Teaching Praxis in the Face of the Competency-Based Approach and Its Impact on Comprehensive Skills.

Abstract

The implementation of the competency-based approach in Ecuadorian Basic Education was analyzed, examining its impact on the development of comprehensive skills from the teaching perspective. The methodology was qualitative under a case study design, with the participation of 25 intentionally selected teachers. Data collection combined semi-structured interviews, focus groups, and careful document analysis. The findings revealed a rather marked dissonance between what the theoretical approach proposes and what effectively happens in the classroom. This incomplete understanding translated into a praxis that privileged procedural skills, those that are taught quickly and assessed easily, to the detriment of higher cognitive abilities and socio-emotional competencies, which require more time, more support, and, above all, a different pedagogical perspective. The result was an uneven development among students, with a very limited capacity to transfer what was learned to new contexts. The discussion arising from these findings leads to a critical reflection: the proposed competency-based approach does not work because it is designed for adult education and not for children and adolescents. Without genuine, attentive, and sensitive pedagogical mediation attuned to the paces and needs of each child or young person, the approach risks doing the exact opposite of what it promises: instead of fostering a comprehensive education, it could be widening gaps, not only cognitive but also affective and social. Equally crucial is reviewing the curricular designs so that they truly enable, rather than hinder, student development that is genuinely comprehensive.