Abstract

Professional training in Agronomy and Forestry Engineering faces the challenge of responding to ecological crises, productive transformations, and increasing territorial demands. This article presents a systematic literature review, which is confined to the period 2012 to 2024 and is grounded in the frameworks of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and Search, Appraisal, Synthesis, Analysis (SALSA), aimed at identifying, categorizing, and analyzing the key competencies that guide a sustainable training model in agricultural and forestry biosystems. The analysis included 28 peer-reviewed studies and technical documents from international organizations, selected through rigorous inclusion and exclusion criteria. References published after the search period were used only as contextual and theoretical update sources and were not included in the corpus subjected to systematic coding. The findings reveal five integrated categories of competencies: specialized technical competencies focused on ecosystem management and the use of emerging technologies; socio-environmental competencies oriented toward participatory management and ecological justice; territorial and cultural competencies that acknowledge local knowledge and sociocultural diversity; transversal competencies related to communication, interdisciplinary collaboration, and critical thinking; and ethical-political competencies that emphasize social responsibility and the transformation of productive models. The discussion highlights tensions between the technocratic paradigm of competency-based education and the need for comprehensive, contextualized, and emancipatory approaches. Additionally, curricular implications are identified, including the integration of emerging competencies into graduation profiles, the updating of teaching methodologies, the strengthening of territorial connections, and the revision of quality assurance systems. The study concludes that advancing toward sustainable professional training in biosystems requires overcoming instrumental logic and developing curricular frameworks that articulate technical, ethical, ecological, and sociopolitical dimensions.