Investigating the Effect of Transversal Competencies on Undergraduate Science Students’ Intended Learning Efforts

Abstract

Over the past decade, substantial research has focused on students’ transferable skills, often termed transversal competencies, encompassing critical thinking, innovation, global citizenship, and interpersonal abilities. Recent studies on lifelong learning highlight the importance of these competencies in fostering holistic development. Aligned with this, the objectives of this study were to investigate the relationship between students’ perceived transversal competencies and their influence on intended learning efforts and motivation. A quantitative correlational research design was employed, using a five-point Likert scale questionnaire with 56 items adapted from existing studies. Data were collected from 615 science students from different universities in Lahore through a multistage non-probability sampling technique. Analyses, including descriptive statistics, t-tests, and correlation and regression analyses, reveal that students perceive themselves to possess a high level of transversal competencies (M=3.7), for instance, critical thinking, innovation, global citizenship, and interpersonal abilities are particularly valued. Furthermore, competencies such as lifelong learning and interpersonal skills are strongly associated with enhanced learning efforts. The findings suggest incorporating experiential learning techniques, such as internships, group projects, and volunteer work into curricula to foster the development of these competencies among students.