Entering university is not simply a matter of trading a school uniform for a university jacket. Behind that change of environment, new students face more fundamental demands: charting their own direction and purpose in learning, building independence, communicating and empathizing within a more diverse environment, and upholding integrity throughout every academic process. They are expected not only to achieve, but also to understand why they are learning, how to work alongside others, and what values must be upheld throughout their academic journey.

This shift was a central focus of UIN Sunan Kalijaga Yogyakarta's Learning Orientation Program (SOSPEM), held Wednesday–Thursday (26–27/8/2026). Conducted at each faculty, SOSPEM is designed as a transitional space for new students to become familiar with the university's learning ecosystem while building the personal capacities needed to navigate it.

Students did not simply sit and receive material. They were divided into classes, each guided by two faculty facilitators. Discussions, group work, sharing opinions, and ice-breaking activities were all part of a learning process designed to be communicative and interactive.

This approach was grounded in three learning clusters established by UIN Sunan Kalijaga's CTCD: self-regulation, goal setting and resilience; communication and empathy; and academic integrity.

These three aspects reflect that readiness for university life goes beyond the ability to understand course material. Students also need to manage themselves, set goals, withstand pressure, build healthy relationships, and uphold integrity throughout the academic process.

SOSPEM's core framework was adapted differently by each faculty. The same material did not remain a uniform module but was developed according to the character and needs of each faculty's academic environment.

The Faculty of Islamic Economics and Business (FEBI), for instance, chose to broaden students' experience through a space for creativity. Beyond receiving guidance on university-level learning, new students were given the opportunity to test their skills through a range of competitions, infographics, master of ceremonies (MC), solo vocal performance, and educational videos on economic themes.

Deputy Chair of FEBI's Learning Orientation, Rifaatul Indana, said this approach has become a defining feature that continues to be developed in FEBI's SOSPEM.

“Students aren't just equipped in terms of academic learning; their skills are developed too. Through these events, we're able to discover new talent,” she said.

Indana noted that new students arrive with tremendous energy and enthusiasm. The challenge lies in channeling that energy into growing potential. Seen this way, the competitions are more than just add-ons to the new student welcome program; they serve as an alternative learning space, where students learn to perform in public, develop ideas, collaborate, produce work, receive feedback, and find the courage to showcase their abilities.

The Learning Orientation Program also gives new students a chance to get to know the academic ecosystem at the faculty and study-program level. They are introduced to the dean's office, study programs, and the various structures and services that will intersect with their lives throughout their studies. This introduction matters, not just so students understand who plays what role in delivering their education, but so they know exactly who to reach out to when academic or administrative needs arise.

At the closing ceremony, student creativity once again took center stage through the competition awards and FEBI Idol. SOSPEM demonstrated that the academic world can be introduced through experiences close to students' own interests, without losing its educational substance.

Ultimately, the greatest challenge new students face is not memorizing building names, learning the organizational structure, or getting through two days of events. The real challenge is adapting to a learning culture that demands independence.

At university, students must be able to manage their time, exercise self-control, seek out learning resources, set priorities, build communication, and take responsibility for their academic decisions. That is why SOSPEM is more than just an opening event of the academic year; it is an early investment in shaping how students will approach their education.

Indana, who is also a lecturer, urged new students to keep their enthusiasm for learning alive, something especially important given how long the academic journey ahead will be. The excitement of the first days of lectures needs to grow into a learning habit, resilience in the face of challenges, and the courage to keep developing.

Because being a student isn't just about successfully getting into university. What matters more is how one uses that academic space to grow into an independent, principled learner, someone capable of working with others and with a clear sense of direction for the future. (humassk)