Vol. 14 No. 2 (part 2) (2026): EFYE Special Issue

• Guest Editorial – Designing transition through curriculum: From induction to embedded practice

  William Carey, Diane Nutt

  • Guest editorial_curricula_PDF

Vignette

• Building presentation confidence through choice and flexibility within the first-year science curriculum

  Kelly Edmunds

  • Edmunds_PDF

• Supporting the transition of undergraduate student teachers in one university in Scotland.

  Lindsay Gibson, Eilidh Soussi

  • Gibson+Soussi_PDF

• A decade of first year sustainable chemistry: Student success through a lens of sector-wide change

  Katherine J. Haxton, Richard J. Darton

  • Haxton+Darton_PDF

• Leadership for the First Year Experience: The evolving role of personal tutors

  Pauline Herriot, Dr. Peter Duncan

  • Herriot+Duncan_PDF

• Teaching first-year math students to love doing math: shifting from calculations to creativity, critical thinking, and community

  Caroline Junkins, Jessie Meanwell, Difei (Fay) Zheng, Lee van Brussel

  • Junkins+et+al_PDF

• Co-Creating an Extended Induction at Nottingham Business School and Insights from EFYE 2025

  Ethan Keene

  • Keene_PDF

• “A little bit better”: Compassion, coordination, and becoming in the first-year experience

  Dr Kate (Katya) Sullivan

  • Sullivan_PDF

Case Studies

• Enhancing Online Postgraduate Orientation: Action Research into Improving Engagement, Belonging, and Support

  Nicola Brown

  • Brown_PDF

• Learning to learn together – building belonging from the beginning

  Andy Gridley, Catherine Collin, Jennifer Blake, Ketan Parmar, Catherine Porter, Will Holmes

  • Gridley+et+al_PDF

• MySuccess Modules: A Whole Institutional Approach to Enable Successful Student Transitions

  Jack Hogan, Stephen Morrison, Alison Duffy, Lisa Clark, Laura Gauld, Kerith George-Briant, Hannah Geissler, Chloe Crier, Lucinda Shale, Mairi Gardner, Sophie Kennedy, Luke Millard, Julie Blackwell Young, Richard Ogston

  • Hogn+et+al_PDF

• Life Tools: A case study of a universal, learner-directed psychoeducation programme to support students’ transition into university and broader personal development

  Alana I. James, Alicia Peña Bizama, Denis Persichini

  • James+et+al_PDF

• AI enhanced feedback literacy intervention for academic success beyond first year in tertiary education.

  Nurun Nahar

  • Nahar_PDF

• Knowing your learners: Strategic inclusive educational practices for creative students’ transitioning to higher education

  Dr Francesco Luke Siena, Jelena Matic, Richard Malcolm

  • Siena+et+al

• No Student Left Behind: Scaling Equity and Belonging in First-Year Mathematics

  Patricia Xufre, Áurea Quintino, Tânia Zaragoza

  • Xufre+et+al_PDF

Reflective Analysis Papers

• Designing for inclusion: A pilot study on cultivating inclusive mindsets in engineering students

  Lili Allard, Mieke Cannaerts, Rani Dujardin, Dr. Lynn Van den Broeck, Dr. Sofie Craps

  • Allard+et+al_PDF

• Reflections on a multi-agentic project to understanding learner needs in transition to Higher Education

  Theresa Federici

  • Federici_PDF

Original Research

• Teaching techniques that students show up for - An exploratory study of student engagement and attendance in UK Higher Education.

  Emma Elkington, Irene Brew-Riverson, Tom Lowe

  • Elkington+et+al_PDF

On the Horizon

• The SP-H programme at St Andrews: Promoting academic success for pathway students in the School of History

  Ana del Campo

  • del Campo_PDF

• Disrupting first-year curriculum design: A holistic approach to student success

  Lisa Gorton

  • Gorton_PDF

• A case for space: exploring the role of collaborative learning spaces in supporting first-year university students’ sense of belonging

  Sylvia Grommen, Bert De Groef, Bavo Meuwis, Lotte Paesbrugghe, Annelies Raes

  • Grommen+et+al_PDF

• A plea for the structural anchorage of co-creation: empowering educators to foster self-regulated learning.

  Astrid Koelman, Sabrina Govaerts, Elena Van den Broeck, Dr. Gert Vanthournout

  • Koelman+et+al_PDF

• Embedding Diversity-Responsive Teaching in First-Year Higher Education: A Pilot Training Approach.

  Evelyn Morreel, Joyce Koeman, Jozefien De Leersnyder

  • Morreel+et+al_PDF