South African universities are increasingly confronting the challenges students face when moving directly from secondary school into higher education, with lecturers pointing to differences in workload, academic expectations and study methods.
Rather than attributing first-year struggles to a lack of ability, academics say many students are entering university without the preparation needed to manage the faster pace and greater independence expected of them.
University workload puts first-years under pressure
The transition can be particularly demanding in fields such as engineering, where students are expected to absorb large volumes of material at a much quicker pace than they experienced at school.
Wikus van Niekerk, dean of the Faculty of Engineering at Stellenbosch University, said the intensity of university study represents a significant adjustment for new students. Almost 20% of first-year engineering students discontinue their studies, despite support programmes designed to assist those struggling to adapt.
The challenge is not limited to workload. Students also have to develop new approaches to time management, independent learning and assessment preparation.
Simamkele Koyo, a University of Johannesburg student, described time management as one of his biggest difficulties, saying the study techniques that worked at school did not necessarily prepare him for the demands of university.
Mathematics remains a major concern
For students entering technology-related fields, mathematical preparation is another major factor.
Michelle Kuttel, head of the computer science programme at the University of Cape Town, identified mathematics as one of the biggest challenges facing first-year students. With more than 1,000 students enrolled in the first year of the programme, the issue has implications for a substantial number of students.
Kuttel argued that strong mathematics teaching at school may be more valuable for prospective computer science students than simply having studied information technology.
Her comments highlight a broader issue around the skills students need before entering university, particularly in courses that rely heavily on mathematics and analytical thinking.
Universities expand support for struggling students
Academics have also stressed that first-year difficulties should not simply be viewed as individual student failures.
Shoba Rathilal, acting director of the Centre for Excellence in Learning and Teaching at Durban University of Technology, said students arrive at university with different educational backgrounds and varying levels of opportunity.
Universities are therefore developing programmes designed to bridge gaps in academic preparation and help students adjust to campus life.
Stellenbosch University, for example, provides an extended engineering programme that includes a foundation year, summer schools, study-skills support, educational psychologists and AI-powered learning chatbots.
The University of the Witwatersrand has also introduced its Gateway to Success programme, which helps first-year students understand university systems, build relationships with fellow students and access available support services.
AI use and declining lecture attendance raise concerns
While universities are expanding support, academics are also raising concerns about student engagement.
Van Niekerk pointed to declining lecture attendance and what he described as excessive reliance on artificial intelligence for homework and practical assignments.
He argued that completing academic tasks with too much assistance from AI can give students a false sense of preparedness. Students may believe they understand the material while remaining inadequately prepared for independent assessments.
According to Van Niekerk, this has coincided with weaker performance in at least two subjects compared with previous years.
The challenges facing first-year students therefore extend beyond academic knowledge. Universities are dealing with a transition that requires students to adapt to a new pace of learning, greater independence and different expectations around assessment.
For South African higher education institutions, strengthening the connection between school preparation and university demands could become increasingly important in helping students successfully navigate their first year.
