# Meta4 CBC: Metamodel for Competency-Based Curriculum Design in Higher Education
## 2 Basic Concepts
### Curriculum Development
\begin{table}
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**Approach** & **Description** \\ \hline \multirow{6}{*}{Technical Approach} & This approach is based on the detailed planning and systematic implementation of a previously structured curriculum. The main objective is to achieve a predefined educational product where the teacher has a central role in achieving the expected results. It is oriented towards controlling the educational process and evaluating the final results. \\ \hline \multirow{6}{*}{Practical Approach} & In contrast to the technical approach, it focuses on the teaching-learning processes. It aims to encourage interaction between teachers and students, promoting constant reflection on educational practice. It is considered a qualitative approach, where the classroom experience is key to generating continuous improvements in education. \\ \hline \multirow{6}{*}{Social-Critical Approach} & This approach proposes education as a tool for transforming society. It integrates theory and practice through a dialectical process, where both students and teachers learn from their social reality and work on its transformation. This approach has a strong emancipatory component and seeks to ensure that the curriculum responds to social needs and promotes equity. \\ \hline \multirow{6}{*}{Competency-based Approach} & This approach focuses on developing specific competencies that students must acquire to respond to the labor market demands. The competency-based curriculum articulates theoretical and practical knowledge, allowing for continuous assessment of students against predefined standards. It is a flexible approach that adapts to the changing demands of industries and the technological environment. \\ \hline \multirow{6}{*}{Academic Approach} & This approach emphasizes intellectual development and organizing learning around traditional academic disciplines. It focuses primarily on theoretical and conceptual knowledge, and teaching is structured so students can develop deep cognitive skills. It is seen as a teacher-centered approach, with the teacher acting as the primary source of knowledge. \\ \hline \multirow{6}{*}{Network Curriculum Approach} & In this approach, the curriculum is organized around the interconnectedness of knowledge and experiences. It is based on a complex system where different disciplines and contexts interact, allowing students to acquire skills that enable them to adapt to different situations and work collaboratively. This approach seeks to prepare students for the dynamism and complexity of today’s world. \\ \hline \multirow{6}{*}{Outcomes-based Approach} & This approach focuses on achieving specific learning outcomes. The curriculum is geared towards students acquiring particular knowledge and skills in a given time. The teacher plays an active role in planning, organizing learning, and assessing students according to their performance in tests and practical tasks. \\ \hline \multirow{6}{*}{Life Skills Approach} & This approach aims to equip students with practical skills that enable them to cope with everyday life and the challenges of the world of work. It includes social, cognitive, and vocational skills that foster students’ autonomy and ability to make informed decisions and solve problems. \\ \cline{1-1}  & \\ \cline{1-1}  & \\ \cline{1-1}  & \\ \cline{1-1}  & \\ \cline{1-1}  & \\ \cline{1-1}  & \\ \cline{1-1}  & \\ \cline{1-1}  & \\ \cline{1-1}  & \\ \hline \hline \end{tabular}
\end{table} 
Table 1: Curriculum Approaches and Descriptions. emphasis has been placed on the development of transversal competencies, such as critical thinking and problem-solving, so that graduates can adapt to a globalized labor market. Internationalization of the curriculum is another key factor in preparing students to work in multicultural environments. Finally, curriculum development in Europe is closely linked to educational policies and socio-economic needs, ensuring that educational programs contribute to the economic and social development of the region [45].