60
Comprehensive training and university
adaptation of students of Law and Social
Work, Unicervantes Mocoa campus
Zuly Aidé Gómez-Burbano1
Ingrid Selene Torres-Rojas2
To reference this article / Cómo citar este artículo / Para citar
este artigo: Gómez-Burbano, Z. A., & Torres-Rojas, I. S. (2025).
Comprehensive training and university adaptation of students of
Law and Social Work, Unicervantes Mocoa campus. Revista UNIMAR,
43(2), 60-74. https://doi.org/10.31948/ru.v43i2.4403
Reception date: October 5, 2024
Review date: February 21, 2025
Approval date: May 21, 2025
Abstract
This article presents the results of a research study that aimed to analyze the
relationship between comprehensive education and adaptation to university life.
The study employed a quantitative methodology with a positivist paradigm and a
descriptive and correlational scope. Two instruments were applied to a purposive
sample of 300 students from the Social Work and Law programs at Fundación
Universitaria Cervantes San Agustín. The findings suggest that, despite their
comprehensive training and adaptation to university life, some individuals
experience personal difficulties related to emotional and self-concept issues.
Similarly, age influences the formation of habits, since most students are of legal
age and have to work. Consequently, they do not have enough time to dedicate
themselves fully to their studies. This situation is different for minors, who can
dedicate their time exclusively to their studies and academic responsibilities. In
conclusion, the two variables have a weak positive correlation. That is, students
who feel more adapted to university life also tend to feel more fully formed.
Keywords: higher education; comprehensive training; adaptation; college life;
transition
1 Master’s student in Education, UNIMINUTO. Researcher professor, Unicervantes, member of the research group Resi, Mocoa,
Putumayo, Colombia.: gomezzuly026@gmail.com
2 PhD in Educational Sciences, Universidad Cuauhtemoc, Aguas Calientes campus, México. Professor, Corporación Universitaria
Minuto de Dios. E-mail: ingrid.torres.ro@uniminuto.edu.co
Article result of the research entitled: Relación de la formación integral y la adaptación a la vida universitaria en los estudiantes del
programa de Derecho y del programa de Trabajo Social de la Fundación Universitaria Cervantes San Agustín en la ciudad de Mocoa,
conducted from the second semester of 2023 until October 25, 2024.
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e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 60-74Vol. 43 No. 2 pp. 60-74
61
Formación integral y adaptación universitaria
de estudiantes de Derecho y Trabajo Social,
Unicervantes sede Mocoa
Resumen
En este artículo se presenta los resultados de una investigación, cuyo objetivo
principal fue analizar la relación entre la formación integral y la adaptación a
la vida universitaria. La metodología empleada fue de corte cuantitativo, con
paradigma positivista y alcance descriptivo y correlacional. Se aplicaron dos
instrumentos a una muestra intencionada de 300 estudiantes de los programas
de Trabajo Social y Derecho de la Fundación Universitaria Cervantes San Agustín.
Los hallazgos señalan que, a pesar de que los estudiantes cuentan con una
formación integral y con un nivel de adaptación a la vida universitaria medio, se
presentan algunas dificultades personales relacionadas con temas emocionales
y de autoconcepto. Asimismo, la edad influye en la formación integral, ya que
la mayoría de los estudiantes son mayores de edad y tienen que trabajar; en
consecuencia, no cuentan con el tiempo necesario para dedicarse por completo
a sus asignaturas; esta situación es diferente en aquellos estudiantes que son
menores de edad, ya que seguramente pueden dedicar su tiempo exclusivamente
a su estudio y atender las responsabilidades académicas. En conclusión, las dos
variables tienen una correlación positiva débil, es decir, los estudiantes que se
sienten más adaptados a la vida universitaria tienden a sentirse más formados
integralmente.
