Academic and social adaptation of first-year students in Japanese higher education: A qualitative study using the critical incident technique
1.30-2.00pm
Assistant Professor Kohei Tanaka, Hokkaido University
The transition to higher education requires students to adapt to new academic and social environments. For first-year students, this adjustment is often particularly demanding, as they must simultaneously cope with unfamiliar academic expectations, new modes of learning, and the challenges of establishing social relationships. A substantial body of international research has explored the kinds of difficulties first-year students experience during this transitional period, as well as the strategies they employ to overcome them. These studies highlight how the first year of university is a critical stage in shaping students’ academic trajectories and overall well-being. However, despite the accumulation of such qualitative research in various countries, limited attention has been devoted to the academic and social adaptation of first-year students within the Japanese higher education context.
This study aims to address this gap by qualitatively investigating the difficulties and challenges encountered by Japanese first-year students during their initial semester at university. To collect rich and detailed data, the Critical Incident Technique—originally developed within the Belgian higher education context—was employed. Approximately 450 students were invited to provide open-ended descriptions of specific critical incidents they regarded as particularly significant or challenging to their process of adaptation.
The analysis involves coding and categorizing these responses to identify recurring patterns and unique features of students’ experiences. The findings contribute to a deeper understanding of how Japanese first-year students navigate academic and social challenges, while also offering a foundation for cross-national comparison. In particular, this study provides a basis for examining similarities and differences in the adaptation processes of students in Japanese and Australian higher education, thereby contributing to broader discussions on student transition in diverse cultural and institutional contexts.