Educational Instrumentalisation and Academic Vulnerability among Engineering Students: A Cross-Sectional Study

Contemporary higher education increasingly emphasises performance, competencies, and employability, contributing to the instrumentalisation of education, in which learning is primarily valued for its utility.

This study examines the relationship between perceived educational instrumentalisation and academic vulnerability among engineering students. A cross-sectional survey was conducted with 82 students, using Likert-type measures of instrumentalisation and academic vulnerability. The findings indicate significant positive associations between instrumentalisation and academic vulnerability (r = 0.22 - 0.64, p < .05). Differences between first- and third-year students were significant for instrumentalisation (p = .01) and the performance culture dimension (p = .005), while differences in academic vulnerability were not statistically significant. Regression analysis showed that instrumentalisation significantly predicted academic vulnerability (R² = 0.38, p < .001).

These results suggest that instrumentalisation is associated with students’ academic experience, particularly in relation to perceived pressure and meaning in learning. The study highlights the importance of balancing performance-oriented and formative dimensions in higher education.