Developing Competencies for Employability: A Systematic Review of Participatory, Situated, and Reflective Practices

Abstract

Technological and organizational transformations are increasing the need to understand how professional competencies are developed, assessed, and mobilized over time. This systematic review examined participatory, situated, and reflective approaches to competency development and employability, addressing four questions concerning competency conceptualization, development and assessment practices, employability-relevant outcomes, and contextual facilitators and barriers. English-language journal contributions and full conference papers published between 2000 and 2024 were eligible. Scopus and Web of Science were searched between June and October 2024. Data were synthesized through descriptive synthesis and qualitative content analysis. Of the 382 records, 42 contributions were included (33 empirical, 8 conceptual, and 1 combining conceptual and empirical components). Six thematic areas emerged: constructivist approaches, organizational contexts, training and education, assessment and self-assessment, collaborative learning and boundary spanning, and framework development. Competencies emerged as dynamic, context-dependent resources developed through experience, participation, reflexivity, feedback, and interaction. Their mobilization also depended on educational, relational, and organizational conditions. The evidence base was heterogeneous and limited by restricted database coverage. A further limitation is that screening, data extraction, and initial coding were conducted by one reviewer, with subsequent discussion and validation involving co-authors.