Modelo de Gestión Curricular Basado en Competencias para Programas de Ingeniería
Competency-Based Curricular Management Model for Engineering ProgramsContenido principal del artículo
Introducción: La educación universitaria en ingeniería enfrenta el desafío de integrar formación técnica con competencias transversales, respondiendo a un entorno laboral globalizado y tecnológicamente cambiante. Objetivo: Formular y validar un modelo integral de gestión curricular basado en competencias para programas de ingeniería universitaria, articulando diseño, gestión operativa y evaluación continua. Metodología: Se adoptó un enfoque mixto de carácter socio-crítico con diseño secuencial multietapa, que incluyó análisis documental, diagnóstico de brechas curriculares, juicio de expertos y aplicación piloto en programas reales de ingeniería. Resultados: Se desarrolló un modelo integrador estructurado en tres componentes: diseño curricular, gestión operativa y evaluación continua. Los expertos validaron su pertinencia y aplicabilidad, evidenciando mejoras en coherencia curricular, planificación docente y desarrollo de competencias técnicas y transversales. Conclusiones: El modelo propuesto constituye una alternativa pertinente para fortalecer la calidad formativa en ingeniería, mejorar la empleabilidad y asegurar la articulación entre el currículo universitario y el entorno socio-productivo. Se recomienda su implementación como guía para optimizar la gestión curricular y la formación integral de estudiantes de ingeniería.
Introduction: University engineering education faces the challenge of integrating technical training with transversal competencies to respond to a globalized and technologically changing labor market. Objective: This study aims to formulate and validate a comprehensive competency-based curricular management model for university engineering programs, articulating design, operational management, and continuous evaluation. Methodology: A mixed-methods socio-critical approach with a sequential multi-stage design was adopted. The process included documentary analysis, curricular gap diagnosis, expert judgment, and a pilot application in actual engineering programs. Results: An integrated model was developed, structured into three core components: curricular design, operational management, and continuous evaluation. Experts validated the model’s relevance and applicability, demonstrating improvements in curricular coherence, teaching planning, and the development of both technical and transversal competencies. Conclusions: The proposed model constitutes a pertinent alternative for strengthening educational quality in engineering, enhancing employability, and ensuring alignment between the university curriculum and the socio-productive environment. Its implementation is recommended as a guide to optimize curricular management and the holistic training of engineering students.
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