Abstract:

The implementation of transversal skills assessment in higher education is essential to ensure that graduates not only acquire technical knowledge, but also the professional, social, and ethical skills demanded by today's society. At the Polytechnic University of Valencia (UPV), these competences are defined institutionally, integrated into teaching guides, and assessed at the end of each course. They are also a requirement in national (ANECA) and international (EUR-ACE) accreditation processes, which demand verifiable evidence of their development and assessment.

This study presents an in-depth analysis of curricular coherence and the perception of transversal skills in the Design Workshop I, II, and III courses of the Bachelor's Degree in Industrial Design and Product Development Engineering (ETSIADI-UPV). The research combines a documentary analysis of the teaching guides with semi-structured interviews with management and faculty, as well as questionnaires for students. The results show a progressive and coherent integration of three key competences: Creativity and Innovation (CT-02), Teamwork and Leadership (CT-03), and Responsibility and Decision-Making (CT-05). Likewise, there is a growing emphasis on sustainability and informed decision-making, consistent with the professional profile of the designer.

The conclusions point to the need to strengthen consistency between teaching and assessment, improve mechanisms for monitoring competency progress, and ensure its continuity in the defense of the Final Degree Project. This study provides practical evidence of how design education can integrate technical training and transversal skills aligned with SDG 4: Quality Education.

Keywords:

Transversal skills, Design Engineering, Higher Education.