The international directives formulated for the construction of a European and Latin American Higher Education Area highlight an educational model destined to actively engage university students in tutoring services and make them autonomous in learning processes.In this article, a bilateral view of university tutoring is provided by applying a top-down-descriptive-linear methodology: this issue is approached firstly by contextualizing it in Latin America and secondly in Argentina, ending with a particular focus on the Austral Universityof Buenos Aires; it is then framed analogously in the European context, subsequently in the Italian one and finally in the Università degli Studi di Palermo. The objective of this study is to describe how tutoring is carried out by the Universidad Austral (Argentina) andthe Università degli Studi di Palermo (Italia), in order to compare them and propose an improvement, based on the proposal of an experimental research project. In the conclusions, a possible modality of application of Tutorial Action Plan (PAT) used by the Austral University is presented, intending of experiment it with appropriate adjustments in a particular degree program offered by the Università degli Studi di Palermo.
|Numero di pagine||18|
|Rivista||REVISTA PANAMERICANA DE PEDAGOGÍA|
|Stato di pubblicazione||Published - 2021|