Mastery Reimagined: Competency-Based Frameworks That Transform Student Agency and Outcomes

Abstract

Competency-based education (CBE) represents a paradigmatic shift from traditional time-based learning models to mastery-oriented frameworks that prioritize demonstrated proficiency over seat time. This theoretical paper examines how CBE frameworks transform student agency and learning outcomes through personalized pacing, transparent learning progressions, and mastery-oriented assessment systems. Drawing from constructivist learning theory, self-determination theory, and contemporary educational research, this analysis explores the theoretical mechanisms through which competency-based approaches enhance learner autonomy, metacognitive development, and achievement. The paper critically evaluates empirical evidence regarding CBE implementation across K-12 and higher education contexts, identifying conditions under which these frameworks optimize student engagement and performance. Key findings suggest that effective CBE systems integrate clear competency articulation, formative assessment practices, flexible learning pathways, and robust support structures. However, implementation challenges including technological infrastructure requirements, faculty development needs, and equity considerations complicate widespread adoption. This paper argues that when thoughtfully designed and systematically implemented, competency-based frameworks offer transformative potential for developing self-directed learners capable of demonstrating authentic mastery while addressing persistent achievement gaps in traditional educational systems.