Abstract:

The incorporation of cross-curricular competencies into university curricula represents a strategic challenge to ensure comprehensive training aligned with current professional demands. In this context, the Universitat Politècnica de València (UPV) has defined a new institutional framework for cross-curricular competencies and launched a project to adapt them to degree programs, accompanied by the development of support materials for faculty.

The main objective of this initiative is to identify and disseminate best teaching-learning practices for each cross-curricular competency, providing useful references that facilitate their integration into courses.

This paper describes the development of the process at the “Escuela Técnica Superior de Ingeniería Industrial (ETSII)” of the UPV, where a methodology was designed based on the creation of specific working groups for each competency. These groups were composed of a coordinator and several faculty members whose courses include the competency as a checkpoint. Faculty selection was based on their experience and the quality of their teaching practices related to the competency.

Each participating faculty member proposed a best practice, which was then subjected to a peer review process carried out by the working group coordinators and specialists from the Institute of Education Sciences (ICE). This procedure ensured the coherence, relevance, and transferability of the proposals.

As the main outcome, a repository of ETSII best practices has been created, compiling validated experiences for each cross-curricular competency. Furthermore, some of these practices have been incorporated into the UPV’s general institutional repository, managed by the General Library, thereby expanding their reach and usefulness for the entire university community.

The conclusions show that the implemented strategy has been effective in consolidating a high-quality teaching resource bank. Additionally, the analysis of the process has made it possible to identify areas for improvement in the design of training activities, as well as critical learning outcomes that require additional support for faculty. These findings are transferable to other courses and contexts, contributing to the enhancement of cross-curricular training across all degree programs offered at ETSII.

Keywords:

Cross-curricular competences, best practices, engineering.