Academic, pedagogical, and institutional needs in the educational transition to the Law Program at Universidad San Francisco Xavier

Abstract

Introduction: The transition from secondary education to university requires adaptation to new practices of reading, writing, argumentation, autonomous study, and institutional participation, all of which are particularly relevant in legal education. Objective: To analyze the academic, pedagogical, and institutional needs involved in the transition to the Law program at Universidad San Francisco Xavier de Chuquisaca and, based on the diagnosis, to formulate a preliminary Secondary–University articulation strategy. Methodology: A convergent mixed-methods, non-experimental, cross-sectional, descriptive-propositional study was conducted. The population comprised 166 actors linked to the transition process. The calculated sample distribution included 116 participants: 94 first-year students, 11 university professors, 9 secondary-school teachers, and 2 academic authorities. A student questionnaire, semi-structured interviews with teachers and authorities, and documentary analysis were used; findings were integrated through triangulation. Results: The main difficulties involved reading comprehension, academic writing, argumentation, research skills, autonomy, and study organization. Limited pedagogical and curricular coordination between secondary education and university was also identified. Based on convergent evidence, a preliminary five-component strategy was structured: preparatory academic strengthening, academic communication and argumentation, autonomous learning and introductory research, guidance and induction, and interinstitutional coordination with follow-up. Conclusion: The transition to legal education requires preventive support and shared institutional responsibility; the proposed strategy provides a basis for subsequent external validation and pilot implementation.