Edmundo Jaime Ricaldi Alarcón2026-03-222026-03-22202610.71112/y3hxb820https://doi.org/10.71112/y3hxb820https://andeanlibrary.org/handle/123456789/79895Adaptability is becoming a key competency in the training of professionals in organizational contexts characterized by constant change, uncertainty, and complexity. In higher education, particularly in management and business-related fields, developing this competency presents a pedagogical challenge that demands intentional and evaluable methodological strategies. This article aims to analyze the effect of a development-oriented methodological strategy on students in the Business Engineering program, within the framework of the Pre-Professional Practice course. This research employs a quantitative, applied approach with a quasi-experimental pretest-posttest design in an experimental and a control group. The methodological strategy is based on active learning methodologies, experiential learning, and formative assessment, organized into progressive phases that foster flexibility and cognitive, behavioral, and socio-emotional improvement in students. These results demonstrate the relevance of competency-based strategies and provide evidence for strengthening professional training in higher education. The study concludes that intentional methodological design is a key factor in developing adaptability within the university context.Flexibility (engineering)Formative assessmentRelevance (law)Experiential learningAdaptabilityControl (management)SociologyPedagogyHigher educationPolitical sciencearticle