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In a highly complex, competitive, and innovative globalized world, the topic of competencies has emerged as means to link universities with the real needs of the firms. But this topic far from being clear is confusing and ambiguous in the specialized literature. Competencies have been classified in education according to two approaches—behaviorism and constructivism and a polemic arises when trying to determine which of them prevails in higher education. The Mexican Ministry of Education (SEP) asserts that the constructivist approach prevails in Mexico, while the one behaviorist has considerably diminished in the face-to-face, e-learning, and b-learning modalities. A non-experimental, quantitative, descriptive, and simple cross-sectional research was designed with the aim to analyze the effectiveness of the different educational modalities to develop competencies at the undergraduate schools of the business area of UPAEP. The results show that a behaviorist approach prevails even if the discourse is constructivist.

Comparison of the Ability to Develop Competencies Among the Face-to-Face, E-learning, and B-learning Modalities: From Behaviorism or Constructivism