Palabras clave: educación superior; formación integral; adaptación; vida
universitaria; transición
Treinamento integral e adaptação universitária
de estudantes de Direito e Trabalho Social,
Unicervantes, Mocoa
Resumo
Este artigo apresenta os resultados de uma pesquisa que teve como objetivo,
analisar a relação entre a educação integral e a adaptação à vida universitária. O
estudo empregou uma metodologia quantitativa com um paradigma positivista e
um escopo descritivo e correlacional. Dois instrumentos foram aplicados a uma
amostra intencional de 300 alunos dos programas de Trabalho Social e Direito
da Fundación Universitaria Cervantes San Agustín. Os resultados sugerem
que, apesar do treinamento abrangente e da adaptação à vida universitária,
há algumas dificuldades pessoais relacionadas a questões emocionais e de
autoconceito. Da mesma forma, a idade influencia a formação de hábitos, já que
a maioria dos alunos é maior de idade e precisa trabalhar. Consequentemente,
eles não têm tempo suficiente para se dedicar totalmente aos estudos. Essa
situação é diferente para os de menor idade, que podem dedicar seu tempo
exclusivamente aos estudos e às responsabilidades acadêmicas. Em conclusão,
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 60-74Vol. 43 No. 2 pp. 60-74
Comprehensive training and university adaptation of students of Law and Social Work, Unicervantes Mocoa campus
62 Zuly Aidé Gómez-Burbano
Ingrid Selene Torres-Rojas
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 60-74Vol. 43 No. 2 pp. 60-74
as duas variáveis têm uma correlação positiva fraca. Ou seja, os alunos que se
sentem mais adaptados à vida universitária também tendem a se sentir mais
bem formados.
Palavras-chave: ensino superior; educação abrangente; adaptação; vida
universitária; transição
Introduction
Higher education in Colombia presents
challenges. The vast majority of institutions
are private, and public institutions have limited
spots available to the general population. In
addition, individuals face drastic new changes
in academic, social, emotional, personal,
and sometimes family spheres once they
enter university. This can make it difficult for
students to adapt to this new learning style or
lifestyle. This can lead to consequences such
as postponement, cancellation, or dropping
out, especially during the first semesters of a
degree program.
It is essential to recognize that education is a
process that promotes positive change in all
aspects of human life. For optimal development,
education is linked to the indispensable concept
of comprehensive education. Comprehensive
education has been widely debated, researched,
and addressed. It constitutes the essential
purpose that all educational institutions should
embrace, regardless of the level of education
they provide.
However, it is worth asking whether
comprehensive education is truly understood
and practiced or if it remains merely an ideal
expressed in discourse. Often, universities
seem to limit themselves to being spaces where
students passively receive knowledge that they
must memorize and reproduce. Comprehensive
education, though, involves a broader process
that encompasses fundamental components
of the educational sphere, such as teaching,
learning, didactics, methodology, and curriculum.
In one way or another, these elements are linked
to the everyday lives of human beings from the
moment they enter an educational institution
and begin having formative experiences. These
experiences contribute to various dimensions—
physical, cognitive, communicative, aesthetic,
spiritual, social, and evaluative—which are
shaped by the individual’s subjectivity and need
to be cultivated effectively within institutions
(Letort, 2016).
Similarly, Nova (2017) notes that comprehensive
education views human beings as
multidimensional individuals. When institutions
adopt this type of education as their mission,
they must recognize the existence of these
dimensions and design strategies that promote
the balanced and full development of each
dimension. In other words, education is more
than just teaching a standard course, memorizing
concepts, learning laws, English, mathematics,
or fulfilling a curriculum. It is also about meeting
the needs of university students and creating
spaces that support comprehensive education
and strengthen this way of life transition.
Education includes many levels, one of which
is higher education. For some people, pursuing
higher education can be challenging, especially
if they are unaware of the level of responsibility
and commitment involved. This may be due to
their young age or the change from a school
to a university methodology. To overcome this
common challenge, higher education institutions
must strengthen students’ skills and habits to
prepare them for university life adequately.
In this regard, the Ministerio de Educación
Nacional (MEN, 2009) recognizes this situation
as a problem that requires intervention,
particularly during the first four semesters of
a professional program, as this is when the
highest dropout rates occur. This phenomenon
has multiple causes, including economic,
social, political, familial, occupational, and
environmental factors. In response, universities
and individuals have conducted research and
developed projects, strategies, programs,
and techniques. One of these is the renowned
Universidad del Valle (2024), which, through
its ASES strategy, has established multiple
measures to help students adjust to college
Comprehensive training and university adaptation of students of Law and Social Work, Unicervantes Mocoa campus
63 Zuly Aidé Gómez-Burbano
Ingrid Selene Torres-Rojas
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life, such as group meetings, support from
monitors, study techniques, academic tutoring,
and extracurricular activities.
