Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education

Abstract

Currently, the development of key competences has become a fundamental priority to ensure the success of inclusive quality teaching–learning processes at all levels of education. This research proposes a quantitative observational study that involved 446 Spanish, Chilean and Mexican individuals, using the INNOVAPRENDE questionnaire. Education is fundamental to provide citizens with the skills inside and outside the classroom. For this reason, the research focuses on the teachers’ perception of university students’ skills to develop Personal, Social and Learning to Learn (PSLL) competence: initiating learning, managing time, managing information and managing self-regulated learning. It was found that women (vs. men), older participants (vs. younger participants) and participants with 16–25 years of experience (vs. those with 0–5 years of experience) perceive that university students have greater knowledge and skills to deploy PSLL. The conclusion highlights the importance of teacher guidance and support, as well as expectations in relation to learners’ development of the skills that make up PSLL.

Keywords

• higher education
• teaching and learning
• personal, social and learning to learn competence
• quality education
• teacher perception