Abstract
The aim of the research was to evaluate from the perception of university professors from four areas of knowledge of a Mexican public university the effectiveness of the competency-based approach regarding its application in the classroom. The dimensions considered were: syllabus; knowledge of the approach; application in the classroom; and perception of advantages and disadvantages of said approach. The sample consisted of 341 professors. Descriptive and comparative analyses were performed (chi-square). The main results, among others, show that depending on the area of knowledge a considerable percentage of professors are not familiar with the approach and they find it difficult to apply in the classroom; this regarding the type of teaching methods related to the approach as well as the learning assessment strategies used. It is also questioned the impossibility of the application of the approach in large groups. The development of this research, among other contributions, presents empirical evidence that contributes to the discussion on the difficulties and possibilities in the instrumentation of the competency-based approach in the classroom; the importance of assessing the institutional context; and the particularities of the area of knowledge where the approach is applied