Similarly, the Universidad de Cartagena (2025)
created a student graduation retention policy,
through which it implemented initiatives such
as programs that integrate first-semester
undergraduate and graduate students into
university life, meetings with parents (an
important factor in university education), a
course that addresses relevant actions for the
higher education process, and a tutoring program
that seeks to improve academic performance.
In addition to the above, it is necessary to
consider student or university adaptation,
understood, according to Schultz (as cited by
Shultz in Ferreira and Rendón, 2017) as “The
degree or extent to which students manage
their experiences and interactions during
their first year of higher education” (p. 16).
And, according to Shultz (as cited by Ferreira
& Rendón, 2017), “For students entering this
environment for the first time, reactions range
from excitement to apprehension, and for some
students, fear” (p. 16):
To this extent, most of the changes arise
directly from the individual. Many new students
must leave their families, modify their lifestyle
and study habits, and face new interpersonal
relationships. This forces them to adapt to
new academic and institutional demands,
which bring methodological changes to the
teaching and learning process and new forms
of assessment. This requires an individual to
undergo psychological and behavioral changes
as they balance academic workloads and new
obligations that help develop their potential
from admission to graduation (Zárate &
Mantilla, 2014).
In terms of methodology, the research was based
on a quantitative approach within a positivist
paradigm and had a descriptive scope. This
approach allowed us to examine comprehensive
training and adaptation to university life
effectively. It proved useful because it enabled
us to identify and understand the factors
influencing students’ academic performance
success. After all, the purpose of education is
to make the university experience enjoyable,
satisfying, and beneficial. This study allowed
us to understand how comprehensive training
and adaptation to university life affected the
participating students.
Methodology
The study was framed within a positivist paradigm
because it seeks to study, measure, quantify,
and categorize reality using reliable, numerical,
valid, and verifiable methods. According to
Babbie (1999/2000), this paradigm assumes that
the social world can be studied objectively and
that phenomena can be systematically observed
and measured. In short, this paradigm aims to
verify the objectivity of data in the pursuit of
scientific knowledge.
Similarly, quantitative research was employed
because, according to Babativa (2017), when
«applied to the social sciences, it assumes a
conception of reality that remains consistent
over time. Furthermore, it enables researchers
to adopt an objective stance and demonstrate
cause-and-effect relationships between
variables» (p. 14). The aim in this case was
to analyze, understand, and comprehend the
relationship between comprehensive training
and adaptation to university life. To this end,
we sought repetitive patterns of behavior or
points of view among students that could be
transformed into objective data that could be
classified, cataloged, or measured.
The scope was descriptive. According to
Hernández et al. (2014), the objective is «to
specify the properties, characteristics, and
profiles of individuals, groups, communities,
processes, objects, or any other phenomenon
subject to analysis. This is useful for accurately
showing the angles or dimensions of a
phenomenon, event, community, or context»
(p. 92). In this study, we investigated the
characteristics of comprehensive training
and adaptation to university life, which are
phenomena that occur within an educational
institution. A quantitative and statistical analysis
of specific situations was conducted based
on responses from the instruments to gain a
deeper understanding of their relationship or
influence on the education community.
Comprehensive training and university adaptation of students of Law and Social Work, Unicervantes Mocoa campus
64 Zuly Aidé Gómez-Burbano
Ingrid Selene Torres-Rojas
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A correlational phase was also conducted to investigate the characteristics and relationship
between comprehensive training and students’ adaptation to university life. Two instruments were
used for this purpose: the first was the Design and Psychometric Analysis of a Test to Measure the
Perception of Classes concerning the Comprehensive Training of University Students (PCFI) (Daza
et al., 2019); the second was the Questionnaire on Academic Experiences in its reduced version
(QVA-r): A Psychometric Analysis (Márquez et al., 2009).
