Assessing Competences in Sustainability, Ethics, and Gender Perspectives in Final Degree Projects

Abstract

The Final Degree Project (FDP) represents the culmination of higher education studies and marks a key transition from academic training to professional practice. This paper aims to analyze the integration of sustainability, ethics, and gender perspectives in the design, development, and evaluation of FDPs, in alignment with the principles of the European Higher Education Area (EHEA). These dimensions are essential for fostering transversal competences that prepare students to address complex social and professional challenges. We propose a general framework for addressing these cross-cutting aspects throughout the different stages of the FDP process. This involves embedding them in course guides, applying them during project development, and integrating them into the final evaluation criteria. Additionally, we present two case studies that illustrate the current state of integration of these dimensions in real FDP contexts. The analysis reveals that, while some sustainability, ethical, and gender-related aspects are already considered, their implementation remains partial and inconsistent. This highlights the need for clearer guidelines, structured methodologies, and greater institutional support to ensure their effective incorporation.