Abstract
University dropout remains a major challenge in higher education due to its academic, social, and economic consequences. This study examines the role of academic and career orientation in shaping dropout in Morocco and improving student retention. A sequential mixed-methods design is applied. The quantitative component uses APOGEE administrative data covering 55,674 students and logistic regression to identify determinants of dropout. The qualitative component relies on 200 semi-structured interviews with former students to explore orientation experiences and post-dropout trajectories. Results show that dropout is strongly linked to disadvantaged family background, particularly low parental education and low-skilled occupations, as well as academic factors such as prior achievement, baccalaureate type, and faculty. Findings also indicate that weak or absent orientation contributes to academic failure and NEET transitions. The study highlights early academic and vocational orientation as a key institutional mechanism for improving retention and reducing educational inequality in Morocco.