Abstract

Higher education institutions have had to transit toward a competency-based curriculum, which has led to constant changes and updates to their curricula. There is a need to review and analyze empirical research in competency-based training contexts, specifically regarding gender subjectivity. Scientific articles were collected from the Web of Science, Scopus, and SciELO databases under the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) model. A sample of 907 articles was obtained, from which seventy research studies were finally selected based on inclusion and exclusion criteria. The results showed that most of the studies were concentrated in Spain and characterized by a descriptive quantitative method. Most of the participants were of the female gender, which left a gender gap concerning male gender subjects. The proposal of competencies and their implication in gender subjectivity was focused on the gender self-concept of the individuals, mainly on their self-esteem, self-efficiency, and authenticity, mediated by the typification and stereotypes associated with professional roles. On the other hand, the instruments used to measure competencies were focused on self-reporting and perceptions and were not situated in real or simulated contexts. Finally, the degree of knowledge was focused on understanding the potential they had to learn and do—that is, to value conceptual and procedural knowledge.