The population consisted of all 510 students enrolled in the Social Work and Law programs.
The intentional sample included 300 students who met the following criteria: enrollment at
Unicervantes, enrollment in the Social Work and Law programs, and signing an informed consent
form to participate voluntarily.
Regarding the validation of the two instruments used, the comprehensive training instrument
contained 54 items. A Cronbach’s alpha of 0.981 was obtained when performing the respective
reliability analyses; thus, it is a reliable instrument for measuring the comprehensive perception
of classes among university students. The EQVA-R university life adaptation instrument consists
of 60 items divided into five dimensions and has a Cronbach’s alpha of over 0.60, making it a valid
instrument for measuring such adaptation as well.
The statistical techniques were applied using the R program. Through this program, exploratory and
confirmatory factor analyses were performed, as well as an evaluation of the variance explained by
each item in its respective factor. Student’s t-tests and correlation analyses were also performed.
Results
Comprehensive training for social work and law students
The test measured the comprehensive training of university students by analyzing their
perceptions of classes, subjects, and educational experiences through a detailed assessment.
The 54-item instrument is designed to evaluate three key factors: pedagogical, disciplinary, and
interdisciplinary. Respondents answered each question on a 5-point Likert scale, where 1 expressed
total disagreement with the statement and 5 expressed total agreement. The main objective of
the assessment was to evaluate the quality and depth of students’ education during their time at
the university.
In this way, the factor loadings of each item against each factor were determined, from which the
highest factor loading was selected. Based on the items determined for each factor, a name was
assigned to the factor. If the loading was positive, the correlation was also positive; thus, the items
that should belong to each dimension were specified. Factors 1, 2, and 3 (pedagogy, disciplinary,
and interdisciplinary) were chosen based on the number of scores obtained (see Table 1).
Table 1
Description of the most significant items for each factor or dimension, according to variance
Item Pedagogy Disciplinary Interdisciplinary
10.000 0.000 0.577
20.000 0.000 0.627
30.000 0.000 0.565
40.000 0.000 0.606
Comprehensive training and university adaptation of students of Law and Social Work, Unicervantes Mocoa campus
65 Zuly Aidé Gómez-Burbano
Ingrid Selene Torres-Rojas
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Item Pedagogy Disciplinary Interdisciplinary
50.000 0.000 0.719
60.000 0.000 0.726
70.000 0.000 0.750
80.000 0.000 0.736
90.000 0.000 0.744
10 0.000 0.000 0.777
11 0.000 0.000 0.831
12 0.000 0.000 0.813
13 0.000 0.000 0.776
14 0.000 0.000 0.805
15 0.000 0.000 0.750
16 0.000 0.000 0.806
17 0.000 0.000 0.730
18 0.000 0.000 0.770
19 0.000 0.000 0.771
20 0.000 0.000 0.796
21 0.718 0.262 0.365
22 0.655 0.000 0.000
23 0.738 0.000 0.000
24 0.801 0.000 0.000
25 0.846 0.000 0.000
26 0.837 0.000 0.000
27 0.820 0.000 0.000
28 0.856 0.000 0.000
29 0.831 0.000 0.000
30 0.854 0.000 0.000
31 0.880 0.000 0.000
32 0.847 0.000 0.000
33 0.805 0.000 0.000
34 0.839 0.000 0.000
35 0.861 0.000 0.000
36 0.839 0.000 0.000
37 0.879 0.000 0.000
38 0.686 0.000 0.000
39 0.000 0.763 0.000
Comprehensive training and university adaptation of students of Law and Social Work, Unicervantes Mocoa campus
66 Zuly Aidé Gómez-Burbano
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Item Pedagogy Disciplinary Interdisciplinary
40 0.000 0.775 0.000
41 0.669 0.000 0.000
42 0.731 0.000 0.000
43 0.834 0.000 0.000
44 0.857 0.000 0.000
45 0.783 0.000 0.000
46 0.825 0.000 0.000
47 0.816 0.000 0.000
48 0.800 0.000 0.000
49 0.845 0.000 0.000
50 0.885 0.000 0.000
51 0.865 0.000 0.000
52 0.764 0.000 0.000
53 0.809 0.000 0.000
54 0.794 0.000 0.000
Note. The data generated by the statistical program R is related.
