Factors Influencing the Professional Competencies of Engineering Students: A Prospective Continuous Improvement Approach.
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| Title: | Factors Influencing the Professional Competencies of Engineering Students: A Prospective Continuous Improvement Approach. |
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| Authors: | Vega García, Karina1 karina.vegagrc@uanl.edu.mx, García Rebolloso, Martha Elia2 martha.garciab@uanl.edu.mx, Guerrero Villegas, Juan Diego2 jguerrerov@uanl.edu.mx |
| Source: | International Journal of Instruction. Jul2026, Vol. 19 Issue 3, p17-36. 20p. |
| Subject Terms: | *Engineering education, *Higher education, *Psychology of students, *Effective teaching, *Evaluation methodology, *School environment, Professional competence, Continuous improvement process |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195073843 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Factors Influencing the Professional Competencies of Engineering Students: A Prospective Continuous Improvement Approach. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vega+García%2C+Karina%22">Vega García, Karina</searchLink><relatesTo>1</relatesTo><i> karina.vegagrc@uanl.edu.mx</i><br /><searchLink fieldCode="AR" term="%22García+Rebolloso%2C+Martha+Elia%22">García Rebolloso, Martha Elia</searchLink><relatesTo>2</relatesTo><i> martha.garciab@uanl.edu.mx</i><br /><searchLink fieldCode="AR" term="%22Guerrero+Villegas%2C+Juan+Diego%22">Guerrero Villegas, Juan Diego</searchLink><relatesTo>2</relatesTo><i> jguerrerov@uanl.edu.mx</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jul2026, Vol. 19 Issue 3, p17-36. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Continuous+improvement+process%22">Continuous improvement process</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195073843 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.1932a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 17 Subjects: – SubjectFull: Engineering education Type: general – SubjectFull: Higher education Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Evaluation methodology Type: general – SubjectFull: School environment Type: general – SubjectFull: Professional competence Type: general – SubjectFull: Continuous improvement process Type: general Titles: – TitleFull: Factors Influencing the Professional Competencies of Engineering Students: A Prospective Continuous Improvement Approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vega García, Karina – PersonEntity: Name: NameFull: García Rebolloso, Martha Elia – PersonEntity: Name: NameFull: Guerrero Villegas, Juan Diego IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
