Instructional Design and Competency-based Planning: A Critical Look from the Perspective of University Transformation in Venezuela

Abstract

This article analyzes the transition from traditional instructional design to a competency-based planning model within the Venezuelan university education subsystem. The objective is to critically evaluate the relevance of current teaching models in light of the demands of contemporary society and the legal framework of the Venezuelan State. Through a documentary review of an informative and argumentative nature, classical definitions of instructional design are examined and contrasted with the socio-formative approach and liberating pedagogy. The findings suggest that the Napoleonic modernist model, focused on the linear transfer of information, is insufficient for the formation of the "new republican." It is concluded that it is imperative to redefine the teaching role towards a mediator and strategic planner profile that promotes the dialogue of knowledges and the integral development of the being (being, knowing, doing, and living together). This transformation not only responds to national guidelines, but also guarantees an empowering, flexible education linked to the real needs of local communities.