Abstract

In Quebec, the transition from CEGEP to university represents a critical stage in a student’s academic pathway, particularly in fundamental science programs, where cognitive, technical, and organizational demands increase rapidly during the first year. This study, conducted at the University of Montreal, aims to document the challenges associated with this transition and to explore potential strategies that could facilitate students’ adaptation and integration. Using a mixed method approach with descriptive and exploratory objectives, the study combines a self-administered questionnaire completed by first-year undergraduate students (n = 84) and a focus group interview with four participants. The data collected made it possible to examine the cognitive, technical, and psychological dimensions of the transition experience in the fundamental sciences. The results highlight significant heterogeneity in students’ prior knowledge and experience, particularly regarding laboratory skills, learning strategies, and adaptation to academic expectations. Participants also reported challenges related to cognitive workload, time management, and social integration at the beginning of their university journey. Qualitative findings further suggested that differences in prior experiences influenced students’ sense of competence, engagement in educational activities, and sense of belonging. Overall, this study highlights the importance of viewing the transition from CEGEP to university as a multidimensional process that requires early and structured support measures. It contributes to the advancement of knowledge on academic transitions by identifying organizational levers that can support a more equitable and successful integration of students entering fundamental science programs.