Using activity theory to inform the design of academic resources for first-year engineering students

Academic support resources, including tutoring and peer-led programs, are critical for student learning and retention, particularly in challenging disciplines like engineering. However, these resources are often underutilized by the students who could benefit most. A qualitative study is underway to explore how socio-institutional culture influences first-year engineering students' engagement with these academic support systems, employing cultural-historical activity theory (CHAT) as its analytical framework.

Why it matters

The effective design and utilization of academic support mechanisms are paramount for improving student success rates and institutional retention. Understanding the socio-institutional factors that deter or encourage engagement with these resources can inform strategies to optimize educational outcomes and resource allocation, fostering a more supportive learning environment.

Key insights

• University academic resources (e.g., tutoring, office hours, peer-led study) are essential for supporting student learning.
• These critical resources are frequently underutilized, especially by students who need them most.
• Student willingness and ability to seek academic help are directly linked to student retention.
• Academic resources contribute to both the academic and social dimensions of a student's institutional experience.
• The utilization of academic resources can influence a student's decision to continue in a difficult field or remain enrolled at their institution.
• A qualitative study is examining the impact of socio-institutional culture on first-year engineering students' navigation of academic resources, using cultural-historical activity theory (CHAT).

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1884961