Fostering transversal competences in early architectural education: an active learning approach
Marta Benages-Albert, Diego Navarro-Mateu, Maria Teresa Fuertes-Camacho, Pere Vall-CasasPurpose
This study contributes to the debate on integrating employability skills into university curricula. It examines early interventions for the development of Transversal Competencies (TC) in architecture education. It explores the extent to which an Active Learning Methodology (ALM)-based activity supports the development of four TC. It also derives methodological recommendations through critical reflection on teaching outcomes related to competence acquisition.
Design/methodology/approach
The study was conducted with first-year architecture students enrolled in two compulsory subjects. A blended model combining project-based and service-learning was implemented. Students created wayfinding infographics addressing real campus needs while integrating academic knowledge with professional and community contexts. A pre–post self-assessment of four employability-related competencies was analysed (n = 38) to identify significant changes and consistency.
Findings
The results indicate a significant improvement in social responsibility, suggesting the potential of ALM to support the development of TCs in the early stages of higher education. Other competencies – self-motivation and self-awareness, problem-solving and quality orientation – showed more variable outcomes influenced by reflective learning challenges and certain methodological constraints. The study offers insights and recommendations to strengthen the understanding, development and assessment of TCs in early higher education.
Originality/value
Grounded in the progressive nature of competence acquisition, this study is original for two reasons: empirical research on TCs development in architectural education remains scarce, and studies examining first-year interventions are rarer still. By analysing an early-stage, real-world ALM activity, it illustrates how introducing and scaffolding TCs from the outset can help strengthen the alignment between early-year learning and programme-wide competence development.