This research analyzes the implementation of the TEC21 educational model at Tecnologico de Monterrey, an educational framework that emphasizes competency-based training and experiential learning through Challenge-Based Learning (CBL). A distinctive element of this model is the participation of a training partner (TP), an external organization such as a company, a non-governmental organization NGO, or governmental entity, which provides authentic challenges and collaborates directly with students and faculty. The involvement of the TP ensures that the proposed tasks mirror professional practice, fostering engagement and authenticity in the learning process. The study was implemented in the Separation Process Design course with 22 third-year Chemical Engineering students. The research followed a mixed-methods design, where rubric-based assessments of competencies, rated on a four-level scale, provided quantitative evidence, while student surveys and the analysis of open-ended responses contributed qualitative insights. This integration offered both measurable data on competency development and additional perspectives on student motivation and engagement. The academic challenge consisted of designing an industrial-scale distillation system for high-alcohol beverages, in collaboration with a brewery that is expanding its product portfolio. The results suggest meaningful progress in competency development. Competency growth was evaluated through structured rubrics addressing disciplinary aspects such as equipment sizing, process safety, and environmental impact, as well as transversal dimensions including critical thinking and problem-solving. 72.7% of students reached the upper levels of the four-point scale. Student perceptions, collected through a five-point Likert scale, supported these findings. For the industrial visit with the training partner, 84.62% of students rated the experience as highly useful with scores of 4 or 5. Regarding the importance of linking academic courses with real companies, 100% of students evaluated it positively at the highest levels of the scale. Qualitative analysis of open-ended responses further reinforced these outcomes, with frequent references to terms such as challenging, interesting, and educational, which highlight strong engagement and perceived relevance. The study is limited by its specific academic context, which restricts the extent to which the findings can be generalized. The results suggest that combining CBL with a training partner enhances authenticity, strengthens the connection between academic learning and industrial practice, and may contribute to preparing students to address complex engineering challenges with technical rigor, creativity, and social responsibility.

Keywords: Challenge-Based Learning (CBL), Training Partner, Competency Development, Chemical Engineering Education