Transversal Competencies Assessment and Pedagogical Methods for Higher Education: A Literature Review

The aim of this article is to provide a literature review of the transversal competencies (TCs) of higher education students. The PRISMA statement was used to guide the methodology for the systematic review. The data collection produced 39 articles from the Scopus database in the four years between 2020 and 2023. The analysis focused on the most highly valued TCs, the methods and instruments for its evaluation, and pedagogical approaches utilised for the integration of TCs at universities. One of the main contributions is the identification of the seven most frequently assessed TCs, creation of a classification that is made up of 33 TCs that are grouped into five dimensions. The results show that approaches like Project-Based Learning, Challenge-Based Learning or a tool ChatGPT foster TCs. The study underscores the need to integrate TCs into curricula, preparing students for multifaceted modern workforce demands.