As the world’s population continues to grow, urbanisation, migration and increasing social and cultural diversity will shape communities (OECD 2018). This challenge requires societies, communities and individuals not only to adapt, but also to actively promote opportunities for belonging and participation.
Consequently, in addition to specific professional skills, a wide range of cross-cutting, shared competences are needed to address the diverse challenges of the future. Transversal skills offer one way to meet these evolving demands together.
It is important not only to learn these skills during one’s studies, but also to identify existing, hidden skills. As the OEDC (2023) also notes, students will need a wider set of skills to be able to apply their knowledge in unfamiliar circumstances.
The transversal skills include:
- cognitive and meta-cognitive skills (e.g. critical and creative thinking, learning to learn and self-regulation)
- social and emotional skills (e.g. empathy, self-efficacy and collaboration)
- practical and physical skills (e.g. using new communication technology devices).
Transversal skills are vital in multidisciplinary work
Transversal skills, also known as soft or transferable skills are increasingly recognised as fundamental in social and health care, particularly in environments where multidisciplinary and transdisciplinary professional teams are the norm. Transversal skills cover a wide range of competencies, such as communication, collaboration and critical thinking, as well as interpersonal, social and emotional skills (Raatikainen & Rantala-Nenonen 2021; 2022; 2025).
Several organisations (e.g. OECD and UNESCO) already provide definitions of these skills but so far no universally accepted definition exists. The OECD (2018), for example, highlights that social and emotional skills, such as empathy, responsibility and respect, will be increasingly important in future workplaces.
Transversal skills are needed across various fields and contexts. In navigating unforeseen changes in society, these skills increase flexibility and resilience, allowing professionals to swiftly respond to evolving circumstances. Future professionals can develop their ability to verbalise their competencies as an essential part of their expertise. (Raatikainen, Konkka & Rantala-Nenonen 2025.) Multiprofessional and transdisciplinary collaboration also requires an understanding of other professionals’ aims, tasks and skills.
In health care, for example, transversal skills are crucial for providing high-quality, patient-centred care (e.g. Maeda & Socha-Dietrich 2021). In multidisciplinary and transdisciplinary professional settings, where professionals from various disciplines work together, these skills can enable flexible cooperation. In other words, transversal skills are vital for minimising misunderstandings and promoting a culture of mutual respect between professionals.
Workshop on transversal skills in Indonesia
In November 2024, we organised a workshop in Indonesia on transversal skills. The workshop, titled Transversal Skills in Healthcare and Multidisciplinary Work, was part of the Care4World project, and was attended by approximately 50 second-year nursing students.
The students were informed about the survey, including through an e-form sent by the lecturer responsible for the lesson. The survey was also discussed with the partner institution and with the lecturers who organised the session. Participation was voluntary, and some students completed the questionnaire together. This article was also sent to the lecturer for comments and approval.
First, a brief lecture was given on the content, including a brief presentation of the pedagogical framework of transversal skills as outlined by Raatikainen and Rantala-Nenonen (2022). After the lecture, the students were divided into discussion groups and asked to reflect on the following questions:
- Which transversal skills do you think are the most important for you as a nurse, and why?
- When are transversal skills most important in your profession, and in which situations would these skills be crucial?
Students’ thoughts and insights
The workshop ended with a summary discussion to wrap up the key points and insights. Most Airlangga University nursing students in Indonesia thought that transversal skills are important in all situations, when asked about the situations where they were considered important. In particular, the students thought they were vital in emergency situations.
In emergencies, critical thinking and teamwork are vital for efficient care delivery under pressure.
Critical practice in the hospital. Critical practice outside the hospital, e.g. road traffic accidents. Allergic reactions.
The students added three other important situations where transversal skills were considered key: patient care and interaction, clinical decision-making and teamwork.
When teaching patients about their diagnosis, medication, or discharge instructions, clear communication helps ensure they understand their treatment and feel confident in managing their care.
Critical thinking helps prioritise actions, evaluate symptoms, and minimise risk, when assessing and reviewing the situation, and preventing any further harm.
