Evaluation of the competency-based curriculum and its impact on university academic performance in Los Santos

Abstract

n recent decades, the competency-based curriculum has gained relevance in Latin American higher education, as it is proposed as a model aimed at integrating knowledge, skills, attitudes, and values in alignment with the demands of the knowledge society. This systematic study had the general objective of evaluating the competency-based curriculum and its impact on the academic performance of university students in the province of Los Santos. For this purpose, 30 secondary sources published between 2020 and 2025 were reviewed, including indexed scientific articles, international reports (UNESCO, OEI), national regulations (CONEAUPA, Law 81), and study plans of undergraduate education programs. The content analysis was organized into five categories: conceptualization of the approach, curricular structure, transversal competencies, assessment mechanisms, and articulation with the graduate profile. The results indicate that private universities present greater curricular flexibility and a more systematic incorporation of transversal competencies, while public universities maintain more rigid structures and limitations in competency-based assessment. In both institutional modalities, progress was identified in the inclusion of professional practices, although limited linkage with the productive sector was observed. It is concluded that the implementation of the competency-based curriculum in the province of Los Santos is progressing gradually, but still requires strengthening teacher training, curricular innovation, and articulation with the socio-labor environment to enhance its impact on student academic performance.