Despite global interest in active learning methodologies, limited empirical evidence exists on their implementation in developing countries, particularly regarding their relationship with teaching competencies. This study explores the association between teaching competencies and the application of active learning methodologies in a Peruvian public university. We hypothesized a strong positive correlation between specific teaching competencies--planning, pedagogical practice, and assessment--and the effective use of student-centered, personalized, and globally integrated methodologies. Using a non-experimental, cross-sectional correlational design, data were collected from 167 education students through validated questionnaires. Statistical analyses included descriptive measures, Spearman correlations, cluster analysis, and multiple correspondence analysis. Findings revealed a strong correlation (r = 0.862) between teaching competencies and active methodology implementation. Three teacher profiles--high-performing, moderate, and developing--were identified, each demonstrating distinct patterns of competency and methodology use. The analysis also uncovered strong associations between pedagogical practice and learning personalization, but weaker integration between student-centered strategies and global-intercultural dimensions. These results emphasize the multidimensional nature of effective teaching and the need for targeted professional development. While the study confirms the relevance of integrated teaching models, limitations related to sample size, context specificity, and self-reported data suggest cautious generalization. Future research should adopt mixed-method, longitudinal designs across diverse institutional contexts.