This study explores the impact of an Adaptive Learning Strategy (ALS) on students' learning and achievement of disciplinary and transversal sub-competencies in courses supported by an Adaptive Learning Platform at the School of Engineering and Sciences at Tecnologico de Monterrey. The study used a mixed-methods approach, combining quantitative and qualitative data, and was quasi-experimental with control and experimental groups. The courses involved were Computational Thinking, Physics I, Physics II, and Fundamental Mathematical Modeling. The findings indicated that integrating elements of a flipped classroom, self-regulated learning, and micro-learning into an ALS positively impacts students' learning and improvement. The authors propose an implementation model for the ALS, which has been designed, implemented, and evaluated successfully. The ALS includes elements such as personalized learning paths, real-time analytics, and support for professors in their teaching activities. The study also highlights the importance of usability, teaching, learning, engagement, and user experience in the ALS. The results showed that the ALS had a positive impact on students' learning levels and achievement of sub-competencies in most courses. The study also identified key elements for successful implementation of the ALS, including the use of flipped classroom strategies, self-regulated learning, and microlearning. The study concludes that the ALS can be an effective tool for improving the teaching-learning process in higher education.This study explores the impact of an Adaptive Learning Strategy (ALS) on students' learning and achievement of disciplinary and transversal sub-competencies in courses supported by an Adaptive Learning Platform at the School of Engineering and Sciences at Tecnologico de Monterrey. The study used a mixed-methods approach, combining quantitative and qualitative data, and was quasi-experimental with control and experimental groups. The courses involved were Computational Thinking, Physics I, Physics II, and Fundamental Mathematical Modeling. The findings indicated that integrating elements of a flipped classroom, self-regulated learning, and micro-learning into an ALS positively impacts students' learning and improvement. The authors propose an implementation model for the ALS, which has been designed, implemented, and evaluated successfully. The ALS includes elements such as personalized learning paths, real-time analytics, and support for professors in their teaching activities. The study also highlights the importance of usability, teaching, learning, engagement, and user experience in the ALS. The results showed that the ALS had a positive impact on students' learning levels and achievement of sub-competencies in most courses. The study also identified key elements for successful implementation of the ALS, including the use of flipped classroom strategies, self-regulated learning, and microlearning. The study concludes that the ALS can be an effective tool for improving the teaching-learning process in higher education.