Background: There is little clarity in the application of content related to improper integrals in university students, due to the absence of meaning, which prevents them from making a connection with everyday problem situations. Methods: we designed a mathematical modelling proposal where a specific situation involving the instrumentation, use and application of this type of integrals is experimented and solved with a population of engineering students, who learn to use them. Results: The importance of using mathematical modelling as a didactic-dynamic resource is highlighted because it helps students to reach an understanding of real situations involving improper integrals in different contexts. Conclusions: Despite the numerous errors detected in the students, this strategy made it possible to demonstrate the development of advanced mathematical thinking skills in young people.