This research analyzes the development of generic competencies and learning outcomes through the implementation of Challenge-Based Learning (CBL) in a higher education institution. This research aims to identify a performance indicator of academic achievement based on the development of generic competencies. Professional training requires the solid development of transversal and higher-order skills that facilitate efficient performance in changing work contexts. It is essential that higher education prioritize innovation, creativity, relational skills, and, especially, the meaningful appropriation of knowledge, as well as comprehensive training in important competencies for life and work. This research identified a performance indicator of academic achievement based on the development of key generic competencies. This allows for balanced planning and relevant teaching strategies for classroom management for the development of generic and specific competencies through the implementation of CBL. In addition, important findings related to behaviorism are shown in certain ranges of competency performance. In summary, the results show that the institutional CBL strategy must be intentionally planned, considering behavioral effects that do not prevent the decline of these competencies.