Collaborative Problem-Solving Competence of University Students: Conceptual Framework, Structural Components, and Influencing Factors

Lam Hung Son*(First author), Nguyen Thi Thu Huong (Corresponding author)
Email: hungsonhvu@gmail.com
Hung Vuong University, Vietnam

Abstract

Collaborative problem-solving (CPS) has become a critical competency in competencybased higher education. This study aims to systematize the theoretical foundations of CPS among university students through a comprehensive review of domestic and international literature. Integrating major theoretical perspectives on competence, problem solving, and collaboration, CPS is conceptualized as a socio-cognitive competence situated in higher education learning contexts. The study synthesizes existing research to clarify the conceptual structure and key behavioral indicators of CPS, as well as major factors influencing its development, including individual characteristics, instructional and learning environments, and socio-professional contexts. In addition, the paper examines competency-based approaches to CPS assessment, highlighting the integration of process-oriented and outcome-oriented measures in collaborative learning activities. Based on this synthesis, a comprehensive theoretical framework for university students’ collaborative problem-solving competence is proposed, offering theoretical and practical implications for instructional design and the development of assessment instruments in higher education.

Keywords (for an international academic paper): Collaborative Problem-Solving Competency; University Students; 21st-Century Competencies; Collaborative Learning; Competency-Based Assessment.

Article Type: Open Access

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