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.