PHYSICAL EDUCATION AS A MEANS OF STUDENTS’ SOCIO-PSYCHOLOGICAL ADAPTATION TO THE EDUCATIONAL PROCESS IN HIGHER EDUCATION INSTITUTIONS

The article examines the role of physical education as a vital tool for facilitating the socio-psychological adaptation of students within higher education institutions. The relevance of this research is underscored by the increasing psychological and emotional pressures faced by students, particularly during their first year, which often manifest as elevated stress, anxiety, maladjustment, and difficulties in social integration. A comprehensive review of academic literature indicates that successful adaptation depends not only on individual psychological characteristics but also on external factors-chief among them, the implementation of physical education programs that promote emotional and social well-being. Theoretical perspectives on socio-psychological adaptation are explored, with particular focus on its core components: emotional regulation, self-esteem, motivation, and social interaction. Drawing on the psychophysiological effects of physical activity, the study supports the potential of physical education to stabilize emotional states, improve communication skills, and mitigate signs of psychological maladjustment. The empirical section involved first-year students divided into two groups: an experimental group participating in a specially adapted physical education program with interactive and emotionally supportive features, and a control group following a standard curriculum. Research tools included the Rogers–Diamond Adaptation Scale, the S. Perce Stress Self-Assessment Questionnaire, and a custom-designed survey assessing motivation and social behavior. Comparative analysis revealed significantly better results in the experimental group, including higher levels of socio-psychological adaptation, lower anxiety, and enhanced learning motivation. The discussion outlines effective strategies for modernizing physical education programs in higher education and offers practical recommendations for educators. The study underscores the importance of interdisciplinary collaboration among physical education professionals, student advisors, psychologists, and university administrators to create a supportive and adaptive learning environment. The findings are applicable in practice by educators, student support services, psychological centers, and researchers specializing in student adaptation, physical activity, and educational psychology.