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

  1. Moctezuma-Ramírez, Evelyn E. 1
  2. García-García, Fran J. 2
  3. Pérez-Pérez, Cruz 2
  4. Escalante Ferrer, Ana Esther 1
  5. Yurén, Teresa 1
  1. 1 Universidad Autónoma del Estado de Morelos
    info
    Universidad Autónoma del Estado de Morelos

    Cuernavaca, México

    ROR https://ror.org/03rzb4f20

    Geographic location of the organization Universidad Autónoma del Estado de Morelos
  2. 2 Universitat de València
    info
    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

    Geographic location of the organization Universitat de València
Journal:
REDIE: Revista Electrónica de Investigación Educativa

ISSN: 1607-4041

Year of publication: 2024

Issue: 26

Type: Article

DOI: 10.24320/REDIE.2024.26.E09.4985 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: REDIE: Revista Electrónica de Investigación Educativa

Sustainable development goals

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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