Academic peer tutoring as a strategy for orientation, accompaniment and student retention at Facultad de Ciencias Económicas y de Administración, Universidad de la República

Abstract

Higher education in Latin America faces challenges such as massification, student heterogeneity and high rates of early withdrawal, which call for comprehensive strategies that integrate academic and socio-emotional support. In this context, academic peer tutoring (TEP-A) has emerged as an effective tool that promotes horizontal collaboration among students, facilitating content comprehension, the development of study habits, and institutional integration. Experiences in universities across the Latin American region, including Universidad de la República (Udelar), show significant improvements in retention, academic performance and sense of belonging, particularly among students from vulnerable backgrounds. At Facultad de Ciencias Económicas y de Administración (FCEA, Udelar), TEP-A initiatives are part of an institutional project aimed at strengthening the initial cycle and reducing student attrition. Empirical evidence from 2024 and 2025 demonstrates positive impacts on both pass and persistence rates, as well as on the development of transversal skills among tutors and tutees. Well-structured programs, which include tutor training, faculty monitoring, and continuous evaluation, yield sustainable and equitable outcomes. In sum, TEP-A constitutes a strategic educational policy that integrates academic support, student wellbeing, and collaborative learning, contributing to more inclusive and successful university pathways.