Standardized factor loadings represent the correlation between an item and a latent factor. Table
1 shows that the most significant contributors to the ‘Pedagogy’ dimension of comprehensive
training were items 31, 37, and 35. This suggests that classes are productive when they are
well-designed and provide valuable knowledge when teachers have the required program profile.
Conversely, items 22 and 38 had the least impact, indicating that teachers may not be particularly
concerned about each student’s feelings and emotions, and that the classroom space is usually
not the most suitable.
Similarly, items 11, 12, and 14 most affected the disciplinary dimension. This suggests that
subjects are a field of cooperation that allows differentiation of each subdiscipline’s contributions
and understanding of their methods and differences. Likewise, subjects promote collaborative
work, which is essential for professional training. Items 1 and 3 had the least impact, meaning
students do not assume their degree can be applied to various fields. They must delve deeper into
the concepts, methods, and procedures of their discipline.
On the other hand, items 49, 50, and 51 most affect the interdisciplinary dimension within
comprehensive education. These items allow us to analyze how classes can generate interesting
ideas and serve as a free space for sharing. They also allow students to identify with the content and
management of the classes. Finally, regarding items 41 and 42, which are not significant, perhaps
students do not feel fully accepted by their teachers or classmates. This makes it necessary to
create spaces outside of the academic setting where students can have experiential encounters
with others.
A comparative study of the averages of men and women across different dimensions was also
conducted (see Table 2). The Student’s t-test was applied to analyze the significant effects of
gender, age, and socioeconomic status on comprehensive training.
Comprehensive training and university adaptation of students of Law and Social Work, Unicervantes Mocoa campus
67 Zuly Aidé Gómez-Burbano
Ingrid Selene Torres-Rojas
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Table 2
Comparison of averages between those under 18 and those over 18 in the different dimensions
Dimension Age NMedia Test value tSignicance level (p)
Disciplinary
Under 18 12 4,42
2,10 0,03627*
18 years or
older 288 4,05
Interdisciplinary
Under 18 12 4,41
0,35 0,726
18 years or
older 288 3,96
Pedagogy
Under 18 12 4,20
0,52 0,8658
18 years or
older 288 4,09
Note. The data generated by the statistical program R is related.
According to the results of the statistical program, age is a relevant factor affecting the disciplinary
dimension. The fact that students are minors implies that they perform better in this dimension. This
suggests that the other group of students, who are of legal age and workers, may not have enough
time to fully devote themselves to their subjects and academic responsibilities. This contrasts with
students without job responsibilities who can devote their time solely to their studies. They also
have the necessary space to delve deeper into subjects, research key concepts, methodologies,
and procedures; engage in group work; and develop a greater understanding of classes and
collaborative work.
Adapting to university life for Social work and Law students
The Academic Experiences Questionnaire (QVA-R) was used to assess adaptation to university life
because it is one of the most comprehensive tools for addressing this phenomenon. The QVA-r
allows for the analysis and understanding of a particular event: adaptation to university life, which
occurs in all higher education institutions (Márquez et al., 2009).
The test consists of 60 items, divided into five dimensions. Responses are presented on a 5-point
Likert scale, where 1 expresses total disagreement with the statement and 5 expresses total
agreement (see Table 3).
Table 3
Characterization of dimensions and Cronbach’s alpha
Dimension Description Number
of items Items Cronbach
Alpha
Personal
Assess students’ perceptions of
physical and psychological well-
being
21
3, 4, 6, 9, 11,
13, 17, 21, 26,
28, 30, 31, 35,
39, 45, 51, 52,
55, 56, 59, 60
0,92
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Dimension Description Number
of items Items Cronbach
Alpha
Interpersonal
Evaluates relationships with
peers in general and signicant
relationships, as well as aspects
related to involvement in
extracurricular activities
19
1, 2, 5, 10,
18, 19, 23, 24,
25, 27, 29, 32,
33, 36, 38,
40, 42, 43, 46
0,89
Career
Assess adaptation to
undergraduate studies, vocational
plans, and career prospects
77, 8, 14, 16,
20, 22, 37 0,9
Study
Evaluates study skills, work
habits, time management, use
of the library, and other learning
resources
11
34, 41, 44, 47,
48, 49, 50, 53,
54, 57, 58
0,83
Institutional
Assess interest in the institution,
desire to continue studies,
knowledge, and perceptions about
the quality of existing services and
structures
212, 15 0,58
Note. Data taken from the academic experiences questionnaire (QVA-r).
