The article examines the problem of personality adaptation and self-adaptation in the context of higher education, with a particular focus on first-year university students. The transition from school to university is accompanied by significant psychological, social, and academic challenges that often result in difficulties in mastering educational programs, decreased academic performance, and increased dropout rates. The study analyzes adaptation as a prerequisite for active learning and successful functioning of students within a new social and educational environment. Special attention is given to the lack of necessary academic skills among first-year students and the insufficient coordination of pedagogical interaction between teachers and students as key factors hindering effective adaptation. Successful student adaptation is considered through involvement in a new social environment, participation in educational and cognitive processes, and integration into a new system of interpersonal relationships. The article emphasizes the importance of timely support and the creation of favorable pedagogical conditions for the formation of students’ social and professional identity, as well as for their personal and professional development.