Two ways to embed transferable skills in university teaching

Today’s students not only need to develop expertise in their subject but the skills to transfer smoothly into employment on graduation – and adapt throughout their careers. Educators need to embed transferable skills as core learning outcomes within their courses, regularly reviewing curricula and pedagogical approaches to respond to the changing job market. Here, we’ll cover two case studies that exemplify how to embed authentic learning and enhance those all-important transferable skills.

Using GenAI to support learning actively, not passively

We’ve integrated GenAI into our foundation curriculum’s core modules to support student agency and help develop transferable skills. Staff and students collaborated to produce a GenAI guide, providing practical support and encouraging responsible engagement with the tool. Students acted as researchers, exploring how their peers were using GenAI and reporting back.

• Weaving transferable skills into the curriculum – without losing the thread
• Solving the soft skills crisis using artificial intelligence
• Use experiential learning to embed transferable skills in the university classroom

Alongside the guide, we’ve embedded AI literacy both formally – through designated sessions – and informally – within routine classroom activities. Students engage with GenAI tools in a variety of ways: as a support for brainstorming, to structure ideas, simplify complex concepts, improve transitions in their writing and receive GenAI input to reflect on areas for improvement. They also have access to a Socratic-style AI chatbot embedded in our virtual learning environment, which facilitates reflection on weekly content. As part of their assessment, students are encouraged to reflect on their use of GenAI and provide evidence, such as drafts or artefacts (screenshots or earlier versions, for example), demonstrating the development of their work.

A central pedagogical principle we’ve used to underpin this approach has been positioning GenAI as a supportive resource rather than a substitute for individual effort. Conceptualised as a “study buddy”, we frame GenAI tools as ways to enhance organisation, confidence and cognitive engagement. This framing highlights the potential role of GenAI in fostering transferable skills such as problem-solving, reflection and critical thinking, while modelling ethical and responsible use of the technology. By integrating these activities and principles, we encourage students to engage purposefully with GenAI, promoting active, reflective learning rather than passive reliance on AI support. 

Student-led business clinics

At our business school, we have recently adopted modules from first to third year at undergraduate level, which employ a student-led business clinic model. During the modules, students work directly with external businesses from different sectors. The external partners task the students with providing solutions to real-world business problems and challenges they’ve faced.

Facilitated by their tutors, the students liaise with the partner organisations before presenting their solutions towards the end of the module. The students are enabled to immediately apply the academic theories and concepts they have learned in a practical, real-world context. These modules also allow students to develop important soft skills that are valued by employers, such as team-working, presentation, communication, problem-solving, relationship-building and critical thinking.   

The modules discussed above aim to develop important skills that employers value and that will help students transition smoothly into employment.  Our experiences suggest that employing authentic and active pedagogies can be a powerful way to achieve this. Students value the opportunity to co-create learning with academic staff and peers, and being granted the agency to find their own solutions. In addition, students are motivated by being tasked with solving real-world problems and working with real-world partners. 

Finally, it is important to note that students will require an appropriate level of support to develop skills successfully. This could entail regular check-ins with staff, reflective exercises to help students make sense of their learning and identify strengths and weaknesses, and preparation for interactions with external partners.

Mark Elliot is academic professional development project manager, James Moran is senior lecturer in curriculum design and Venetia Tzanni is senior lecturer, all at the Centre of Innovation and Teaching Innovation at the University of Westminster.

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