Fernandes, Joana M.S.R.2026-02-232026-02-232024Fernandes, J. (2024). Exploring attrition patterns among undergraduate and master’s students: A systematic literature review. Proceedings of the 16th International Conference on Education and New Learning Technologies (EDULEARN24). ISSN 2340-1117. p. 9956-9964978-84-09-62938-12340-1117http://hdl.handle.net/10198/35824Higher education dropout is a multifaceted phenomenon influenced by various interconnected factors, presenting challenges that often lead to inevitable departure from academic programs. This complexity is evident across various dimensions. Understanding the interplay of these factors is essential for developing preventive measures within Higher Education Institutions (HEI). Despite the undeniable importance of obtaining a tertiary degree, pursuing higher education poses significant challenges for many individuals globally, leading to varying completion rates across different countries and educational levels. Projections suggest an increasing demand for higher education qualifications, highlighting the urgency to address dropout rates. Traditional higher education systems face mounting pressures to adapt to evolving societal needs, including increased accessibility, growing demand for enhanced qualifications, and expectations for improved efficiency. Addressing dropout rates requires a thorough examination of historical contexts and prevalent factors leading to premature program departure. While scholarly attention has predominantly focused on undergraduate programs, this study aims to address the gap in research by investigating whether dropout determinants differ between undergraduate and master's degree students. Specifically, the study seeks to answer the research questions: Q1: what are the students’ dropout determinants in higher education; Q2: Are the determinants of student failure in higher education different, based on whether the student is in an undergraduate or master's degree program? Through a systematic literature review, the study examines the determinants influencing abandonment at both levels. Findings indicate that most of the literature focuses on undergraduate students, and very few analyse the dropout problem for a master student level. While economic and integration factors predominantly influence undergraduate dropout, master's students are more affected by academic factors. Understanding the nuanced differences in dropout determinants between undergraduate and master's degree levels is essential for developing targeted interventions to support student’s success in higher education. This research contributes to the ongoing dialogue on dropout prevention and underscores the importance of considering diverse factors shaping students' academic journeys.engDropout determinantsHigher education failureMaster’s degreeUndergraduate degreeconference paper10.21125/edulearn.2024.2387