| Sumario: | Internationalization has evolved from a peripheral activity into a strategic imperative for engineering education institutions seeking academic relevance, global competitiveness, and resilience under accelerating technological change (Knight, 2015; OECD, 2020). While internationalization is widely promoted across higher education systems, approaches in Industrial Engineering education remain fragmented, frequently limited to academic mobility or bilateral agreements and weakly integrated with emerging paradigms such as Industry 5.0 and human-centered artificial intelligence (Schwab & Vanham, 2021; UNESCO, 2021). This article develops a strategic internationalization model for Industrial Engineering education that explicitly addresses this structural gap. Integrating international accreditation frameworks, institutional diagnostics, global benchmarking practices, and Industry 5.0 principles, the proposed model articulates six interdependent strategic axes: globally oriented curriculum redesign, academic and faculty mobility, international industry collaboration, research networking, intercultural and psychosocial competence development, and Industry 5.0-oriented infrastructure. The study adopts a qualitative, non-experimental, and strategic research design based on documentary analysis, international benchmarking, and institutional diagnosis. Although developed within a Latin American institutional context, the model is analytically transferable across higher education systems facing similar pressures of global competition, digital transformation, and workforce reconfiguration (Altbach et al., 2019; OECD, 2021). The findings suggest that internationalization, when treated as a systemic and governancedriven strategy rather than a set of isolated initiatives, can strengthen academic quality, research projection, graduate employability, and human-centered innovation capacity.
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