Mapping transversal competences for vocational education learners in response to transformations in the world of work: a scoping review

Purpose This study aims to develop a shared theoretical foundation for a harmonized taxonomy of transversal competences between technical and vocational education and training (TVET) and the labour market. Design/methodology/approach A scoping review was conducted to examine the literature published on competences in education and employment. Twenty-nine documents, including scientific articles and governmental reports, were systematically analyzed. The process was supported by consultations with an expert committee to ensure relevance and applicability. Findings The review led to a common operational definition of competence as the integrated mobilization of personal and environmental resources to achieve effective and context-appropriate action. Competence is characterized as observable, reproducible, developmental and situated within specific environments. Building on this definition, taxonomy of transversal competences was synthesized, structured into three categories: intrapersonal competences (cognitive, communication, information and technology-related and self-management), interpersonal competences (affective, behavioural and self and others’ development) and organizational and societal competences (organizational, societal and sustainability-related). This taxonomy offers a coherent framework to strengthen employability, adaptability and lifelong learning while promoting diversity, equity, inclusion and sustainable practices in TVET and the labour market. Practical implications The taxonomy equips educators and employers with a flexible tool to design inclusive training programs, support diverse learners and anticipate future workforce needs. Originality/value This study responds to the growing need for a shared language between training and employment, offering both theoretical clarity and practical guidance for curriculum design, assessment and policy development.