Curriculum, transversality and competency-based teaching in the digital age
DOI:
https://doi.org/10.71068/6kdw5e92Keywords:
curriculum, transversality, competencies, teacher training, Latin America, neuroeducationAbstract
The processes of social and technological transformation have redefined the educational demands of the school system, requiring a shift beyond content-centered curricular approaches toward an integral framework based on competencies. This article examines the relationship between curriculum, transversality, and competency-based teaching within the Latin American context, characterized by inequalities in access to technology and teacher training. Drawing on a systematic review of academic literature (2016–2026) and the analysis of institutional cases, the study proposes the articulation of neuroscience and language (reading, writing, oral communication) as the foundation of lifelong learning and as a universal competency that permeates the entire curriculum. The research rigorously distinguishes between capacity, skill, and competence, and advances principles of curricular engineering aimed at fostering talent formation in the digital era. It concludes that curricular updating, accompanied by teacher training policies in critical and systemic thinking and authentic assessment practices, constitutes a strategic axis to promote civic and technological development in the región
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