# Meta4 CBC: Metamodel for Competency-Based Curriculum Design in Higher Education
## 6 Example of the Use of the Meta4 CBC  
As an example of using the Meta4 CBC, we use data from the Computer Engineering program at the Universidad de La Frontera in Chile to demonstrate its usefulness from three points of view: (1) as a guide for the CBCD team, (2) as a common language to understand the relationships between curricular components, and (3) as rules for the development of support software at the CBCD stage. To demonstrate the metamodel's usefulness as a guide for the CBCD team, we will assume a case study in which all the components have been designed at the macro level and which is currently in the process of designing courses at the micro level. We will consider the relationships between the curricular components of the metamodel and the contemporary demands of the labor market and recent technological advances. The graduate profile is as follows: Graduates of Computer Engineering from the Universidad de La Frontera will be professionals capable of designing and managing complex information systems, developing advanced software and innovative technological solutions, with a strong emphasis on the ethical application of technology and a solid understanding of security implications. They must demonstrate skills to work in multidisciplinary environments and quickly adapt to emerging technologies. On the other hand, one of the degree competencies is: \"Develop, implement and evaluate software systems and technological solutions that are secure, efficient and sustainable, responding to the complex needs of the global and local context\". This competency directly reflects the elements of the graduate profile, linking the technical capacity and ethical responsibility that must characterize graduates. To verify this link, the metamodel uses the relationship \"the profile requires students to achieve the competency\". The curriculum design team decided to strengthen the cybersecurity component within the program due to its growing importance in software development and information systems management. To this end, a new module or course called \"Applied Cybersecurity\" is planned, which would be aligned with the competency and graduate profile described. The LO of the new course is to \"apply the most advanced protection and security techniques in software systems and networks\". The performance indicator is \"The student must be able to implement security solutions that prevent vulnerabilities in software systems and networks, evaluating their effectiveness through controlled penetration tests\". Thus, for the metamodel, the relationship between LO and the performance indicator component is: \"For each learning outcome, there must be at least one performance indicator that allows effective and objective verification of the achievement of the result\". Using the Meta4 CBC in the Computer Engineering program at the Universidad de La Frontera demonstrates how flexibility can be incorporated into the curriculum to adapt to the demands of the labor market and technological advances. By clearly defining the graduate profile and identifying key competencies, the metamodel allows the curriculum to be structured and systematically reviewed to align micro components with contemporary needs. In this example, the introduction of the \"Applied Cybersecurity\" course reflects a direct response to the growing importance of security in software development. This course is closely aligned with the competencies of the graduate profile, ensuring that students acquire relevant and up-to-date skills. The flexibility of the metamodel is manifested in its ability to facilitate a curriculum that not only meets established academic and professional objectives but also allows for rapid adaptation to new competencies required by the labor market. This ensures that the education provided is relevant and that students are well-prepared to face challenges in evolving technological environments.