Abstract:

With the primary aim of improving the communication climate and providing more robust support for student development, this study presents the recent evolution of the Tutorial Support Programme (PAT) at the University of Alicante. Following a significant methodological transformation during the 2020–2021 academic year, the programme shifted to a more inclusive model. However, identifying a lack of conclusive evidence regarding student engagement, the current phase of the project focuses on optimising the impact of these strategies to create a more attractive and relevant framework for learners.

The research adopts a collaborative approach, working closely with student mentors to co-design activities that align with actual student needs. Data collection includes quantitative indicators of participation and satisfaction and literature reviews and benchmarking against international tutorial standards.

Multi-channel communication strategies, including the centralisation of resources via a dedicated Moodle course and the implementation of WhatsApp for real-time engagement.

A comprehensive reorganisation of information and the adoption of virtual learning environments (VLEs) have been central to this shift. Particular attention is paid to fostering an atmosphere of open and constructive dialogue. Preliminary findings indicate a measurable improvement in student participation and communication quality. While data collection is ongoing, the integration of student perspectives into the design process is proving vital for accessibility.

The study suggests that centralising resources and leveraging diverse communication channels can significantly bridge the gap between tutors and students. The results highlight that a successful tutorial programme must be dynamic, digital-friendly, and co-created to truly support students in their academic and personal development.

Keywords:

Tutorial Support, Chemical Engineering, Communication.