CROSS-CURRICULAR APPROACHES AND THE DEVELOPMENT OF CORE SKILLS AMONG FIRST-YEAR UNIVERSITY STUDENTS IN MOZAMBIQUE

This study analyzes the relevance of cross-curricular approaches in developing core competencies among first-year university students in Maputo, Mozambique. The research, conducted between August and November 2024, involved a sample of 250 students from both public and private higher education institutions using a structured questionnaire. The findings reveal a widespread concern among students regarding the insufficient acquisition of essential academic and professional skills, even after completing the second semester. Evidence suggests that existing curricular models predominantly favor disciplinary compartmentalization, often at the expense of holistic and integrative learning. Statistical analysis demonstrates significant correlations between the presence of cross-curricular elements and the self-reported development of competencies such as critical thinking, problem-solving, and effective communication. The results highlight that the systematic incorporation of transversal dimensions within curricula substantially enhances the integrated development of core skills, thereby preparing students for contemporary academic and professional challenges.The study concludes by recommending a deliberate redesign of curricular structures to include cross-curricularity as a central pillar of undergraduate education reform in Mozambique.