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This introduction comes from an international academic project that connects universities in Colombia, Ecuador, and Germany, with the support of DAAD. Its main objective is to promote research, exchange of experiences, and innovative approaches to competency-based higher education. It highlights the need to align education with global changes and local realities.

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Competencies enable students to think critically, analyze reality, and act responsibly in professional and social contexts. They prepare individuals not only to find employment but also to contribute to society. The introduction invites readers to reflect, compare approaches, and embrace a competency-based model as an urgent task in higher education.

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The book presents different perspectives, research results, and innovative teaching practices. Its aim is to show how competency-based teaching, learning, and assessment can empower teachers and students. It emphasizes that adopting competencies is not just a trend, but a necessary transformation to improve quality in higher education.

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How can universities foster these competencies effectively? The challenge is to design teaching and assessment strategies that go beyond exams and lectures. Strategies such as problem-based learning, project-based learning, collaborative work, and formative assessment can help students grow in competencies.

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What generic competencies should every student develop to thrive in the 21st century? Examples include critical thinking, teamwork, communication skills, creativity, adaptability, and digital literacy. These are not optional; they are essential for personal and professional success.

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“Inert knowledge” refers to information that is memorized but not applied. Competency-based education seeks to overcome this by promoting meaningful learning, where students connect knowledge to real situations, analyze problems, and propose solutions. The goal is to turn knowledge into a tool, not just stored information.

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The shift is from a content-centered model to a competency-centered one. Instead of focusing only on “what to teach,” the priority becomes what knowledge, skills, and attitudes students should acquire. This new paradigm emphasizes learning outcomes, lifelong learning, and the ability to adapt knowledge to different contexts.

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Higher education should not be limited to professional training or academic theory. It must be a holistic process that integrates intellectual, ethical, social, and physical dimensions. Universities should prepare individuals who can face the challenges of modern society with responsibility and critical thinking.

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Teachers are key actors in this transformation. They are not just transmitters of information but facilitators of learning. Their role includes designing innovative teaching strategies, guiding students in reflective processes, motivating them to take an active role, and creating environments where competencies can be applied in real-life situations.

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Didactics must adapt to the competency-based model. This means creating interactive, flexible, and student-centered methods. Learning activities should integrate theory with practice, allowing students to learn by doing. Innovation is essential to make education relevant and engaging in the 21st century.