Curricular elements for competency-based curriculum redesign in law programs

Abstract

Curricular elements are essential components in competency-based curriculum redesign processes, as they guide university education in accordance with social, professional, and institutional demands. Within the context of higher education, these elements enable the coherent articulation of educational objectives, content, teaching methodologies, and assessment processes to address the transformations of contemporary society. The objective of this study was to identify the curricular elements required for the redesign of the Law Program at the Universidad de Ciencias Comerciales, based on the competency-based approach proposed by Tobón (2013), which promotes the integration of knowledge, skills, and attitudes in professional education. The research was conducted using a qualitative approach aimed at understanding the phenomenon from the perspective of the stakeholders involved. Theoretical methods, including analysis and synthesis, as well as empirical methods such as surveys, semi-structured interviews, and focus groups, were employed. The collected information was analyzed through inductive and deductive procedures and complemented by data triangulation processes to ensure the validity and consistency of the findings. The results identified the curriculum structure, object of study, program objectives, graduate profile, and professional internships as fundamental curricular elements. Furthermore, the findings revealed the need to strengthen the articulation among these components to ensure relevant, comprehensive, and coherent legal education aligned with current demands. It is concluded that the updating and integration of curricular elements are essential for guiding a competency-based curriculum redesign, strengthening the internal coherence of the curriculum, and effectively responding to contemporary legal, labor, and institutional demands.