Aprender a aprender en las universidades españolas, ¿una competencia transversal?

Evelyn E. Moctezuma-Ramírez; Fran J. García-García; Cruz Pérez-Pérez; Ana Esther Escalante Ferrer; Teresa Yurén

doi:10.24320/redie.2024.26.e09.4985

Authors

Evelyn E. Moctezuma-Ramírez Universidad Autónoma del Estado de Morelos https://orcid.org/0000-0001-5342-7137
Fran J. García-García Universidad de Valencia https://orcid.org/0000-0002-6267-0080
Cruz Pérez-Pérez Universidad de Valencia https://orcid.org/0000-0002-4843-249X
Ana Esther Escalante Ferrer Universidad Autónoma del Estado de Morelos https://orcid.org/0000-0003-2005-3436
Teresa Yurén Universidad Autónoma del Estado de Morelos https://orcid.org/0000-0002-5905-7146

DOI:

https://doi.org/10.24320/redie.2024.26.e09.4985

Keywords:

learning to learn, competencies, skills development, higher education

Supporting Agencies:

Ministerio de Economía, Industria y Competitividad (Código EDU2017-83284-R), Ministerio de Educación, Cultura y Deporte de España (Código FPU17/00156), Consejo Nacional de Ciencia y Tecnología (CONACyT) de México (2020-000026-02NACF-19326)

Abstract

This study aims to understand how the “learning to learn” (LtL) competence is built into university curricula and the extent to which students are expected to learn to learn in college. We analyzed LtL components in the syllabi of Spanish universities, specifically in pedagogy and telecommunications engineering degrees, reviewing a total of 20,321 competencies set out to be developed over 228,000 hours of instruction. A theoretical model was employed to detect these components and we analyzed their association with disciplinary and transversal competencies. The results show an intention to teach LtL for the discipline and not simply as a transversal competence. We also observed a greater emphasis on information processing than on collaborative learning and motivation. We discuss the theoretical implications of this competence and how it can be transferred between disciplines in higher education.

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