Tutoring as academic support for intercultural students: experiences at Universidad Autónoma Indígena de México

Abstract

This article analyzes academic tutoring as an intercultural support strategy for students at the Universidad Autónoma Indígena de México (UAIM), focusing on its role in facilitating integration, retention, and academic success in contexts of cultural, linguistic, and socioeconomic diversity. The study was conducted using a documentary approach, reviewing specialized literature and institutional sources related to the implementation of the Institutional Tutoring Program (PIT) and tutoring experiences at UAIM. The findings indicate that both faculty tutoring and peer tutoring are complementary strategies that address academic, socio-emotional, and cultural needs of students, particularly those from rural areas or who attended non-traditional high school modalities such as telebachilleratos. Intercultural tutoring supports adaptation to the university environment, use of educational technologies, strengthening of cultural identity, and recognition of ancestral knowledge, reducing the risk of dropout and promoting meaningful learning. It is concluded that intercultural tutoring at UAIM represents an integral pedagogical model, replicable in other institutions, combining academic support, socio-emotional development, and recognition of cultural diversity, becoming a key tool for inclusion, equity, and student success in intercultural higher education.