Dropout in Argentine higher education.

Abstract

Dropout in higher education is a complex challenge, with an unclear and universal definition. It includes leaving studies within the same institution, moving to another or abandoning the educational system completely. Despite the increase in access to higher education, completion rates have not followed the same upward trend. The diversity of causes and contexts that influence this phenomenon requires specific approaches in each investigation. Previous research has focused on student perception from an individual perspective, blurring other determining factors. The concepts of habitus and symbolic violence of Bourdieu and Passeron have been incorporated to reveal that inequality is manifested through the fallacy of merit.

The COVID-19 pandemic has introduced new challenges, especially in terms of access and digital skills. The abrupt transition to distance education has highlighted disparities in educational infrastructure and the importance of digital competencies for academic and professional success in this digitalized era. The lack of these skills, often related to previous inequalities, has emerged as a new factor of dropout in higher education.

The concept of inclusive preparatory actions is proposed as a necessary response to address this diversity, highlighting the importance of understanding and addressing the factors that contribute to dropout. The evolution of research toward more detailed attention to the individual experiences of students, supported by sociological concepts, underscores the need for a comprehensive understanding of this phenomenon.