The formation of professional competencies in universities: Theoretical-methodological decisions and challenges in the implementations of a model

In recent decades, the Competency-Based Learning Model has been predominant in the educational policies of different countries. However, the approach has been implemented in different educational levels without a research basis to support the different elements of its conceptualization and implementation. Several authors and institutions have assumed the complex task of basing the model on certain theoretical sources that allow the conceptual enrichment of the proposal from both, pedagogical conceptions and other educational disciplines, aiming at its completion and integration. This paper analyzes a set of theoretical and institutional decisions, as well as the challenges involving the construction and implementation of the Model of Professional Competence in Higher Education institutions.