Developing Essential Skills for Undergraduates in a Time of Polycrisis: An Empirically-Driven Framework for Higher Education

Abstract

In an era of polycrisis – characterized by interconnected environmental, economic, social, and health crises amplified by neoliberal policies – higher education must evolve to equip undergraduates with essential skills beyond traditional technical knowledge. This study, situated at the University of Eswatini, (UNESWA), aimed to identify the essential skills undergraduates require to navigate and contribute positively in such contexts, addressing gaps in curricula that prioritize qualification while neglecting socialization and subjectification, as per Biesta's (2015) educational domains. The purpose was to identify perceived essential skills, curricular deficiencies, and integration strategies to foster transformative learning. Employing a mixed-methods sequential design, the research began with a literature review on skills for complexity. Qualitative data were gathered through semi-structured interviews with five purposively selected education stakeholders, exploring perceptions of skills, gaps, and pedagogies. Quantitative data came from surveys of 225 undergraduates randomly selected through stratified sampling (75% response rate) and 18 educators (90% response rate), using a Likert scale to rank skill priorities and identify gaps. Key findings reveal a consensus on top skills: critical thinking and problem-solving (mean 4.6/5), resilience and adaptability (4.5), sustainability awareness and ethical reasoning (4.4), digital literacy and collaboration (4.3), and civic engagement and social justice (4.2). Surveys indicated 72% of undergraduates view curricula as inadequate for polycrisis, with a bias toward qualification over other domains. Qualitative themes highlighted polycrisis as exposing qualification limitations, deficits in ethical initiative and resilience, curricular bottlenecks fostering passivity, and the need for pedagogical shifts like project-based learning. The study concluded that higher education must balance Biesta's (2015) domains to nurture resilient, ethical agents. An empirically-driven framework integrates skills across qualification (e.g., problem-solving), socialization (e.g., collaboration), and subjectification (e.g., ethical initiative), promoting modular curricula, real-world projects, and reflective assessments. Recommendations include prioritizing subjectification through activities building autonomy and ethics; integrating domains via project-based assignments; reforming assessment to reflective portfolios; and conducting multi-site comparative research to adapt the framework regionally.