Competency-based education (CBE) as a higher education model is one of the topics that has shown an increased interest in the study, both by university academics and the labor sector, in the last decade. The scientific and academic production in this area has been rising steadily in the last 12 years . One characteristic of CBE is the diversity of suggestions to define and classify competencies. This phenomenon can be explained by the diversity of theoretical perspectives that make it possible to conform to the CBE model . For the effect of this Call of Proposals, there is one definition on which the TEC21 Educational Model is supported, as well as two types of competencies. Then, competency is defined as a combination of knowledge, skills, and attitudes appropriate to the context. Competence indicates the ability to adequately apply learning outcomes in a defined context (education, work, personal or professional development). Competence is not limited to cognitive elements; it also encompasses functional aspects, as well as interpersonal attributes, and ethical values .