Abstract
University integration is an experience influenced by historical and cultural aspects, as well as by the educational trajectory and the approach to new academic experiences, framed within specific institutions and training strategies. The purpose of this study was to analyze the factors that influence university integration among students who come from indigenous communities at the Universidad Autónoma de Occidente, Unidad El Fuerte, and Universidad Autonoma Indigena de Mexico. The objectives were to identify the difficulties and challenges they face during their adaptation to university life, determine the level of institutional support, and propose intervention and support strategies to facilitate their integration and permanence in the university environment. A comparative analysis of the integration into university life of Indigenous students of UAIM and UAdeO reveals that those from the intercultural program are aware of and participate in Indigenous programs, utilizing them as support, while UAdeO students are unaware of programs serving Indigenous people. Both institutions promote ethnic identity through programs and activities, have support groups, and participate in events related to their customs and traditions. Neither institution exhibits evidence of discrimination or cultural barriers. UAdeO reflects the importance of inclusive and supportive policies, and the fact that most Indigenous students are aware of the Indigenous student program, the activities, and the benefits it provides. Academic plans and programs include content that values and reflects their culture, thus contributing to their integration into university life.