FACILITATING FIRST-YEAR STUDENT ADAPTATION THROUGH THE STUDY OF “UNIVERSITY EDUCATION”

Abstract

This paper focuses on the issue of transitioning from school to university education. It represents a critical phase in a student’s life, requiring adaptation to new academic, social, and personal demands. This process is essential for fostering independence, critical thinking, and time management skills that are pivotal for success in higher education. An important factor is adaptation to the structure of higher education itself because the framework of university learning significantly differs from secondary school education.

Students must also adapt to new social environments, often moving away from established support networks. Emotional and psychological challenges, such as homesickness and anxiety, are common during this period, necessitating robust support systems. The relevance of such transition remains constant due to the evolving requirements of higher education. As educational and societal expectations change, students face new challenges during this critical phase. Institutions must therefore prioritize effective transitional support to foster student success. Understanding and addressing the complexities of this transition is essential for improving students' future.

The analysis of employed methodologies is exposed in the article to adapt first-year students to academic life in universities across the United States and select European countries. This involved a comparative assessment of these practices against those utilized by Ukrainian educational institutions. Besides, synthesized qualitative data from direct student feedback is collected through the conducted survey and presented in this study.

It has been established that future research should explore the role of mentorship programs and peer support networks in mitigating transitional challenges, which could also provide valuable insights. Additionally, research on the differences in transition experiences across diverse demographic groups could inform more inclusive support strategies.