REVIEW OF THE EDUCATIONAL AND LINGUISTIC POLICY AT THE HIGHER EDUCATION LEVEL AND ITS RELATIONSHIP WITH THE UNDERGRADUATE GRADUATION RATE IN A UNIVERSITY ENVIRONMENT

Abstract

The paper presents an approach to the educational and
linguistic policy and its results at the higher level of education; as well as its relationship with the undergraduate
graduation rate in a university context incorporated into
de Autonomous University of the State of Mexico. The
scope of the research consists of documenting and describing
the possible relationship that exists between low
graduation rate as a result of several factors such as: the
low level of academic language development and literacy
among undergraduate students; the recent transformation
of the pedagogical practices from face to face to remote
and technology-driven type of educational environment as
the result from the confinement due to the COVID-19 pandemic;
along with lack of attention to the language teaching
practices at College level. The method used consisted of
the comparative analysis and review of databases, official
documents and reports on the loss of learning from 2020
to 2021, as well as institutional databases. From the systematization
of official data, it is proposed to consider this
study as a first sample in order to develop and implement
institutional intervention projects for the reinforcement of
academic literacy.
Finally, it is argued that the use of technology does not
represent a guarantee of academic achievement or graduation
from school. Moreover, technology alone will not solve
the problems that higher educational level faces nowadays.
Therefore, it is necessary to monitor and implement longterm
educational intervention plans as suggested by the
current educational policies.