In the case of the personal dimension, the characteristic items correspond to items 11 and 17.
These items suggest that students may feel confused, disoriented, and pessimistic, which can
affect their academic performance and adaptation to university life. Items 53 and 60 were less
significant, indicating that although students struggle with making decisions, they are confident in
their degree program.
Items 24 and 27 most affect the interpersonal dimension. In other words, entering university has
enabled students to form new relationships with their peers and develop a close-knit group of
friends. These aspects are important when entering a higher education institution. Items 5 and 29
correspond to characteristics that students may not consider important. For example, it is worth
noting that the student community does not frequently use the library. The university lacks a
physical space where students can study and form friendships.
In the ‘Career’ dimension of university adaptation, items 7 and 8 indicate that students have
chosen the right career and possess the necessary skills and vocation for their field of study.
In the ‘Study’ dimension, items 47 and 49 were the most important; that is, students organize
the information obtained in class adequately and prepare to pass their exams. Finally, in the
‘Institutional’ dimension, item 12 was the most prevalent, suggesting that most students feel
comfortable with their university.
On the other hand, a study of these tests was conducted to determine how some data affect others,
whether significantly or not. The purpose of this study was to find out if variables such as gender,
age, or socioeconomic status primarily influence adaptation to university life in each dimension.
Regarding this objective, it was found that gender is a key factor in adapting to university life in
the dimension of study. For instance, male students may have lower grades than female students
because women tend to plan, organize, and study their classes more thoroughly. Additionally, they
tend to keep up with their academic duties and commitments in class.
Comprehensive training and university adaptation of students of Law and Social Work, Unicervantes Mocoa campus
69 Zuly Aidé Gómez-Burbano
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Table 4
Comparison of averages between men and women in different dimensions for adaptation to
university life
Dimension Gender NMedia Test value tSignicance level (p)
Personal Female 216 2,43 0,28 0,7745
Male 84 2,4
Interpersonal Female 216 3,61 0,24 0,8077
Male 84 3,62
Career Female 216 4,11 0,79 0,4268
Male 84 4,04
Study Female 216 3,72 2,13 0,0336*
Male 84 3,56
Institutional Female 216 3,54 0,24 0,8037
Male 84 3,57
Note. Data taken from the statistical program R.
Regarding the level of adaptation among students according to the dimensions, it was found
that the educational community does not possess a high level of adaptation. That is, students
have experienced emotional instability and other mood changes. Likely, they have recently felt
confused, downcast, sad, or tired, which has made it difficult for them to make decisions.
Similarly, a moderate level of adaptation was observed in the interpersonal dimension. That is,
students generally make friends easily. They usually have company and a good group of friends
and try to participate with their classmates outside of class hours.
In terms of the ‘Career’ dimension, students have a high level of adaptation to university life.
This suggests that most of them chose the right undergraduate program. As a result, they feel
committed and have the necessary skills to meet expectations.
Concerning the ‘Study’ dimension, students demonstrate an average level of adaptation to
university life. To a certain extent, they organize their time, focus on pending tasks, plan, and
keep their notes and homework up to date.
Finally, in the institutional dimension, students have an average level of adaptation to university
life. To a certain extent, they feel comfortable at the university. Some things interest them.
Perhaps the university has fairly good infrastructure for the student community, although not
completely.
Description of the relationship between comprehensive training and adaptation to
university life in Social Work and Law students
After completing statistical analyses of all the data, it was found that there is a weak positive
correlation between the two variables. This means that students who feel more adapted to university
life generally feel more comprehensively educated, though the relationship is not very strong. Table
5 shows that this correlation is statistically significant (p-value = 3.112e-07). Therefore, it is likely
that this relationship exists in the general student population and is not just a random result.
