From fragmentation to framework: defining core human competencies for higher education and the workplace

Purpose This article addresses the lack of a coherent, shared language for human-centred competencies in higher education, introducing core human competencies (CHCs) and the 4S framework as an integrative alternative to fragmented terminology such as soft skills, transferable skills and 21st-century skills. Design/methodology/approach A dual-strategy methodology was employed: a synthesis of leading international competency frameworks (CASEL, BESSI, CCR, OECD Learning Compass, 2030) combined with a structured bibliometric analysis of 880 Scopus-indexed publications (2009–2025), using VOSviewer keyword co-occurrence mapping across seven identified clusters. Findings Fifteen core competencies were identified from frameworks and research clusters. These are organised into the 4S framework: Self-awareness, Self-leadership, Situational management and Social capacities, positioning CHCs as a holistic framework. Research limitations/implications The framework is conceptual and requires psychometric validation, longitudinal testing and cross-cultural assessment. Future research should examine predictive validity, factor structure and applicability across disciplines and cultural contexts. Practical implications The 4S framework offers higher education institutions a shared conceptual language for curriculum design, learning outcomes, pedagogy, staff development and institutional strategy. Originality/value This article provides the first empirically informed synthesis producing a unified taxonomy of CHCs applicable across higher education contexts, reducing terminological redundancy and offering a practically useable developmental architecture.