Implementation of pomodoro technique as a continuous improvement strategy in an upper secondary classroom: a case study at a public school in México

Time management, sustained attention, and academic stress are recurrent challenges in upper secondary education. This study presents a case analysis of the implementation of the Pomodoro Technique as a continuous improvement strategy in a 5th-semester group at CBTA No. 181 in Michoacán, Mexico. The intervention consisted of structured cycles of focused work and short breaks applied during classroom activities. Qualitative observations, student testimonies, and comparative performance indicators revealed significant improvements in concentration, task quality, punctuality, and emotional regulation. The findings demonstrate that the Pomodoro Technique is a highly feasible, low-cost pedagogical tool that enhances students’ self-regulation, reduces cognitive overload, and contributes to a more orderly and productive learning environment. The discussion highlights the relevance of integrating time-management strategies in upper secondary education as part of an institutional culture of continuous improvement. Its incorporation into classroom practice supports competencies outlined in the MCCEMS curriculum reform, particularly those related to autonomy and metacognition.