The study analyzed the development of transversal competencies in university students from various professional programs at a Peruvian university, with an emphasis on the differences according to the academic program. Using a non-experimental comparative descriptive design, the Graduate Transversal Competencies Assessment Questionnaire (CECTGRA) was applied to a sample of 242 students distributed across six programs: Accounting, Nursing, Hospitality and Tourism, Engineering, International Business, and Psychology. The results highlight that systemic competencies are the most valued by students in terms of importance, followed by interpersonal and instrumental competencies, evidencing the relevance of critical thinking and problem-solving in professional performance. However, the Kruskal-Wallis test revealed significant differences in instrumental competencies according to the professional career (p < 0.05), with Nursing and International Business showing better results in this dimension. On the other hand, no significant differences were found in interpersonal and systemic competencies between careers, highlighting their universal importance in professional training. These findings underscore the need to adjust university curricula to strengthen instrumental competencies in specific disciplines and ensure comprehensive training that prepares students for the demands of the globalized and competitive job market. © 2025 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.
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