In the general discussion, students said that transversal skills are important in adapting to unexpected situations and in professional growth.
Socio-emotional skills are important in managing stressful or emotional situations.
Child in an emergency situation. Empathy and communication with parents.
In summary, during the one-hour workshop, and based on the preliminary responses, the students’ views on the importance of transversal skills could be divided into four different situational categories. This demonstrates the way in which the students are able to identify the transversal skills needed alongside their core professional skills, and also their importance in different work contexts.
The workshop also included a group discussion on the students’ answers. Each group was asked to take turns to present the results of their discussion. Although this was optional, all the groups were keen to take the microphone and share their results.
What did we learn – key takeaways
While basic academic skills are essential and regulated by law and specific regulations, students’ other skills and competencies should be considered alongside the basic qualification criteria. This is important especially for the students themselves, as many of the skills they have already acquired can become an integral part of their individual competency and professional development. At best, existing competencies will be deepened and integrated into their professional competencies.
Similarly, skills identified in professional development are transferable to other areas of life. Especially for young people at the beginning of their professional careers, such identified skills can provide a basis for deeper professional development and support self-confidence during their studies.
The transversal skills framework was a new perspective for Indonesian students and lecturers, but in our experience, it was not an unfamiliar way of thinking at the practical level. On the contrary, the students clearly – and quite similarly – stressed the importance of these skills. We conclude that a competency framework incorporating transversal skills can not only facilitate interdisciplinary collaboration but also help individuals articulate and describe their own competencies.
References
Maeda, A. and Socha-Dietrich, K. (2021). Skills for the future health workforce: Preparing health professionals for people-centred care.OECD Health Working Papers, No. 124. Paris: OECD Publishing.
Mathieu, M. (2005). The Definition and Selection of Key Competencies – Executive Summary. Paris: OECD Publishing.
OECD (2023). OECD Skills Outlook 2023: Skills for a Resilient Green and Digital Transition. Paris: OECD Publishing.
OECD (2018). The Future of Education and Skills – Education 2030. Paris: OECD Publishing.
Raatikainen, E., Konkka, J. & Rantala-Nenonen, K. (2025). Developing transversal skills in higher education in Finland. Higher Education, Skills and Work-Based Learning. Emerald Publishing Limited.
Raatikainen E. & Rantala-Nenonen K. (2022). Pedagogical framework. In: Carrió M. & Rosa N., (eds.). Learning strategies to promote transversal skills on health and social care studies: a methodological guide. Barcelona: ITSHEC. p. 7–20.
Raatikainen, E. & Rantala-Nenonen, K. (2021). Transversaalit taidot ammatillisen kasvun jäsentäjänä. In Jakonen, M., Houni, P., Mutanen, A., Halonen, I. & Aali, P. (eds.). Työn järjestyksiä. YFI julkaisuja.11. Jyväskylä: Jyväskylä University.
Authors
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Eija Raatikainen
Principal Lecturer (PhD, Associate Professor) and Project Manager (MUA)Eija Raatikainen is Principal Lecturer (PhD) and Project Manager (MUA) in School of Well-being, Metropolia UAS. She is also an Associate Professor at the University of Eastern Finland, Faculty of Social Sciences and Business Studies. Her interests include Social Pedagogy, especially Trust in Organizations.
About the author -
Aija Ahokas
Master of Education, Manager of Education Export and Senior LecturerAija Ahokas (M.Ed.) is Manager of Education Export and Senior Lecturer with many years of working experience in international projects in different countries. In her present role, her main tasks include marketing and recruiting international students to Metropolia to the fields of technology, business, culture and health care and social services. She is also responsible for the network of student recruitment agencies.
About the author -
Kirsi Tanskanen
Senior Lecturer in Nursing and International CoordinatorKirsi Tanskanen is Senior Lecturer in Nursing and Public Health Nursing and International Coordinator at North Karelia University of Applied Sciences.
About the author -
Lingga Dewi
University Lecturer, Nursing and International AffairsLingga Dewi is University Lecturer in Nursing and International Affairs at Universitas Airlangga, Surabaya, Jawa Timur in Indonesia.
About the author
