Factors Influencing the Professional Competencies of Engineering Students: A Prospective Continuous Improvement Approach

Abstract

This research aimed to predict the level of professional competencies using key elements of the educational process, such as teacher performance, the school climate, and evaluation methods. The study was developed from the perspective of students enrolled in the Facultad de Ingeniería Mecánica y Eléctrica of the Universidad Autónoma de Nuevo León, recognizing that their perceptions offer valuable insight into how academic practices influence competency development.
To conduct the analysis, a quantitative approach with a correlational predictive design was applied, and multiple regression techniques were used on a sample of 332 students from different semesters and academic programs. The results showed that the educational elements examined were statistically significant predictors of the level of professional competencies, collectively explaining 73% of the variance. These findings underscore the critical role that instructional quality, institutional environment, and assessment practices play in shaping the professional readiness of engineering students. Furthermore, the study emphasizes the need for continuous improvement strategies in higher education, particularly those aimed at strengthening teaching methodologies, promoting a positive and collaborative school climate, and implementing fair and meaningful evaluation processes. Overall, the evidence suggests that enhancing these components can contribute substantially to the formation of highly competent engineering professionals prepared to meet current and emerging demands in the field.