Academic and Social Adjustment Struggles of First-Year B.Ed. Humanities Students: Insights from a South African University

Résumé

First-year B.Ed. Humanities students often experience significant challenges transitioning from high school to university, particularly in adapting to academic expectations and navigating social environments. This study aimed to explore the academic and social adjustment struggles faced by first-year B.Ed. Humanities students at a South African university are using Tinto’s Theory of Student Integration and Bandura’s Social Learning Theory as guiding frameworks. A qualitative research design and interpretive paradigm were applied using qualitative questionnaires completed by a purposive sample of first-year students. Data was analysed through thematic analysis. Key themes emerged, including difficulties with independent learning, managing time and multiple modules, language and communication barriers, social isolation, and challenges with group work dynamics. The study highlights the interconnected nature of academic and social challenges in student adjustment, reinforcing the importance of institutional support in fostering student integration and self-efficacy. This study contributes to scholarship by providing context-specific insights into the lived experiences of South African B.Ed. Humanities students, expanding the application of established theoretical frameworks in understanding student adjustment within underexplored educational settings, and informing targeted interventions to enhance student retention and success.

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