Towards meta–competences in higher education for tackling complex real–world problems – a cross disciplinary review

Abstract

Purpose Climate change, poverty and pandemics are some of the complex real-world problems that are increasingly challenging higher education institutions (HEIs) to equip future graduates with meta-competences that have hitherto not been demanded. These graduates need to be able to capture and operate within complex systems and relationships. By focusing on complex real-world problems, this study aims to systematically review competences and frame meta-competences supporting curricula development in HEIs. Design/methodology/approach This study applies a systematic literature review according to the review protocol of Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The review process resulted in the selection of 39 articles, which were subjected to qualitative synthesis to identify competences for tackling complex real-world problems. These competences were grouped into meta-competences and aligned with the Sustainable Development Goals (SDGs). Findings Scientific disciplines commonly describe four competences for tackling complex real-world problems including domain-specific competence, inter-relation competence, intrapersonal competence and normative competence. Originality This study found that inter-relation competence is in line with all the SDGs, which is considered important for tackling complex real-world problems across disciplines. Research limitations/implications A study in a survey design across disciplines and a weighting of these competences in respect to complex real-world problems aligned with the SDGs could contribute to a more consolidated and common understanding of the meta-competences identified.

Integrating education for sustainable development in physical education: fostering critical and systemic thinking

“…The path to a more sustainable world will depend on developing the competencies of the planet’s future citizens (Bali and Yang-Wallentin, 2020; Rieckmann et al , 2017). Previous studies have shown that although complex real-world problems can be addressed more sustainably through the development of common meta-competencies, it is necessary to specify to what extent each competence can address a specific sustainability problem in the real world ( Bates et al ., 2022). ESD is based on this assertion, and, to this end, a series of competencies have been presented that are considered essential for students if they are to contribute to the SDGs.…”