Abstract
The article examines the features of adaptation of technical university students to the conditions of digitalization in higher education. The aim of the study is to assess the level and dynamics of psychological, social, and academic adaptation of first-year students during the transition to digital educational technologies. The main research method was a survey consisting of 15 statements evaluated on a five-point scale. The study was conducted in two stages: in June 2025 (at the end of the first academic year) and in September 2025 (at the beginning of the second academic year). The results obtained indicate an increase in the overall level of student adaptation and a decrease in the stressful perception of digital learning formats, while difficulties in self-organization and engagement in extracurricular activities persist. The study concludes that purposeful psychological and pedagogical support for students is necessary in the context of digital education.