Comprehensive training and university adaptation of students of Law and Social Work, Unicervantes Mocoa campus
70 Zuly Aidé Gómez-Burbano
Ingrid Selene Torres-Rojas
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 60-74Vol. 43 No. 2 pp. 60-74
However, even though the correlation is weak, it suggests that there is a general trend: students
who are better adapted also feel more comprehensively educated.
Table 5
Description of the relationship between comprehensive education and adaptation to university life
Dimension Test value tSignicance level (p)Correlation
Comprehensive training 5.23 3.11 0.2902317
Adapting to university life 5.23 3.11 0.2902317
Note. The table lists the T-test values and the significance of the students’ comprehensive training
and adaptation to university life.
Discussion
From birth, human beings undergo different life processes and experiences that distinguish them
from other species. Among these transcendental experiences is education. It begins at a very
early age and progresses over time, until reaching high school and then university. It is a space
where both theoretical knowledge and life are cultivated skills. In this environment, there is a
need to educate competent individuals who can respond to global demands and engage in active
practices.
According to Gutiérrez (2024), higher education in Colombia is conceptualized as a comprehensive
process aimed at developing well-rounded individuals capable of solving and facing current
challenges. Therefore, it must promote the personal and social growth of students, going beyond
simple academic and technical development. Universities should teach basic social skills and
competencies because they are widely applied in the professional world, along with ethics.
In this scenario, it is clear that education should be approached as a comprehensive training
perspective. According to the results of this study, higher education institutions can offer
comprehensive education. Students receive timely, planned, and traceable classes that contribute
to their knowledge. Likewise, teachers meet the required profile.
However, the study also indicates a lack of concern among the teaching staff regarding the
students’ feelings and emotions. Additionally, the classroom space is not usually ideal. Cuaical
and Cuesta (2017) state that classrooms are intricate environments where various social and
emotional interactions occur. In other words, interactions between teachers and students are a
determining factor in the educational process, creating a pleasant learning environment. This is
because these interactions significantly impact teachers’ behavior and attitudes, as well as the
social and emotional relationships they establish with their students.
The study also emphasizes that the goal of vocational training is to enhance cooperative work.
The European Higher Education Area (EHEA) recognizes the need to develop teamwork skills,
to adapt to the flexibility of the labor market, and to an increasingly group-based format,
mediated by technology, in the development of projects. (Noguera et al., as cited in Hernández-
Sellés et al., 2023, p. 41)
The entire collaborative learning process revolves around interaction, whether between students,
with the teacher, or with the media and materials.
Comprehensive training and university adaptation of students of Law and Social Work, Unicervantes Mocoa campus
71 Zuly Aidé Gómez-Burbano
Ingrid Selene Torres-Rojas
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e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 60-74Vol. 43 No. 2 pp. 60-74
On the other hand, different factors arise within
this comprehensive training dynamic that can
influence it. In this case, age is a relevant
factor since younger students tend to receive
higher grades than older students. This may
be because starting university at an older
age, while also working or taking care of other
responsibilities, reduces the time available for
academic duties. In response, the Observatorio
de la Universidad Colombiana (2024) asserts
that working students in Colombia’s higher
education system encounter unique challenges,
including limited participation in academic and
collaborative activities due to time constraints.
The organization also examines how work
impacts students’ ability to allocate time to
research, in-depth study of concepts, and
class participation. These findings highlight the
urgent need for higher education institutions
to address these issues, as they may hinder a
comprehensive education.
According to the research, students are at
an average level regarding comprehensive
interdisciplinary skills training. While classes
are taught appropriately, there is a slight
need for them to delve into other possibilities
for understanding and knowledge. In other
words, they should go beyond anecdotes and
incorporate real experimentation. Innovative
materials should be used, and the micro-
curricula of the subjects should be updated. A
space for reflection should be created where
students can explore what they are learning
and why.
