Abstract:

This study examines the effect of student-centered innovative teaching methodologies on the development of two key transversal competencies in university students: commitment and leadership. The theoretical framework integrates Self-Regulated Learning theory [1, 2], which emphasizes the role of metacognitive processes such as planning, monitoring, and self-reflection in fostering intrinsic motivation and academic commitment, and Self-Determination Theory [3, 4], according to which active learning environments that satisfy the basic psychological needs of autonomy, competence, and relatedness promote authentic and sustained student involvement. Using the Soft Skills Self-Evaluation Questionnaire (3SQ) [5], administered to a sample of 496 university students (n₁ = 315 traditional teaching; n₂ = 181 innovative teaching), one-way ANOVA analyses were conducted. The results reveal statistically significant differences in both subscales: students exposed to innovative teaching methodologies report significantly higher mean scores in commitment and leadership skills. These findings are consistent with the characteristics of the active learning methodologies implemented: debate enhances communication skills and argumentative competence; Problem-Based Learning (PBL) fosters collaborative coordination; and the Flipped Classroom strengthens autonomy and commitment in learning processes. Overall, the results align with the international literature recognizing these methodologies as effective tools for the development of transversal competencies in higher education [6, 7, 8, 9, 10], with direct implications for curriculum design and faculty development.

Keywords:

Soft Skills; Active Learning; Higher Education.