The move from high school to university is more than just a change in level of education. New students face a more self-directed style of learning, an increasingly diverse social environment, and the demand to uphold integrity as part of an academic community.

UIN Sunan Kalijaga Yogyakarta's Center for Teaching Staff Development (CTSD) held a Training of Trainers (TOT) for Learning Orientation (Sospem) Facilitators 2026. The two-day event, held on Wednesday and Thursday, August 5–6, 2026, at the Faculty of Islamic Economics and Business, was attended in rotating groups by more than 350 lecturers from across all of UIN Sunan Kalijaga's faculties.

Chair of UIN Sunan Kalijaga's CTSD, Dr. Muqowim, explained that the event was designed as a refresher for lecturers who had previously completed the TOT and now serve as Sospem facilitators.

“Facilitators need to align their understanding, both in terms of content focused on soft skills and in terms of delivering material in an engaging way. New students need to be prepared not just to produce outcomes, but to build strong competencies and eventually make a positive impact in their communities,” he said.

Sospem, Dr. Muqowim continued, will equip students with three main clusters: self-regulation, social relations, and academic integrity. All three are designed to help students recognize the changes they are about to face while also building basic skills for their time at university.

“The self-regulation cluster covers the ability to adapt, set goals, manage time, and build resilience. These skills matter because students will encounter a very different learning style and culture compared to what they experienced in school,” he said.

While much of school life follows a structured, pre-set schedule, university gives students far more room to decide how they study and manage their own time. That freedom comes with a greater need for self-awareness, independence, and responsibility.

The second cluster, social relations, focuses on communication and empathy. Students will meet people from a wide range of social and cultural backgrounds, as well as differing points of view. Because of this, Dr. Muqowim said, students need to understand how to communicate positively and assertively, including when expressing disagreement.

Empathy, he added, is also essential so that students can see things from another person's perspective. This skill forms the basis for building a learning environment that is inclusive, respectful, and open to difference.

Meanwhile, the academic integrity cluster introduces students to ethics as part of being a member of the scholarly community. This includes how to complete assignments, write academic work, and develop themselves responsibly within the university environment.

Although the core competencies developed across the three clusters remain the same, Dr. Muqowim emphasized that how they are applied can be adjusted to fit the character of each study program and faculty. The context faced by medical students, for instance, may differ from that of students in other programs. Even so, the ability to adapt, build relationships, set goals, manage time, and stay resilient remains a foundation that every student needs.

For this reason, facilitators play a role that goes beyond simply delivering information; they also serve as models for communication, empathy, self-management, and integrity. With this approach, Sospem, which incoming students will soon take part in, can become an initial space for students to get to know themselves, understand their academic environment, and map out their path through their studies. This foundation will help students move through their coursework with clearer direction while growing into competent graduates capable of benefiting society. (humassk)