Effects of competency-based curriculum on comprehensive higher education training: A bibliometric analysis
DOI:
https://doi.org/10.5281/zenodo.18226292Keywords:
competency-based curriculum, holistic education, higher educationAbstract
The objective of this research was to analyze the scientific output on the effects of competency-based curricula on the comprehensive education of higher education students, considering the period 2000–2025. Methodologically, the PRISMA 2020 protocol was adopted, which allowed for the identification of 68 records in Scopus and the selection of 15 articles for bibliometric analysis using VOSviewer software (v1.6.19; minimum threshold: 5 documents per author and 10 co-occurrences). The main findings highlight the leading authorship of Ten Cate O. (Netherlands; 54 documents, h-index=70), followed by Frank J.R. and Shumway J.D. (USA; 34 documents each, representing 35% of the total output). This demonstrates a Dutch-American predominance in 80% of the top authors. The co-occurrence analysis generated three thematic clusters: red (“competency-based curriculum”, weight 1.00), green (“higher education”, 0.85), and blue (“assessment”, 0.72), aligned with the theoretical triad of product-process-content. A post-pandemic surge (2025-2026) focused on deliberate practice is observed. Finally, it is recommended to move toward meta-analysis on employability, integrating databases such as Scopus, Web of Science, SciELO, and Ibero-American repositories for comparative studies.
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