Vulnerability Scale in Key Teaching and Learning Competencies

This study arose from an interest in understanding how socioeconomic conditions influence the perception of vulnerability in key competencies for the academic and professional development of university students. The objective was to analyze the relationship between socioeconomic context and the perception of vulnerability in competencies such as self-managed learning, critical thinking, artistic creativity, and entrepreneurship. The research design was quantitative, cross-sectional, and correlational . The sample consisted of university students selected using inclusion criteria that considered their socioeconomic level and their access to educational, cultural, and entrepreneurial resources. A questionnaire specifically designed to assess the perception of vulnerability in the aforementioned competencies was used. This instrument presented adequate levels of validity and reliability, with a Cronbach 's alpha greater than 0.80 in all the dimensions evaluated. The main findings indicate that students from socioeconomically vulnerable contexts present higher levels of perceived vulnerability in the competencies evaluated. In particular, those with fewer educational resources reported difficulties in self-managed learning and critical thinking. Likewise, students with limited access to artistic or entrepreneurial experiences showed lower levels in these dimensions.