculty, perception and relationship were detected. This research establishes the link between education, art and technology in the university context, and it is a tool for decision making by promoters of this field of research.

Data-driven problem based learning: enhancing problem based learning with learning analytics

Problem based learning (PBL) supports the development of transversal skills and could underpin the training of a workforce competent to withstand the constant generation of new information. However, the application of PBL is still facing challenges, as educators are usually unsure how to structure student-centred courses, how to monitor students’ progress and when to provide guidance. Recently, the analysis of educational data, namely learning analytics (LA), has brought forth new perspectives towards informative course monitoring and design. However, existing research shows that limited studies have combined PBL with LA to explore their potential in offering data-driven, student-centred courses. This paper presents a framework, termed PBL_LA, that aims to address this gap by combining PBL with LA. The framework is populated from the literature and discussions with PBL and LA experts. The paper also presents results from redesigning, delivering and assessing ten courses in different disciplines and countries using the proposed framework. Results showed positive feedback on all different testing settings, exhibiting reliability of the framework and potential across countries, disciplines and sectors.

Una propuesta didáctica para la creación de microempresas. La Escuela para Emprender

La importancia de las microempresas para el éxito económico y social de cualquier comunidad es innegable a tenor de los datos ofrecidos por distintos observatorios económicos, como el Global Entrepreneurship Monitor. Sin embargo, este observatorio también pone de manifiesto las elevadas tasas de fracaso empresarial relacionadas con este tipo particular de emprendimiento. Este trabajo considera que, al igual que otros tipos de emprendimiento, el éxito de los microemprendimientos está vinculado a la capacidad del empresario para generar capacidades dinámicas de adaptación en sus iniciativas empresariales. Estas capacidades tienen su origen en los procesos previos a la creación de su microempresa que desarrolla el futuro emprendedor, otorgando a los procesos de formación en emprendimiento un papel fundamental para el éxito de las microempresas. En este artículo no solamente se argumenta la importancia de la formación en emprendimiento, sino también de la metodología didáctica utilizada; metodología que debe contribuir al desarrollo de la habilidad de reevaluación del emprendedor. De hecho, la habilidad de reevaluación tiene una influencia significativa en el desarrollo de la capacidad dinámica de adaptación. En este sentido, las metodologías didácticas basadas en la experimentación de procesos que permitan diseñar, validar, medir y aprender del mercado facilitan en los emprendedores el desarrollo de la habilidad de reevaluación. Al mismo tiempo, este artículo presenta el caso de la Escuela para Emprender como un buen ejemplo de aplicación de una metodología didáctica basada en los principios señalados. En la Escuela para Emprender se ha diseñado una metodología didáctica específica y adaptada a las necesidades de los microemprendedores, la cual les ayuda a concretar la oportunidad de negocio en la que basan su microemprendimiento. Asimismo, dicha metodología les permite elaborar la mejor estrategia para trasladar dicha oportunidad al mercado. Finalmente, en este artículo se presentan los principales resultados obtenidos de la puesta en marcha de la Escuela para Emprender en sus dos primeras ediciones. De estos resultados puede deducirse que la metodología didáctica en la que está inspirada no solamente contribuye al desarrollo de la habilidad de reevaluación de los emprendedores, sino también a su intención de crear la empresa. Estos resultados refuerzan la importancia de la educación en emprendimiento, especialmente cuando esta contribuye al desarrollo de la habilidad de reevaluación del emprendedor. En este sentido, estos resultados permiten desarrollar la literatura en educación emprendedora, principalmente centrada en analizar su influencia en la intención para emprender y menos en el desarrollo de habilidades transversales como la habilidad de reevaluación.

Lietpratības pieeja un caurviju prasmju īstenošana pirmsskolas pedagoģiskajā procesā: pedagoģiskā pieredze metodiskā materiāla „Mans kalendārs” izmantošanā

Education is experiencing a major paradigm shift over the last 100 years, shifting from fact memorizing to learning practical application of this knowledge of facts, which means that in modern education the skills are at the forefront. The purpose of education is to prepare students for practical life or to promote their competence. A competent person is not only someone who knows perfectly how to use his knowledge, but who can take responsibility for his actions, can be creative, critical to thinking and analysing. Paradoxically, it is a relatively new paradigm in education – to move from memorizing information to critical evaluation, analysis and building new knowledge. Moreover, increasingly important form of cognition are becoming mutual cooperation and communication, in order to be able to implement it, increasingly important are becoming the transversal areas of study fields found in practical knowledge activities, respectively, they affect the content, format, methods used and other aspects of pedagogy (Iekalšanas laikmeta beigas 2015). National Center for Education highlights the importance of human skills, the ability to focus on and take independent decisions, attitude and a system of values based on personal characteristics, and is a motivating factor for action. In addition to basic skills in key areas of human activity, the application of skills and knowledge under different conditions, or interdisciplinary skills, is important in order to be able to focus. The implementation of innovative approaches depends on the professionalism of educators, determined by the identity of the teacher, which in turn includes the attitudes of the teacher to his work, to students, their parents and colleagues, to the development of education and society in general. Historical circumstances, politico-social orientation, the social political context, the education system adopted in the country sets out certain requirements for the professionalism and competence of the teacher (Lamote, Engels 2010). It is therefore legitimate that, when a teaching approach is changed, different teaching methods and didactic materials are applied, as well as new techniques for the use of materials already known. The calendar, as a time-gauge, has long been used as a method for working with the entire group in pre-school. However, the approach proposed in the article is fundamentally different from that generally accepted, since each child in the preschool group has his own personal calendar made by his parents. This material provides an excellent opportunity for each child to work independently with small details, to exercise fingers, to think, to make mistakes, to compare, to make decisions, to correct mistakes, to perceive signs aggregated, which is clearly an incentive for the development of speech and reading skills. In pre-school working with the “My Calendar” methodical material, the teacher is given the opportunity to use a practice-tested and implemented method of promoting children’s skills in all areas of learning, along with the development of transversal skills defined in the learning content. Therefore, the idea of integrating the specific interactive methodological material “My Calendar” into the pre-primary environment is proposed, where, by highlighting trends in new learning content, the development of transversal skills for pre-school children is targeted, and on the basis of methods tested in practice, the work of the teachers who will implement it is facilitated. This method highlights the freedom of each teacher to modify and adapt the methodological material to their intention, environment, capabilities, and to complement it creatively and improve it by maintaining the succession of tasks in line with child development.

ANALYSIS OF FOREIGN LANGUAGE TEXTBOOKS IN TERMS OF TRANSVERSAL SKILLS

In Europe in the second half of the 20th century, events such as radical economic and social change, globalisation and its expression in culture, politics, the economy and the environment, and progress in scientific and information technology had an impact on education. At school, today's students must be taught such knowledge and skills so that they can survive and be successful in the changing 21st century. Preparing students for life and work is in the spotlight in 21st-century education. The aim of the study is to explore and analyse the development of transversal skills in English language textbooks and to explore the possibilities in order to evaluate English language textbooks in terms of transversal skills. In this research, five English textbooks for 1st-3rd grade were analysed. Qualitative research, descriptive research and content analysis were used in this research. The author reveals that in the latest English textbooks, issued in 2017 and 2018, there are significantly more tasks, thus creating transversal skills for students. In turn, older English textbooks, issued in 2013, lack tasks based on a transversal skills approach. The result of this study shows which English textbooks of the five the author of this study recommends using at school in terms of their transversal skills. From this study, the author has created a recommended checklist for teachers in order to analyse foreign language textbooks in terms of communicative skills, collaborative skills, critical thinking and creativity skills.