Retos actuales de la educación con base en competencias. ¿Qué debe hacerse?

Background: Competency-based education (CBE) has expanded to meet the needs of more flexible, performance-oriented education systems; nevertheless, obstacles persist and evidence regarding its impact remains heterogeneous. Objective: To systematize current challenges in implementing competency-based education (CBE) and to identify feasible lines of action. Methods: Searches (2021–2025) in ERIC, Scopus, DOAJ, arXiv, and the UNESCO Digital Library. Inclusion criteria: open access; peer-reviewed or carrying an academic imprint; explicit focus on CBE or on critical components (competency assessment, self-regulated learning, leadership, learning analytics). A total of 612 records were identified; after deduplication and title–abstract screening, 78 full texts were reviewed; 22 met criteria for qualitative synthesis. A strict PRISMA protocol was not followed, but inclusion/exclusion decisions were documented. Results: Eight interdependent challenges were identified: (1) cultural resistance and sociocultural fit; (2) insufficient leadership and governance; (3) gaps in faculty development (pedagogical and digital); (4) limited development of self-regulated learning; (5) competency assessment with uneven validity and reliability; (6) technological and infrastructural deficits; (7) inequalities in access and inclusion; and (8) ethical governance of AI and learning analytics. Effective responses include distributed leadership with student participation; participatory diagnostics and formative pilots; situated faculty development programs; competency maps and triangulated assessment; interoperable ecosystems with data-governance policies; and “AI-resistant” assessment frameworks emphasizing transparency and accountability. Conclusions: CBE gains legitimacy and feasibility when adopted as institutional policy, aligning curriculum design, assessment, incentives, and organizational support within continuous-improvement cycles. Implications: Prioritize governance, faculty development, and authentic assessment to ensure sustainability and impact. Limitations: Study heterogeneity, an open-access focus, and non-strict application of the PRISMA protocol.