Early Trajectories into Academia: A Thematic Analysis of First-Year University Students’ Expectations and Experiences of Transition in Greece

First-year university students experience substantial academic, psychological, and social changes that can influence both well-being and academic engagement. This longitudinal qualitative study explores how first-year students articulate their expectations and adjust to higher education. Data were collected through six weeks of semi-structured interviews with 19 first-year undergraduates enrolled in diverse academic fields across Greek universities. An initial interview conducted in Week 0 examined students’ expectations prior to entry, followed by five weekly interviews focusing on early academic, social, and emotional experiences. Reflexive thematic analysis identified five interrelated domains: Personal Adjustment, Academic Adjustment, Social Integration, Support Systems, and Academic Success. Findings indicate that students entered university with strong academic aspirations, alongside anticipatory concerns related to autonomy, social belonging, and unfamiliar academic environments. Over time, increased autonomy emerged, alongside the importance of peer and institutional support in shaping students’ experiences. Overall, the findings highlight the dynamic nature of first-year adjustment and underscore the importance of integrated academic, social, and institutional support during the early transition to university.