The present discussion was considered in light of the changes being incorporated into the curriculum design, specifically within the Dominican educational system. Therefore, the objective was to identify teaching-learning strategies for the development of fundamental competencies in secondary education students, with a reflection from the perspective of praxeology. The theoretical contributions of the Ministry of Education of the Dominican Republic (2016, 2022), Tobón (2008, 2013, 2014, 2018), among others, were assumed. The study was conducted with a positivist paradigm, a quantitative approach, descriptive research, a non-experimental design, and a cross-sectional field study. The population consisted of 36 teachers selected through non-probabilistic accidental sampling from various institutions in Santo Domingo. Data collection was done through a survey with a 30-item questionnaire o...