Abstract:

This study presents a comprehensive comparative analysis of existing frameworks delineating transversal competencies among higher education students, with a specific focus on identifying commonalities, variations, and gaps. Leveraging a comparison analysis approach, the research aims to synthesize elements from these frameworks to propose a novel framework that places a central emphasis on lifelong learning.

Employing a systematic comparison analysis, the study evaluates prominent frameworks such as the DigComp, EntreComp, LifeComp, 21st Century Skills, OECD Competency Framework, European Framework for Key Competences, Employability Skills Framework, Competency Framework by the World Economic Forum, Skills Framework for the Information Age (SFIA). Key competencies, categorizations, and thematic nuances are scrutinized to unveil patterns and divergences, forming the basis for the creation of a new framework.The comparative analysis reveals shared competencies, including critical thinking, communication, and collaboration, across existing frameworks. Distinctions in terminologies and the prioritization of certain skills emerge, contributing to a nuanced understanding of the landscape of transversal competencies in student development.

Drawing insights from the comparative analysis, the study proposes a novel framework that synthesizes core competencies while placing a central focus on fostering a culture of lifelong learning. Emphasizing adaptability, curiosity, and a growth mindset, the new framework aims to prepare students for continuous learning in an ever-evolving world. The proposed framework carries implications for educators, and researchers of the European University Alliance for Global Health (EUGLOH) interested in fostering holistic student development.

Keywords:

Transversal competencies, framework, lifelong learning, higher education students.