For Mero (2022), integrating interdisciplinary
practices can enrich the educational process
by improving the planning and execution of
innovative classes through updated curricula
and innovative materials. Based on the above,
it is essential to promote spaces for awareness
and reflection on what is being learned and
taught. Institutions take a long time to update
program content, often forgetting the context
or social reality.
On the other hand, students may face
different challenges when transitioning from
high school to higher education in Colombia
because, according to Julca (2016), university
education is a multidimensional process that
goes beyond acquiring specialized technical
knowledge. It requires greater discipline and
time management. Additionally, Meléndez-
Armenta (2023) states that adapting to a new
social environment while managing academic
and personal responsibilities can lead to mental
health issues, such as anxiety. This forces
universities to consider strategies for addressing
this stage of adaptation that involve the entire
academic community, as well as families in
urgent cases.
In this context, it was found that students’ level
of adaptation to university life is average. Most
of them experience emotional and personal
difficulties, which cause them to report feeling
tired, sad, discouraged, disoriented, and
confused, as well as having difficulty making
decisions. These moods can disrupt the
adaptation process and academic performance.
It should be noted that the first year of
university is one of the most challenging years,
and adaptation takes time. Students experience
emotional difficulties during this period as they
adjust to the pace of work.
Institutional support for early warning systems is
essential to overcoming barriers by implementing
strategies that address academic and emotional
difficulties. Despite this, the results indicated
that students chose their degree program wisely
and that enrolling in the institution allowed them
to form new relationships with their peers and
establish a strong social circle. These aspects
are important when entering a higher education
institution because interpersonal socialization
is essential for fostering joy, fun, and interest,
even though there are individual achievements.
Gender is another crucial factor in adapting
to university life. It affects student issues.
For example, women tend to achieve better
grades than men because they plan, organize,
and study their classes more thoroughly. They
also keep up with academic assignments and
commitments made in class. Men find it more
difficult to take on these responsibilities.
In short, this study found that the two categories,
comprehensive training and adaptation to
university life, are moderately correlated.
Therefore, students who feel more adapted to
Comprehensive training and university adaptation of students of Law and Social Work, Unicervantes Mocoa campus
72 Zuly Aidé Gómez-Burbano
Ingrid Selene Torres-Rojas
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 60-74Vol. 43 No. 2 pp. 60-74
university life tend to feel more comprehensively
trained. In this regard, Pinillo (2024) argues that
students who are better integrated in these
two areas demonstrate greater emotional well-
being and report a more enriching educational
experience. In other words, a comprehensive
education helps students strengthen their
ability to relate appropriately to their peers and
participate in the educational community. This
leads to adequate adaptation to the environment.
Conclusions
The research significantly contributed to
academic and comprehensive training processes,
as well as adaptation to university life two
crucial elements that influence students’ life
plans. Although students report having personal
difficulties related to emotional issues, they
have also felt comfortable with their institution
and degree program upon entering university.
This has allowed them to establish healthy
relationships.
A comprehensive education must transcend
theoretical barriers and link them to practical
applications. It should prepare students in
critical thinking, analysis, and social and
emotional skills. In other words, it should
respond to current needs while strengthening
students as well-rounded individuals who
contribute to society.
Adapting to university life is a fundamental
part of professional training and occurs
subjectively according to each student. The goal
is for individuals to enjoy the training process,
participate in extracurricular activities, and
enhance their academic performance because
these factors positively influence their future.
Conflict of interest
There are no conflicts of interest because the
necessary permissions were obtained from the
institution’s management in strict compliance
with ethical standards. Additionally, informed
consent was obtained from all participants to
ensure transparency and integrity.
Ethical Responsibilities
The study was conducted with the participants’
consent. Each participant completed an informed
consent form. Timely information was provided
to ensure that the participants were fully aware
of the study’s objectives, procedures, and
academic purposes.
Sources of funding
The authors declare that they have no financial
support for this work.
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Contribution
Zuly Aidé Gómez Burbano: Principal
investigator. Statistical data processing, writing
of materials and methods, and obtaining results.
Ingrid Selene Torres Rojas: Analysis
and interpretation of results, writing of
the introduction, methods, discussion, and
conclusions.
The authors participated in the preparation,
reading, and approval of the manuscript.
