The implementation of the Competency-Based Curriculum Framework (MCC) in Ecuador represents a complex process that requires structural transformations in curriculum planning, teaching practices, and the teacher's role. This qualitative, phenomenological study aimed to understand the educational management strategies needed to effectively implement the MCC in an educational institution in the province of Tungurahua. Semi-structured interviews were conducted with department heads and school authorities, and the analysis was organized into four categories: understanding the framework, teaching competencies, competency-based planning, and institutional changes. The findings show progress in the adoption of methodologies such as STEAM, interdisciplinarity, and neuroeducation, reflecting a strong commitment to continuous improvement. However, challenges persist regarding the lack of specific training, limited access to technological resources, and resistance to change. Competency-based planning faces difficulties related to curriculum fluidity and progression, especially in under-resourced public education contexts. Additionally, weaknesses in pedagogical leadership and institutional coordination hinder the full adoption of the new curriculum. The study concludes that proactive educational management—focused on teacher support, inter-institutional collaboration, and investment in training and resources—is essential for consolidating the implementation of the MCC and responding to 21st-century educational demands.
Auquilla et al. (Wed,) studied this question.