Continuing education in management systems is essential for professionals seeking certification to ISO management system standards, which are increasingly required in various sectors, especially in the field of engineering. However, there is little evidence on the factors that influence academic performance in these training programs. This research examines the factors that determine academic performance in three programs related to ISO management systems: Quality, Environmental, Safety and Occupational Health Management Systems (ISO 9001, ISO 14001 & ISO 45001), Quality Management in Testing Laboratories (ISO/IEC 17025), and Food Quality and Safety Management (ISO 22000 & ISO 9001). For this purpose, data from 1386 students collected over a ten-year period (2015-2024) are used. An ANOVA is performed to determine the importance of the factors and subsequent tests (t-test and estimated marginal means) to identify the groups that obtained better performance. The results show that there are significant differences for teaching modality (d=0.51), gender (d=0.12), program (ηp²=0.133), and specialty (d=0.29). In addition, the significant interaction between teaching modality and program suggests that the impact of modality varies by training program. These findings can guide improvements in curriculum design, teaching methods, and learning approaches in management systems professional education.