• “Understanding issues relating to student transition into the higher education context is an important aspect of module design, linking content, delivery, and assessment with a student’s prior educational experience and knowledge bases.” (Barr & Jackson, 2018: 390).
• “Nelson and colleagues (2006, p. 1) argue that students should be encouraged to become members of a community of learners through a curriculum that engages first-year students as learners and recognises that first-year students have special needs based on the transition experience. Universities need to coordinate the curriculum across academic, administrative and information silos. Building on the need for a holistic approach, Kift, Nelson and Clarke (2010, p. 14) propose a ‘transition pedagogy’ that delivers a holistic first-year // experience by connecting disparate approaches led by curriculum.” (Bowles et al., 2014: 214-215) 
• “Tate and Swords (2013) highlight in their study of student perceptions that some students are not concerned as much about the transition in terms of subject content in geography, but more about the different skills required to study for a degree. They stress that academics should develop greater awareness of what it is like to study at school (beyond the content of the subject), that academics should develop core links with other stakeholders involved in secondary education, and that efforts to support the transitions should have a broader focus that the subject content but to focus on the skills too.” (Ferreira, 2018: 374).

• “There is clearly a need for universities to embed community building aspects into the initial curricular, for without it many students will struggle to continue with their studies. This community building aspect appears particularly important in a context of the cultural plurality of higher education settings.” (Pollard & Bamford, 2022: 354)
• “universities need to understand the different transition journeys of students to provide an inclusive environment where all students can thrive” (Charalambous, 2020: 1420)
• “a responsive and ‘inclusive model of teaching, learning and assessment’ that could improve the completion rates and the learning outcomes rather than reinforce, as Thomas (2002, 235) has argued, “the social and academic distance between students, and the higher education ‘norm’” (Katartzi & Hayward, 2020: 2377)
• “Undergraduate learners come to the classroom as a diverse mosaic with different cultures, talents, disciplinary backgrounds, orientations, life-stages, and classroom expectations. Instructors can deliberately design for equity, diversity, and inclusion, including for large first-year classes. Equity, diversity, and inclusion in teaching and learning are frequently discussed on the level of principle and theory, and it is important to translate work for all educators for implementation and practice, including teaching strategies useful to helping across disciplines (Hartwell et al., 2017).” (Super et al., 2021: 3464)
• “Thomas (2012) reported that in order to nurture ‘belonging’, academic staff are central to this process. Academics can provide opportunities for students to develop peer relationships, engage in meaningful interactions, and link the emergent knowledge and confidence of the students to their aspirations for their future goals. The role of the academic was highly significant for the students in this study.” (Meehan & Howells, 2019: 1386).

Transition is regarded as a process rather than an event, with curriculum as the central thread that integrates approaches to transition through policy, resource and practice across all areas of the institution.” (Bowles et al., 2014: 214-215).

• “Academic context factors, such as the number and diversity of academic tasks to be performed, accessibility of study materials, and good interaction with professors, together with individual factors, such as the ability to perform tasks and assignments independently, have been identified as key dimensions to successfully adjust to college” (Andrade & Fernandes, 2022: 2 of 9)
• “Explicit, rigorous and coherent curricula, pedagogies and assessment have long been advocated as a primary and central strategy for supporting students from diverse back-grounds (e.g. Delpit 1995; Lingard et al. 2001).” (Gale & Parker, 2014: 741).

• Ways in which Teachers teach can affect how learners learn – and how first-year students (learn to) approach learning (See Ribeiro et al., 2019: 10)
•  “Developing a strong identity as a university learner during first-year university is important because it will encourage students to persist and provide some resilience in the face of future academic challenges.” (Cameron & Rideout, 2022: 680)
• “first-year students should be helped by faculty and by the educational services at college to understand and metacognitively control their approach to learning” (Ribeiro et al., 2019: 9).