Advancing First-year Experiences through Curriculum Reform

Abstract Book of the 9th World Conference on Research in Teaching and Education

Year: 2025

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Advancing First-year Experiences through Curriculum Reform

Kevin Badni

ABSTRACT:

This paper critically examines the design, implementation, and impact of a comprehensive First Year Experience curriculum at the university level, focused on supporting students’ transition from high school to higher education in culturally diverse contexts. Drawing on empirical data, student reflections, and institutional documentation, the analysis explores how the intentional integration of curriculum design, faculty development, and co-curricular engagement advances student capability and well-being during this pivotal educational shift. The program emerges as a holistic model anchored by a Capabilities Framework, embedding academic, digital, and well-being literacies at the heart of the university’s first-year curriculum. The paper highlights faculty investment in professional development, inclusive pedagogies, and reflective practices essential for diverse learner needs. Qualitative evidence underscores students’ increased sense of belonging, resilience, and readiness for lifelong learning, while evaluation data indicate improvements in retention and satisfaction. Challenges related to academic preparedness, social integration, and digital equity are addressed through scaffolded supports and targeted initiatives. The findings point to the transformative potential of comprehensive, student-centred strategies for easing the high school to university transition and offer transferable insights for curriculum leaders, faculty, and administrators across higher education institutions.

Keywords: Curriculum Development; First-Year Experience; Holistic Education; Student Transition; University Well-Being