Peer Review Report For: University Dropout Among Indigenous University Students: A Global Systematic Review [version 2; peer review: 1 approved with reservations, 1 not approved]

Background University dropout among indigenous students is a multifactorial phenomenon that significantly impacts education and equity. This systematic review aimed to consolidate global evidence on risk and protective factors associated with university dropout among indigenous populations. Methods A systematic review was conducted following PRISMA 2020 criteria, encompassing ten databases (Web of Science, Scopus, LILACS, Dialnet, PubMed/MEDLINE, Redalyc, Scielo, DOAJ, Latindex, and CLASE) from October 29, 2024, to November 30, 2024. Out of 23,403 initial records, 21 studies met the inclusion criteria, analyzing indigenous university students and their educational trajectories. Two independent reviewers conducted the study selection and data extraction, ensuring minimized bias. Variables included demographic characteristics, geographic context, academic field, dropout rates, and related factors. Results were synthesized through descriptive analysis, focusing on quantitative data. Results Among the 226,049 participants across 21 studies, only 2,340 (1.03%) were indigenous university students, predominantly from South America (9/21 studies). The average dropout rate was 33.59%, ranging from 20% to 66%, with the highest rates reported among female students in six studies (28.57%). However, three studies highlighted higher dropout rates among male students (14.29%). Economic barriers were the primary risk factor (85.7%), followed by linguistic challenges (47.6%) and geographic limitations (33.3%). Protective factors included financial support (76.2%), academic mentorship (47.6%), and social support (42.8%). Public universities accounted for most participants (17/21 studies), with limited representation from private institutions. Despite significant dropout rates, only seven studies provided detailed prevalence data. Conclusion This review highlights systemic inequities contributing to indigenous university dropout, emphasizing economic, linguistic, and geographic barriers. While financial support and mentorship are effective interventions, their implementation remains inconsistent. Addressing these disparities through targeted policies, culturally inclusive curricula, and equitable resource distribution is essential to reducing dropout rates and fostering academic retention among indigenous students.