Student perception of the academic induction course at Bluefields Indian & Caribbean University

Abstract

The study analyzes the perceptions of Bluefields Indian & Caribbean University (BICU) students regarding the effectiveness of the induction semester (Semestre Común) as an institutional strategy to help students transition to academic programs and adapt to university life. It was carried out during the 2022, 2023, and 2024 academic years. The research was conducted under a pragmatic paradigm to achieve a comprehensive understanding. A descriptive, non-experimental mixed-methods design was employed, using structured surveys and focus groups for data collection. The sample was determined using the finite population formula, with a 95 % confidence level and a 5 % margin of error, applying stratified probabilistic sampling to represent the three academic levels. The final sample consisted of 178 students: 99 from first year, 54 from second year, and 25 third-year students, all with direct experience in the induction course. In the quantitative phase, results showed that 63.49 % of students expressed overall satisfaction with the program; 69.6 % considered it effective for strengthening academic skills, and 66.29 % recognized its contribution to university adaptation processes. The qualitative phase highlighted the value of faculty support, the cultural relevance of activities, and the need to extend the strategy to subsequent semesters to ensure a sustained academic transition. The study concludes that the induction semester is an effective institutional policy that promotes inclusion and educational equity in multicultural contexts. However, strengthening program continuity, intercultural adaptation, and longitudinal monitoring mechanisms is recommended to maximize its formative impact.