Abstract:

The training of industrial engineering students faces the challenge of preparing professionals capable of interpreting technological, economic, and social dynamics that go beyond the purely technical dimension. To strengthen these capacities, workshops on Technology Surveillance and Competitive Intelligence (TSCI) were implemented at the Faculty of Engineering and Agricultural Sciences of the Pontifical Catholic University of Argentina as a transversal training strategy aimed at advanced industrial engineering students. These workshops were designed to promote skills in technology monitoring, context analysis, and the construction of strategic information for decision-making.

The proposal was based on the premise that TSCI—understood as a systematic process of searching, analyzing, and disseminating relevant information—contributes to the professional competencies defined by the National Commission for University Evaluation and Accreditation (CONEAU) for undergraduate and graduate programs, in areas such as strengthening critical thinking, effective communication, and the resolution of complex problems.

This work describes the teaching methodology employed—which includes short presentations, management of structured and open information sources, case analyses drawing on scientific and technological information, and guided practical assignments—as well as the evolution observed in students in terms of participation, autonomy, and application of the tools in their practical work. The main difficulties identified are also analyzed, including students’ initial lack of familiarity with searching for strategic information to solve problems in the field of engineering. Students were able to incorporate skills such as trend analysis, identification of weak signals, technological benchmarking, and the construction of short prospective scenarios using open sources and structured methodologies characteristic of TSCI.

The results suggest that incorporating TSCI into technical courses enhances the understanding of disciplinary content by connecting it with real innovations, technological trends, and industrial developments. It also contributes to the development of key strategic competencies for the professional practice of engineers in dynamic and highly uncertain contexts.

Finally, the paper reflects on the possibilities of replicating and adapting this experience with undergraduate students from other engineering fields (agronomic, environmental, civil, electronic, food, computer, and artificial intelligence engineering) and in teacher training programs within the institution, highlighting the value of TSCI as pedagogical tools to foster a culture of continuous learning and stronger connections between science, technology, innovation, and society.

Keywords:

Engineering education, pedagogical innovation, technology surveillance, competitive intelligence, problem-based learning, competencies.