A multi-dimensional neutrosophic PESTEL approach to assessing the TEC21 educational model

To address the growing concerns over the globe regarding the development of transversal competencies, Tecnologico de Monterrey (TEC), Mexico introduced the TEC21 Educational Model. This model focuses on the development of these competencies among students in higher education. The model is in progress and there are concerns about its objectives and goals. Keeping this in mind, the present work tries to find out the influence of external factors on the successful implementation of TEC21. The technique adopted is PESTEL with the integration of neutrosophic concepts to quantify the uncertainty. Since the educational data mainly contains uncertain and indeterminate concepts, therefore neutrosophic sets give us a way to model uncertainty and do a comprehensive analysis of TEC21. The results show that the technological factor has high confidence and low uncertainty, highlighting its crucial role in TEC21. Students positively receive digital technology, indicating strong infrastructure that enhances learning. The environmental factor also has high confidence, showing that TEC21’s focus on environmental responsibility is effective. However, social dynamics yield mixed results, suggesting inconsistencies in teamwork and collaboration across disciplines, requiring attention. Economic and legal factors have moderate confidence and uncertainty, needing further reinforcement. Political factors show low confidence and high uncertainty, suggesting increased policymaker engagement could help. This study aims to refine TEC21 to meet its objectives. Using neutrosophic concepts, this approach can extend beyond academia to other industries, providing a structured framework for evaluating educational and organizational models.