This paper presents the development and validation of a survey as a tool to measure innovation self-perception competence in early-year engineering students at the Faculty of Physical and Mathematical Sciences, University of Chile. Based on the INCODE Innovation Competencies Barometer, the self-assessment tool was adapted to the local context, validated, and refined through a pre-pilot and pilot study before the subsequent deployment. This validation included psychometric tests and factor analysis. The results show that the tool is reliable and effective in assessing key dimensions of innovation self-perception, such as creativity, critical thinking, initiative, teamwork, and networking. The information obtained helps identify areas for improvement in educational programs, ensuring that courses align with formative objectives and contribute to developing engineers prepared to address technological and social challenges with an innovative mindset. This tool provides a robust basis for continuous improvement in teaching innovation, aligning academic training with labour market demands and global challenges for engineering graduates.
