Students in higher education are supposed to develop various generic skills that are applicable across domains. To streamline the development of these skills, learning trajectories for skills are designed and implemented in educational programmes. The aim of this review study was to provide insight in design choices of these learning trajectories for skills (reason to start, goals, process, product, evaluation) and in helping and hindering factors for the development and implementation of these learning trajectories. The analysis of 13 articles showed that visualisation techniques, curriculum mapping, and curriculum sequencing are frequently used to present the curriculum of the educational programme with the learning trajectories for generic skills. Although different educational programmes often provide comparable reasons to develop a skills learning trajectory and aim to achieve comparable goals, the design of skills learning trajectories appears to differ a lot between programmes. Various factors appear to help or hinder a successful implementation of learning trajectories, but especially the engagement of educational staff and their workload play an important role. The study findings will be illustrated by concrete cases of learning trajectories for generic skills. Moreover, the scientific and practical implications of the study for developing such learning trajectories will be discussed. © © Author(s)
Author Keywords
Index Keywords
