{'fraction_non_alphanumeric': 0.011560693641618497, 'fraction_numerical': 0.0, 'mean_word_length': 6.098360655737705, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
How should transversal competence be introduced In computing education?

The development of transversal or transferable competences is currently considered a key ingredient of the outcomes of Higher Education. However, course and curricula design accounting for such competences remains a challenge for which little practical guidance is available. This paper sketches a systematic procedure for introducing such competencies in courses related to engineering software by analyzing the connection of transversal abilities to specific competencies that have been recognized as important. This emphasizes the contextualization of generic skills within realistic practical activity, and avoids, at least to some extent, both overemphasis on activities oriented to developing the transversal aspects and also disconnection of these aspects with real-world performances.