From academic training to labor market insertion: a systematic review on the contribution of Capstone projects to the development of occupational competencies
DOI:
https://doi.org/10.71112/v0ay9h69Keywords:
Capstone, occupational competencies, labor market insertion, higher education, systematic reviewAbstract
The persistent gap between university education and labor market demands represents one of the most significant challenges in contemporary higher education. In this context, Capstone projects have emerged as integrative pedagogical strategies that seek to bridge academic learning and professional performance. This article aims to analyze, through a systematic review, the available empirical evidence on the contribution of Capstone projects to the development of occupational competencies in higher education students during the period 2015–2025. The PRISMA 2020 methodology was applied, with searches conducted in Scopus, Web of Science, ERIC, and Redalyc databases, using descriptors in English and Spanish. A total of 42 primary studies were selected after applying rigorous inclusion and exclusion criteria. The results show that Capstone projects contribute significantly to the development of transversal competencies—communication, teamwork, critical thinking, and problem-solving—as well as specific technical competencies. Three predominant implementation models were identified: end-of-degree integrative Capstone, collaborative interdisciplinary Capstone, and community-oriented Capstone. Evidence shows a positive correlation between participation in Capstone projects and early employability of graduates. It is concluded that the Capstone, when curriculally aligned with graduate profiles and labor market needs, represents an effective tool to reduce the gap between academic training and labor market insertion.
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