This practice paper describes the implementation of a large-scale multidisciplinary learning experience embedded in the competency-based educational model at a multicampus university. Aiming to prepare engineering students for the demands of the 21st century, six elective courses engaged over 3,800 final-year students from ten campuses in solving real-world interdisciplinary challenges alongside 22 faculty members from diverse disciplines. Each course was designed around a complex societal or technological problem, encouraging students to work in multidisciplinary teams and apply knowledge collaboratively. Using a mixed-methods approach-including student competence evaluations, and faculty surveys-the study assessed the development of key transversal competencies: collaboration, systems thinking, and innovation. Results show a significant improvement in systems thinking and innovation in multidisciplinary contexts, while collaboration emerged as both a strength and a challenge-highlighting the complexity of teamwork across disciplines. Faculty reflections revealed that successful outcomes depended strongly on early planning, integration of course content, and clear coordination mechanisms. Student feedback emphasized the value of learning in diverse teams, particularly in enhancing communication and problem-solving skills. However, gaps in prior knowledge occasionally hindered collaboration, underscoring the importance of scaffolding and inclusive team dynamics. This paper reflects on the structural and pedagogical conditions that enable effective multidisciplinary collaboration and offers practical insights for institutions aiming to implement authentic, challenge-based learning experiences to strengthen transversal competencies in engineering education.
