Early Support and Counseling in the Area of Basic Sciences: Tutoring Sciences at Institutions Higher Education

This study analyzes two support programs implemented at a higher education institution: the mandatory preparatory course for admission and the academic advising program. The study begins with a review of the issues facing higher education in Mexico, with an emphasis on the challenges of student admission, retention, and academic performance. Using an interpretive paradigm and a complexity-based perspective, the study sought to understand students' and faculty members' perceptions of the functioning, scope, and effectiveness of both programs. The methodology was qualitative, based on observation and interviews conducted during the 2021-2022 academic year. The findings show that, although these strategies support student development, their outcomes depend on administrative, planning, and institutional organizational factors. This highlights a gap between the stated objectives and the results achieved, underscoring the need to strengthen the coordination, monitoring, and evaluation of these programs.