Basic Science Learning Process for Engineering and Nursing Students: A Challenge or an Obstacle?

Abstract

Basic sciences are subjects in which university students experience high rates of academic failure, and are a common reason for dropping out. This article aims to understand the significance that university students attach to basic sciences within their degree programmes. Using an ethnographic methodology, 22 engineering and nursing students from Medellín were studied between 2023 and 2024. Data was collected through interviews and field diaries, and analyzed qualitatively to generate a set of categories. Data collection continued until theoretical saturation was reached, enabling the identification and interpretation of shared meanings. Findings revealed that students undergo a disorienting transition upon entering university, often lacking adequate study techniques or habits. This leads to anxiety, disengagement, and dropout risk. As a result, students either engage with their courses motivated by vocational commitment and embrace the challenge of learning, or they perceive the courses as obstacles and focus solely on passing them without deeper understanding. In both cases, the student–teacher relationship tends to deteriorate. The discussion centres on the need for emotional intelligence, motivation, and vocational guidance as strategies for coping with academic failure. The study concludes that learning basic sciences can be experienced either as a meaningful challenge or as an insurmountable obstacle, depending on the student’s orientation and support systems.