Impact of Tutorial Interventions on Student Continuity in Technological Higher Education

Abstract

The sustained progression of students through technological higher education represents an institutional challenge associated with academic, socio-emotional and educational factors that may either facilitate or hinder students’ retention and progress within their degree programmes. This article examines, from a theoretical and methodological perspective, the relationship between tutorial interventions and student continuity at the National Technological Institute of Mexico (TecNM), Eastern Campus, during the 2022–2024 academic cycles. A mixed-methods approach with an explanatory sequential design is proposed as a framework for integrating the analysis of the academic and socio-emotional dimensions of student support with processes of retention and academic progress. The model considers academic support and socio-emotional support as independent variables, and student retention and academic progress as dependent variables. It also proposes an analytical framework based on indicators related to students’ academic trajectories and on instruments designed to gather information about the experiences of students and tutors. This approach recognises tutoring as an institutional mechanism aimed at strengthening the management of educational trajectories, identifying students’ needs in a timely manner and creating conditions conducive to academic progress. It is concluded that integrating the academic and socio-emotional dimensions provides a relevant foundation for analysing student continuity in technological higher education institutions.