Conference Agenda

The present study aimed to compare the levels of university structural stress among students from Peruvian public and private institutions. A quantitative, basic research design was employed, with a non-experimental, cross-sectional, and comparative approach. The sample consisted of 800 undergraduate students (400 from public universities and 400 from private universities), selected through non-probabilistic convenience sampling. A 27-item questionnaire was administered, organized into three dimensions: administrative procedures, bureaucratic overload, and academic predictability, using a five-point Likert scale. The instrument was validated through expert judgment and a prior pilot test. Data analysis included descriptive statistics, independent samples t-test, and effect size calculations. The results revealed statistically significant differences in the total structural stress score between both groups, with higher levels observed among students from private universities (t(798) = −4.98, p < .001; d ≈ 0.35). This pattern was replicated across the three dimensions and remained significant after correction for multiple comparisons. It is concluded that although university structural stress is often socially associated with the public sector, the findings of this study indicate higher levels in the private sector, potentially affecting the overall student experience

This study provides a descriptive–comparative characterization of the cohorts admitted to the Leveling Course at the Escuela Politécnica Nacional (EPN) following the implementation of the new institutional admission exam in the 2024-B academic period. Two observable variables are analyzed: the admission score (0–1000 scale) and the type of feeder high school (public/fiscal, public–missionary, municipal, and private). Using anonymized administrative records from the 2024-B and 2025-A academic periods, descriptive statistics are computed and Levene’s test is applied to assess homogeneity of variance, followed by Welch’s ANOVA. The results show a significant decrease in the mean admission score (≈97 points lower in 2025-A; Welch ANOVA p-value < 2.2 × 10⁻¹⁶) and an increase in the proportion of students coming from public (fiscal) institutions. These findings suggest the need for differentiated leveling strategies and continued monitoring of equity. The evidence supports institutional decision-making and motivates future research on academic performance and student persistence.