Competency Assessment of Hard Skills Among College Students:  Structural Technical Gaps and Implications for Retention

Anna Merary Jiménez Antúnez; Juan Pablo Sostres Flores; Cynthia Paola Aranda Gómez; Daniel Axel López Tarango; María del Socorro Corral

doi:10.61273/neyart.v4i4.213

Authors

Anna Merary Jiménez Antúnez National Technological Institute of Mexico
Juan Pablo Sostres Flores National Technological Institute of Mexico
Cynthia Paola Aranda Gómez National Technological Institute of Mexico
Daniel Axel López Tarango National Technological Institute of Mexico
María del Socorro Corral National Technological Institute of Mexico

DOI:

https://doi.org/10.61273/neyart.v4i4.213

Keywords:

Competencias técnicas, Diagnóstico educativo, Educación superior, Habilidades duras, Rezago escolar

Abstract

Esta investigación evaluó el grado de dominio de las habilidades técnicas en estudiantes universitarios del primer semestre (N=48) durante el mismo periodo de agosto a diciembre de 2025. La adaptación de los bloques instrumentales a las Escalas de Observación Conductual fue un enfoque cuantitativo y una base trasplantada para un diseño diagnóstico-descriptivo transversal de origen. Los resultados estadísticos indicaron un desempeño global predominantemente intermedio-bajo, como lo señala una media global ponderada de 2.18. La dimensión de resolución técnica de problemas fue la que apareció como la que presentaba más déficit en el diagnóstico, con un promedio de 1.85, marcando una clara incapacidad para estructurar secuencialmente soluciones ante fallas lógicas. Mientras tanto, las habilidades básicas de informática obtuvieron la puntuación más baja entre el rezago con un valor de 2.41, lo que implica únicamente poder realizar tareas simples al respecto. Asimismo, encontramos que no hubo brechas sustanciales en el desempeño instrumental con respecto al sexo. Se concluye que los alumnos de nuevo ingreso carecen de las destrezas técnicas mínimas requeridas en la educación superior, haciendo indispensable la implementación urgente de programas remediales obligatorios orientados a mitigar estas brechas cognitivas estructurales y asegurar la retención escolar temprana.

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