Pedagogical foundations of first-year student adaptation in universities under the conditions of mass higher education

Gulzhan Kairidenovna Baimuldinova^1*Aigul Zhanayevna Saliyeva¹Gulnara Kairullayevna Kosmaganbetova¹Zhanat Adilbekovna Seitova²Assylkul Eleuovna Darmenova¹Rza Mammadov³

• ¹L N Gumilyov Eurasian National University, Astana, Kazakhstan
• ²Academy of Physical Education and Mass Sports, Astana, Kazakhstan
• ³ADA University, Baku, Azerbaijan

Abstract. The massification of higher education has fundamentally reshaped the conditions under which first-year students enter university, intensifying structural complexity, administrative density, and cultural–linguistic heterogeneity. These transformations are especially consequential during the initial stage of study, when students must simultaneously manage academic, social, and psychological adaptation within large and institutionally regulated cohorts. In such environments, adaptation is not merely an individual characteristic but an outcome emerging from the interaction between organizational constraints and students' available adaptive resources. Against this backdrop, the present study develops and empirically substantiates an integrative framework for understanding first-year student adaptation under conditions of mass higher education, with particular attention to organizational characteristics of the educational environment, transversal non-cognitive skills, and contextual moderators related to language of instruction, cultural background, and gender. The empirical analysis draws on several independent samples collected in public universities in Kazakhstan, representing linguistically and culturally diverse student populations. Validated instruments were used to assess academic, social, and psychological adaptation, transversal skills, and an integral Adaptation Quotient (AQ) designed to capture students' adaptive capacity in complex and highly regulated educational contexts. Psychometric analyses demonstrated satisfactory reliability and factorial validity across measurement models. The analytical strategy relied on cross-sample triangulation combined with moderation analyses and multi-group modeling, allowing the identification of stable and context-sensitive patterns without exceeding the limits of the study design. Across samples, consistent patterns indicate that massification-related conditions such as cohort overcrowding, bureaucratic density, and highly formalized communication are systematically associated with less favorable adaptation outcomes, whereas faculty accessibility and higher levels of transversal skills are linked to more adaptive profiles. These findings are interpreted as convergent, pattern-level evidence rather than individual-level causal mediation, suggesting that transversal skills function as compensatory resources in navigating massified educational environments. Importantly, the strength and configuration of these associations vary by language of instruction, cultural background, and gender, underscoring the contextual specificity of first-year adaptation processes. The Adaptation Quotient demonstrated solid construct validity and practical relevance as a monitoring tool for identifying heterogeneous adaptation profiles and potentially vulnerable student groups, offering a grounded basis for targeted institutional support strategies.