Intervention strategies to support first-year university students’ transition from dependence to autonomy at universities in Limpopo Province, South Africa

Intervention strategies to support first-year university students’ transition from dependence to autonomy at universities in Limpopo Province, South Africa

Mphidi Tshepiso Promise & Sekgobela Tumelo

Issue: Vol. 7 No.8 2026 Article 6 pp. 2258 – 2271
DOI: https://doi.org/10.38159/ehass.2026786 Published online 5th October 2026

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ABSTRACT

The transition from high school to university represents a critical developmental and academic shift for first-year students, moving from a structured, dependent environment to autonomous learning and self-management. While students often enter university with enthusiasm, many encounter unexpected academic workloads, social challenges, and financial responsibilities that can compromise their well-being and performance. The aim of this study was to explore the lived experiences of the first-year students who transitioned from dependency to autonomy and the social work intervention strategies at universities in South Africa. A qualitative, exploratory design was employed, using semi-structured interviews to collect data from 15 first-year students from two universities in Limpopo Province, South Africa. Data was analysed thematically to support academic needs and social, emotional, psychological, and financial aspects. The study identified four key interrelated themes: (1) academic overload and time-management struggles, (2) emotional and social adjustment challenges, (3) personal responsibility and financial independence pressures, and (4) the importance of psychosocial and social work support. Findings indicate that early, visible, and continuous social work support, combined with peer mentoring and life-skills interventions, can significantly enhance students’ autonomy, resilience, and academic integration. The study contributes practical insights for higher education institutions and social work practitioners seeking to scaffold first-year students’ successful transition into independent learning environments.

Keywords: Autonomy, first-year students, higher education, transition, social work support.

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ABOUT AUTHOR(S)

Ms. Tshepiso Promise Mphidi is a Master of Social Work student. She is an employee of the University of Venda as a student support officer. She is interested in student support and substance abuse. She has written articles on substance abuse, in particular nyaope.

Dr. Tumelo Sekgobela is a lecturer at the University of Venda. He has been in higher education for over 4 years. His research interests are the resilience of social workers, substance abuse, and bullying. He has written extensively about the resilience of social workers, bullying, and substance abuse, and supervised many students in these fields of study. He has a strong interest in student support, well-being, and transition to higher education.

TO CITE ARTICLE

Promise, Mphidi Tshepiso, and Sekgobela Tumelo. “Intervention strategies to support first-year university students’ transition from dependence to autonomy at universities in Limpopo Province, South Africa.” E-Journal of Humanities, Arts and Social Sciences 7, no.8 (2026): 2258 – 2271. https://doi.org/10.38159/ehass.2026786