Resumen

MARTINS, Maria José  y  FIOR, Camila Alves. The transition into Higher Education: the challenges faced by first-year students during the emergency remote teaching. Educ. Puc. [online]. 2024, vol.29, e9105. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v29a2024e9105.

Higher Education is an environment that offers students rich but also challenging experiences, and the struggles faced by newly admitted students are associated with low performance, failures, delays in completing the course, illness, and dropout. Emergency remote teaching dued to the outbreak of the COVID-19 pandemic has brought new challenges for learners and institutions. This study aims to analyze the struggles faced by first-year students in the transition to a public university during emergency remote teaching after eight weeks of classes. This qualitative research was conducted with 16 first-year students, aged between 17 and 27 years old (M=19.8, SD=3.34), 56% of the students were male and 31% of them self-identified as Afro–Brazilian. Semi-structured interviews were used to collect the data which were analyzed by thematic content analysis. The results indicated that a quarter of the difficulties experienced in the transition to higher education refers to teaching conditions and pedagogical mediation, in addition to challenges in study and learning conditions, emotional regulation, social interactions, and restricted social interactions. The results showed that personal, pedagogical, and contextual factors impact the student’s transition into Higher Education. Academic success improvement programs should emphasize teaching professional development, self-regulated learning, and student academic support services.

Palabras clave : Educational background; Self-regulated learning; Higher Education; Teacher education; COVID-19 pandemic.

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