Curriculum integration traceability: A preliminary evaluation of the Transvers@ model in university foundational education

Abstract

Fragmentation across courses may hinder the articulation and transfer of basic and key skills in higher education, highlighting the need for curriculum integration proposals with explicit traceability. The objective was to analyze Transvers@ by describing its collaborative construction, operationalization, and preliminary results from its first implementation. An exploratory mixed-methods evaluative study was conducted, with quantitative priority, through an unpaired group contrast between initial expectations and subsequent perceived experiences. Collaborative construction used relational mapping of skills and knowledge to formulate shared competencies, activities, products, and assessment criteria. A total of 102 students participated in the implementation; 102 initial forms and 88 subsequent forms were received, each comprising a 15-item scale and two open-ended questions. Closed responses were analyzed descriptively, while open responses underwent thematic categorization; both components were integrated through convergences, divergences, and complementary contributions. Subsequent ratings were higher than initial expectations for perceived learning, critical evaluation of sources, and understanding relationships across courses, while perceived difficulties involved complex topics, digital competencies, and teacher coordination. The findings documented the initial implementation of the design but did not establish causal effects, effectiveness, comprehensive feasibility, or scalability.