Bridging the gap between expectations and reality: first-year students’ transition experiences in higher education

The transition from secondary school to higher education is a critical period that shapes students’ academic engagement, social integration, and overall success. Although access to higher education has expanded in South Africa, many first-year students enter university with expectations that differ markedly from the realities of university life. Such discrepancies may hinder successful adjustment, particularly among first-generation students and those from historically disadvantaged educational backgrounds. Drawing on Tinto's Theory of Student Integration and educational transition theory, this study explored first-year students’ expectations. It examined how mismatches between expectations and reality influenced their academic and social experiences during the transition to university. A qualitative research approach was employed, and data were collected through focus group discussions involving 21 purposively selected first-year students at the Durban University of Technology. The data were analysed using reflexive thematic analysis to identify recurring themes and patterns within participants’ accounts. The findings revealed three prominent areas of mismatch: expectations regarding social integration and peer relationships; expectations regarding programme choice and academic guidance; and expectations regarding academic workload and self-directed learning. The study further found that first-generation students faced greater transition challenges due to limited social and cultural capital, insufficient career guidance, and inadequate digital literacy. These difficulties were further compounded by persistent socioeconomic inequalities that continue to influence educational participation and achievement in South Africa. The study concludes that effective first-year transition support requires a holistic institutional approach that addresses academic, social, psychological, and digital dimensions of student development. It recommends strengthening orientation programmes, enhancing academic advising, expanding digital literacy support, and implementing structured peer mentoring initiatives to improve student adjustment, engagement, and retention. The findings contribute to ongoing scholarship on student success, educational equity, and institutional responsibility in supporting successful transitions into higher education.