UDC 378.1

Rumiantseva Z.A.¹ (Moscow, Russian Federation) – zoey99@bk.ru

¹Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of the Russian Federation

Abstract. Problem Statement. The adaptation of first-year students to the university educational environment remains a persistently studied pedagogical problem. The COVID-19 pandemic and the subsequent digital transformation of higher education have significantly altered the nature of the factors determining this process: traditional classifications, built around a relatively stable environment, have diminished their explanatory power in the current context. The aim of this study is to propose a conceptual classification of the changing factors of first-year student adaptation, organized by the nature of their transformation in the post-pandemic period. Methodology. This study is a theoretical study with elements of conceptual synthesis. A search was conducted in Scopus, Web of Science, and eLibrary using the keywords “academic adaptation,” “first-year students,” “hybrid learning,” “Generation Z,” “digital transformation,” “generative AI higher education,” and their Russian-language equivalents. The initial search identified over 420 publications from 2020–2025. After applying inclusion criteria (peer-reviewed journal, direct connection to first-year student adaptation or to characteristics of the educational environment that have changed since 2020, presence of conceptual or sufficient empirical contribution) and exclusion criteria (conference materials, case studies without theoretical generalizations, technical descriptions of tools not related to adaptation), 48 sources were selected for detailed analysis; 15 of these constituted the article’s reference list. Novelty. Unlike existing models that systematize factors by typical characteristics (demographic, psychological, environmental), the proposed classification is organized by the criterion of transformation—what has changed and in what direction. This allows for a more accurate identification of new adaptation challenges and the design of appropriate pedagogical responses. Conclusions.First-year student maladjustment is largely due to a systemic mismatch between established pedagogical support practices and the changed nature of the hybrid educational environment. The transition to proactive support strategies, the development of psychological resilience and academic autonomy are key areas of modernization of adaptation support.

Keywords: academic adaptation, first-year students, educational environment, digital transformation, hybrid learning, Generation Z, artificial intelligence, psychological resilience, adaptation factors.

References:

1. Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID‑19 pandemic on the lives of higher education students: A global perspective. Sustainability, 12(20), Article 8438. https://doi.org/10.3390/su12208438
2. Ambarova, P. A., Zborovsky, G. E., Nikolsky, V. S., & Shabrova, N. V. (2022). Academic and sociocultural adaptation of students in Russian universities. Higher Education in Russia, 31(12), 9–30. (In Russian). https://doi.org/10.31992/0869-3617-2022-31-12-9-30
3. Rezer, T. M., & Sinyakova, M. G. (2023). Attitudes towards uncertainty of modern students in the context of post‑COVID digital transformation of higher education. Human Psychology in Education, 5(1), 114–123. (In Russian). https://doi.org/10.33910/2686-9527-2023-5-1-114-123
4. Lubis, H., Atmoko, A., Rahmawati, H., Setiyowati, N., Alfath, E. A., & Razak, M. (2025). Academic adjustments for first‑year students: Influence factors and measurement. Psychological Science and Education, 30(1), 130–139. https://doi.org/10.17759/pse.2025300110
5. Corti, F., Llanes, J., Alcaraz, I. D., & Niella, M. F. (2023). Initial adaptation among university students: The case of the social sciences. PLoS ONE, 18(11), Article e0294440. https://doi.org/10.1371/journal.pone.0294440
6. Versteeg, M., Kappe, R. F., & Knuiman, C. (2022). Predicting student engagement: The role of academic belonging, social integration, and resilience during COVID‑19 emergency remote teaching. Frontiers in Public Health, 10, Article 849594. https://doi.org/10.3389/fpubh.2022.849594
7. March‑Amengual, J.‑M., Cambra Badii, I., Casas‑Baroy, J.‑C., Altarriba, C., Comella Company, A., Pujol‑Farriols, R., Baños, J.‑E., Galbany‑Estragués, P., & Comella Cayuela, A. (2022). Psychological distress, burnout, and academic performance in first year college students. International Journal of Environmental Research and Public Health, 19(6), Article 3356. https://doi.org/10.3390/ijerph19063356
8. Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), Article 43. https://doi.org/10.1186/s41239-023-00411-8
9. Chardonnens, S. (2025). Adapting educational practices for Generation Z: Integrating metacognitive strategies and artificial intelligence. Frontiers in Education, 10, Article 1504726. https://doi.org/10.3389/feduc.2025.1504726
10. Daşcı, E., Salihoğlu, K., & Daşcı, E. (2023). The relationship between tolerance for uncertainty and academic adjustment: The mediating role of students’ psychological flexibility during COVID‑19. Frontiers in Psychology, 14, Article 1272205. https://doi.org/10.3389/fpsyg.2023.1272205
11. Gao, L., Zhang, N., Yang, W., & Deng, X. (2024). First‑year students’ psychological resilience and college adjustment: A person‑oriented approach. Psychology in the Schools, 61(9), 3770–3784. https://doi.org/10.1002/pits.23253
12. Hassan, M., Fang, S., Malik, A. A., Lak, T. A., & Rizwan, M. (2023). Impact of perceived social support and psychological capital on university students’ academic success: Testing the role of academic adjustment as a moderator. BMC Psychology, 11(1), Article 340. https://doi.org/10.1186/s40359-023-01385-y
13. Willems, J., Coertjens, L., & Donche, V. (2022). First‑year students’ social adjustment process in professional higher education: Key experiences and their occurrence over time. European Journal of Psychology of Education, 37(2), 585–604. https://doi.org/10.1007/s10212-021-00530-8
14. Baturina, L. I., & Simakov, A. Yu. (2023). Associative portrait of a Russian student in the context of an emergency transition to distance learning. Higher Education in Russia, 32(1), 130–147. (In Russian). https://doi.org/10.31992/0869-3617-2023-32-1-130-147
15. Bagdžiūnienė, D., Žukauskaitė, I., Bulotaitė, L., Sargautytė, R. (2025). Study and personal resources of university students’ academic resilience and the relationship with positive psychological outcomes. Frontiers in Psychology, 16, Article 1517359. https://doi.org/10.3389/fpsyg.2025.1517359

For citation: Rumyantseva, Z. A. (2026). Changing factors of first-year student adaptation to the modern university educational environment: A post-pandemic rethinking. CITISE, 3, 117-126. (In Russian).