Adaptation of First-Year Students in the Context of Digital Transformation of Higher Education

Abstract

The article is devoted to the study of the peculiarities of first-year students’ adaptation in the context of the digital transformation of higher education.

The purpose of the work is to identify the main academic, socio-psychological, and digital factors influencing the successful adaptation of first-year students in modern universities.

The object of the research is the adaptation process of first-year students, while the subject is the set of conditions and factors determining successful integration into the educational environment of the university in the digitalization era. The methodological basis of the study includes systemic and activity-based approaches, as well as the theories of engagement and digital resilience.

Empirical methods included a questionnaire, T.A. Nemchin’s Anxiety Test, and the “Well-being, Activity, Mood” (WAM) survey. The empirical base was formed using data collected from 72 students of L.N. Gumilyov Eurasian National University.

The results showed that most students adapt to the university environment within several weeks or months; however, about one-third face significant difficulties due to misunderstanding the credit-based education system, high autonomy, and digital workload. A high level of anxiety (observed in ¾ of students) and an emotional balance between mood and activity were noted.

The study concludes that comprehensive adaptation programs are necessary — those that include psychological support, the development of academic and digital competencies, as well as the formation of stable strategies for students’ self-regulation and engagement.