Acolhimento e permanência de ingressantes em engenharia: uma proposta de intervenção baseada na autorregulação da aprendizagem e no uso de tecnologias digitais

Abstract

: The early dropout from higher education in Brazil, particularly in Engineering programs, represents a persistent challenge for institutional management, with rates exceeding 26% in the private sector and historically low graduation rates over recent decades. This study proposes an institutional intervention program grounded in the principles of Social Cognitive Theory and the foundations of self-regulated learning, focusing on the integration and adaptation of students during the first years of Engineering courses. The proposal combines intentional pedagogical actions aimed at developing skills such as study time management, self-assessment, and learning monitoring, articulated with the use of digital resources, virtual learning platforms, and contemporary educational data analytics and artificial intelligence tools to support student follow-up within the context of digital culture. From a methodological standpoint, the research combines qualitative and quantitative approaches, with the formation of experimental and control groups, systematic observation, questionnaire administration, and interviews. It is expected that the initiative will contribute to reducing dropout rates, strengthening institutional student retention policies, and providing practical references for educational management in the implementation of innovative strategies for first-year student reception and pedagogical and psychological support in higher education.