EFYE
How can we equip first-year students with the skills and mindset they need to put down roots at university while growing wings for their future?
The transition to higher education demands more than academic knowledge – it requires students to develop resilience, adaptability, and agile thinking. These competencies are critical not only for first-year success but for lifelong learning and career readiness. Across different educational cultures and traditions, approaches to fostering these skills vary widely. We invite contributions that share diverse perspectives and practices.
- What curricular, co-curricular, or institutional practices have proven effective in developing first-year students' resilience and adaptability?
- How can we define and evidence the impact of personal development initiatives on first-year student success and retention?
- What role do different models of coaching, mentoring, and peer support play in helping first-year students build confidence during transition?
- How do educational cultures and institutional approaches shape the balance between academic achievement and personal growth in the first year?
How can we harness digital technologies to help first-year students develop critical thinking, connect with their campus community, and prepare for an increasingly complex world?
Digital transformation offers unprecedented opportunities to enhance how first-year students learn, engage, and belong. Yet different educational traditions and settings face unique challenges and opportunities. This theme invites contributions that explore how technology can support – rather than replace – the human elements of the first year experience.
- What digital practices or innovative approaches have enhanced first-year student engagement, learning, or sense of belonging?
- How can we develop first-year students' critical thinking and digital literacy skills in an age of AI and information abundance?
- What lessons have emerged from different approaches to hybrid and online learning for supporting first-year transitions?
- How can we ensure technology-enhanced learning remains inclusive and accessible, considering diverse student backgrounds and needs?
3. Sanctuary and Support: Nurturing Well-being in Transition
How can we create supportive environments – physical, social, and institutional – where first-year students feel safe, valued, and empowered to thrive?
The first year of higher education is often marked by stress, uncertainty, and significant life changes. Building a sense of belonging and providing effective support systems are essential for student well-being, retention, and success. Different cultures and educational philosophies offer varied perspectives on how to nurture student flourishing. This theme welcomes contributions that illuminate diverse approaches and inspire new thinking.
- What structures, policies, or cultural practices best support first-year student mental health and well-being?
- How can inclusive support systems be designed to meet the diverse needs of first-year student populations?
- What role do peer networks, student communities, and co-curricular activities play in fostering belonging and resilience during transition?
- How can research, evidence, and shared experiences inform the development of effective and adaptable first-year support strategies?
Do any of these questions resonate with you? Whether you have answers, insights, or are still exploring – we want to hear from you. If you have practical experience, research findings, or innovative approaches to share, we invite you to submit a proposal and join the conversation in Szeged.
Explore our presentation formats here and submit your proposal here by 7 February 2026.
Szegedi Tudományegyetem
6720 Szeged, Dugonics tér 13.
Központi telefonszám: (+36-62) 544-000
Központi fax: (+36-62) 546-371
