Assessment of Problem-Solving Competence in Engineering Students: Analysis and Proposals for Improvement

This study evaluated the problem-solving competence of fifth-cycle engineering students at a private university in Peru, emphasizing its critical importance in today's competitive global environment. Using a mixed-methods approach and a descriptive correlational design, data were collected from 135 students and two teachers of the Calculus III course through a pedagogical test, semi-structured interviews, and documentary analysis of academic guidelines, syllabi, and learning session designs. Results revealed significant deficiencies in four key dimensions of problem-solving competence: analysis and definition (34.2%), solution design (22.8%), solution implementation (46.5%), and results validation (48.2%). A lack of analytical skills, limited data collection techniques, and insufficient validation methods were observed, along with an overreliance on teacher support. Teaching methodologies focused predominantly on mathematical knowledge and single-answer problems, neglecting complex, real-world problem-solving. The study highlights the need for implementing constructivist and experiential pedagogical approaches, heuristic and rational models, and integrating digital technologies to enhance analytical, critical, creative, and practical skills. Additionally, the findings are discussed in the context of international trends in engineering education, emphasizing the necessity for institutional and policy reforms to align academic training with the evolving demands of the global labor market.