In the current educational landscape, the Learn to Learn (LtL) competence stands out as a crucial element in the academic and personal formation of university students, highlighting the urgent need for curriculum design that promotes its development. This study, which is part of a broader research project focusing on the design and curricular development of this competence in university programmes, presents the results of the implementation of two methodological proposals aimed at promoting and assessing this competence.

The LtL competence, conceptualised as a personal, social and learning skill according to the guidelines of the European Competence Framework (CE, 2018), has gained crucial importance in the contemporary educational context. Its definition has evolved over time, expanding beyond the cognitive, metacognitive and affective-motivational dimensions initially considered (Pintrich, 2004; Weinstein, Husman & Dierking, 2002; Zimmerman, 2000). Additional dimensions such as the social-relational (Hadwin, Wozney & Pontin, 2005; Järvelä, Järvenoja & Malmberg, 2019; Zimmerman, 2000) and, more recently, the ethical dimension (Gargallo-López et al., 2020) have been included, enriching its understanding and scope.

Given the intrinsic complexity of LtL competence, this intervention phase includes experiences aimed at validating methodologies focused on the development of specific dimensions and sub-dimensions. In particular, this study focuses on the cognitive dimension, emphasising effective information management and the use of information and communication technologies (ICT), and the metacognitive dimension, with a particular emphasis on problem solving as a fundamental strategy for developing critical and reflective skills in students.

The strategies implemented took place in specific subjects of two different university programmes. Firstly, the first year course in Conservation and Restoration of Cultural Heritage (CRBC) addressed the specificities of this discipline and its multidisciplinary context, where problem solving is essential for academic and professional success. Secondly, attention was drawn to a second year course in the Dual Degree in Food Science and Technology / Business Administration and Management (CTA/ADE), highlighting its intrinsic relationship with information management and analysis.

The main relevance of this research lies in its contribution to the design of specific interventions that address the cognitive and metacognitive dimensions of learning-to-learn competence. The results obtained will not only provide valuable insights into the effectiveness of these strategies in different university environments, but will also provide a solid basis for future research and curriculum improvement. In this context, it is expected that this study will not only benefit the academic community involved, but will also have a positive impact on society at large by promoting the holistic development of students and preparing them for the changing challenges of the contemporary world.

Experience 1: The Degree in Conservation and Restoration of Cultural Heritage at the Faculty of Fine Arts in UPV involved the study of the subject "Fundamentals of Physics and Chemistry for Conservation," which was conducted in two groups of approximately 55 students each during the first year of the program. This subject focused on examining the primary materials comprising Cultural Heritage, particularly emphasizing their physical-chemical properties and processes of alteration. Within this context, the metacognitive dimension of the Learn to Learn (LtL) competence, specifically the problem-solving subdimension, was addressed. To enhance problem-solving abilities, concept maps were utilized through a series of five activities, preceded by training on map creation. These activities were adaptable for individual or group participation. The concept map served as a tool to identify problems, variables, hierarchical relationships between concepts/properties, and ultimately, the development and evaluation of solutions. Assessment of the concept map was conducted using a rubric. Experience 2: The Dual Degree in Food Science and Technology / Business Administration and Management (CTA/ADE) from the School of Agricultural and Environmental Engineering of the UPV included the subject "Chemical Composition of Food," a 6 ECTS course spanning 32 one-hour sessions with a class size of 22 students. This course aimed to facilitate the identification, classification, and localization of chemical components in food. Additionally, it provided insights into recognizing and categorizing major groups of food additives used in the industry, along with an understanding of the current legislation governing their utilization. The subject presented a unique challenge for students, requiring active participation in the pursuit of accurate and high-quality information within scientifically and technically validated environments, while avoiding unverified informational sources. The Cognitive dimension was a key focus, specifically emphasizing the sub-dimensions of effective information management and the application of Information and Communication Technologies (ICT). To foster these skills, students engaged in four seminars designed to equip them with tools for sourcing information from reliable outlets and methodologies for crafting scientific texts. Throughout the course, various evaluated activities gauged students' progress. In both experiences, students underwent pre-test questionnaires and activities at the intervention's onset and post-test questionnaires and activities at the course's conclusion. The questionnaire used (QELtLCUS, Gargallo et al., 2021) followed a self-report format, encompassing 85 items grouped into five scales assessing the five dimensions and 21 sub-dimensions. Students responded to the items using a Likert-type scale, ranging from agree to disagree.

The main purpose of this study has been to introduce two methodological approaches designed to enhance processes and skills associated with the development of subdimensions of the LtL competence: problem-solving (Metacognitive Dimension) and effective information management and use of Information and Communication Technologies (ICT) (Cognitive Dimension). The exhaustive analysis of the questionnaire has revealed significant differences between the two student groups subjected to the proposed methodologies, evaluated from a pre-test to a post-test, in the average scores of the addressed dimensions. This is an expected result, due to the efforts dedicated to teaching and working with the students on these aspects throughout the learning process. In the first experience, improvement was observed in all five evaluated dimensions, while the second experience showed progress in all subdimensions of the Cognitive Dimension. These findings will enable relevant adjustments in teaching-learning activities to minimize the challenges encountered by students, thus creating an optimal environment for the acquisition of LtL competence. Based on these data, we can assert that training programs integrated into regular teaching within the regular curriculum generate positive effects on the development of LtL competence. Moreover, this confers greater functionality, allowing the visibility and clarification of competence teaching by incorporating it into the curriculum for teaching, learning, and assessment. In spite of the limitations of this study, carried out with non-equivalent control groups, it is noteworthy that across various experiences in different courses and programs, initial assessments of students (PRE) in the five dimensions of the LtL competence show a similar distribution, reflecting comparable perceptions.

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