Psychological and pedagogical adaptation of students to the system of higher education

Meiramgul Samadiyeva

2026

Full text Open access: Hybrid Metadata (CSL-JSON)
DOI 10.58649/1694-8033-2026-1(125)-102-112
Data confidence 70 medium
How this score is calculated

It is built from checkable properties of the record itself: whether the article has a DOI, how many independent sources confirmed its data, whether the required fields are filled in, and how recent the latest confirmation is. Disagreement between sources and a missing identifier lower it. A value of 80 or above means the record was published without further checking; 60 to 79 means it is published at reduced confidence, with a manual check advisable. A record verified by an editor by hand is never pushed below 90 by a recalculation. This scores our data about the article, not the article itself.

Abstract

The main task in higher education is the successful adaptation of students to the learning system. Successful adaptation directly affects learning conditions, stress resistance, social integration, and overall emotional well-being. The article examined the causes of the adaptation process of students from rural areas to university life. The aim of the study was to investigate the problems of adaptation of rural students in the educational process at a technical university. In this regard, a survey was conducted among first-year rural students of D. Serikbayev East Kazakhstan Technical University in the 2024-2025 academic year. This study analysed the most important psychological and pedagogical aspects of students’ adaptation to higher education conditions. The analysis revealed that a key role in the successful adaptation of first-year students belongs to lecturers and academic advisors, as they provide initial psychological and pedagogical support and help students navigate new educational conditions. It was also shown that effective organisation of the educational process and the creation of a favourable learning environment are essential, as they help reduce stress and form a sense of psychological safety. In addition, the article summarised recent analytical data and generalised practical experience in psychological and pedagogical support for first-year students. Based on this analysis, specific recommendations were proposed to improve students’ adaptation in higher education, including the enhancement of academic advising, the implementation of psychological support programmes, and the creation of opportunities for greater student involvement in extracurricular and socially significant activities. This work will be of interest to lecturers, academic advisors, psychologists, educational staff, and researchers in the field of higher education, as it helps improve the effectiveness of the educational process. The survey results contribute to improving the quality of education, identifying problems, and developing solutions