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Competence-based education is a widely implemented educational approach, but more research is needed into the relationship between transversal competences and individual disciplines. In this article, we present the results of a study focusing on how the transversal competence of multiliteracy is contextually defined in Finnish local curricula in the disciplines of mathematics and social studies. The article offers new insights into the discussion between content-and competence-based educationsdoi:10.1080/20004508.2020.1855827 fatcat:kkx2zon4afalvp7aapkqc5andq