Theoretical framework. In today’s complex world, so-called generic skills are increasingly needed in various areas of life. In this study, the concept of ‘generic skills’ refers specifically to higher-order thinking skills such as critical thinking and argumentation (see Tuononen et al., 2022). Generic skills are highlighted as one of the key learning objectives in higher education at both institutional and policy level (Tuononen et al., 2022; Van Damme, 2022). However, it is known that not all students achieve these skills in a similar way. Previous research has shown that, for example, there is variation in early-stage higher education students’ generic skills (e.g. Kleemola, 2023; van der Zanden et al., 2019). Factors such as students’ socioeconomic background and prior education have been found to contribute to this variation (Evens et al., 2013; Kleemola et al., 2023). More information is still needed about different factors explaining variation in generic skills, especially among final-stage undergraduate students.

One relatively underexamined perspective concerns associations of students’ generic skills with their sense of belonging to higher education. Sense of belonging can be understood as students’ experiences of belonging and connectedness both to their institution itself and especially to the social relationships within it (Ahn & Davis, 2020; Dost & Mazzoli Smith, 2023; Pedler et al., 2022). Previous studies in a higher education context have shown that sense of belonging is associated with, for example, academic achievement and motivation (see e.g. Pedler et al., 2022; Verbree et al., 2025). Although there seems to be little research on the topic from the perspective of generic skills, for example, Møgelvang and Nyléhn (2023) found in their study a strong positive correlation between undergraduate students’ generic skills and sense of belonging. Since generic skills are seen as essential learning outcomes in higher education, it would be important to investigate the connection between them and sense of belonging in more detail.

Objectives. This study aims to examine associations of Finnish final-stage undergraduate students’ generic skills with their sense of belonging to higher education institution. The aim is to examine the extent to which sense of belonging explains variation in generic skills among students in the two Finnish higher education sectors—research-intensive universities and universities of applied sciences. The research questions are as follows: 1) To what extent is students’ sense of belonging to higher education institution associated with their generic skills? and 2) To what extent do students from different higher education sectors differ in these associations?

Context. The core tasks of the Finnish higher education sectors, as defined in law, differ from each other: universities focus on conducting scientific research and providing education based on it, while UASs focus on meeting the needs of working life and regional development by providing practical education. There are currently 14 universities and 24 UASs in Finland. Instrument. In this study, a test instrument called Collegiate Learning Assessment (CLA+) International was used. It is a performance-based assessment measuring higher education students’ generic skills, especially analysis and problem-solving, argumentation, and written communication skills. The CLA+ contains two main sections, an open-ended performance task (PT) and a set of selected-response questions (Ursin et al., 2021; Zahner et al., 2022). At the end of the test students also fill in a background survey including questions regarding, for example, their sense of belonging to higher education institution. The CLA+ is originally a US-based instrument, and it was translated and adapted to the Finnish context. Participants, data collection, and analysis. The participants (n = 900) were final-stage undergraduate (third-year) students from four universities and ten UASs in Finland. The data were collected between 2023 and 2026 as a part of a larger research project investigating higher education students’ generic skills. The CLA+ test was computer-based and lasted approximately two hours in total. Participation was voluntary for students, and the participants were asked for written consent. In this study, the scores received by the participants from the CLA+ test and self-reported information about sense of belonging to higher education institution will be used as variables in the analysis. Sense of belonging was measured by applying the questions used in the PISA study to investigate how socially connected students feel at school (see OECD, 2019, p. 130). The associations between students’ generic skills and sense of belonging will be analyzed quantitatively by using regression analysis.

Since this research is a work in progress, only the expected outcomes can be discussed here. The preliminary results of the study will be completed by the time of presentation. Based on previous research (see Møgelvang & Nyléhn, 2023), it could be assumed that final-stage undergraduate students’ sense of belonging would be somehow associated with their generic skills. However, research on the connection between generic skills and sense of belonging is still scarce. This study will therefore provide new information on the topic. The preliminary results will be discussed in more detail in the presentation, for example from the aspect of higher education pedagogy.

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