Objective:

This paper aims at disclosing the main problem competency-based education curricular design is currently facing.

Methods:

The researchers rely on a qualitative methodology for systematizing theory and practice.

Results:

The main finding is a body of requisites for competency-based education curricular design from the perspective of the historical and cultural approach.

Conclusion:

The study proves that prove that competency-based education curricular design demands a high specialized levels, a forecasting sense, creativity, innovation, researching experience, together with a personal commitment of designers to the graduates’ professional contextual environment.

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