SCIENTIFIC AND PEDAGOGICAL PRINCIPLES OF THE 'CRITICAL 90 DAYS' INITIATIVE AT UNIVERSITIES
Keywords:
Critical 90 Days, student adaptation, higher education, pedagogical support, academic integration, psychological adjustment, mentoring, learning environmentAbstract
The "Critical 90 Days" initiative, implemented in higher education institutions, serves as a structured adaptation strategy aimed at enhancing the academic, social, and psychological integration of students, particularly first-year students, into university life. This article explores the scientific and pedagogical foundations of the project, analyzing how systematic activities during the first 90 days of the academic year foster a supportive learning environment, increase student engagement, and promote holistic development. The study emphasizes the role of interdisciplinary collaboration, psychological support mechanisms, and targeted mentorship in achieving the objectives of the initiative. Practical recommendations are proposed to improve the effectiveness of the project across various university contexts.
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