Competencias y educación superior

university education based on models that view content as primordial objectives of learning is being modified, due to accelerated change in knowledge, and as a consequence, the provisional nature of knowledge. higher education should address the education of individuals who adjust to changing circumstances and problems in a varied, effective manner. an alternative is skill-based education. such learning, however, faces theoretical limitations and deeply rooted beliefs about the essence of teaching, learning, and evaluating. this article proposes a conception of the teaching/learning process as didactic interaction, considering the following determining factors: student and teacher performance, referent objects, disciplinary criteria, achievement, and the disciplinary setting.