Abstract:

The transition to university is a critical stage in students’ academic and social development. During the first days of class, students encounter new academic expectations, unfamiliar environments, and the challenge of building relationships with peers and instructors. These early experiences shape students’ perceptions of the learning environment and may influence their motivation, engagement, and sense of belonging within the university community. Despite its importance, the first class session is often limited to presenting the syllabus and administrative information, overlooking its pedagogical potential to foster interaction and engagement. This paper presents an educational innovation project developed at the Faculty of Social and Legal Sciences of the Universidad Miguel Hernández de Elche (Spain). The project explores how structured first-day classroom dynamics can enhance student engagement, classroom cohesion, and students’ adaptation to the university environment. Specifically, it proposes transforming the first class session into an interactive learning experience through collaborative activities designed to promote communication, participation, and teamwork.

The project was implemented through a coordinated teaching initiative across several undergraduate courses in Business Administration, Marketing, and Political Science. The intervention was applied in subjects from different academic levels, from first to fourth year courses. This design allowed the research team to examine whether the effects of first-day activities vary depending on students’ familiarity with the university context. The core of the intervention was a structured interactive workshop conducted during the first class session. It included collaborative activities aimed at encouraging students to interact with classmates, reflect on their expectations for the course, and establish early connections within the classroom. The activities were designed to be simple, adaptable to different class sizes, and easily replicable in diverse academic settings. After completing the activities, students responded to a survey assessing their perceptions of the experience, while faculty professors members involved in the project contributed through reflection questionnaires and follow-up discussions.

Results show high levels of student satisfaction. Many participants reported feeling more comfortable in the classroom and indicated that the activities facilitated early communication with peers. The dynamics also contributed to a more relaxed and participatory classroom environment. First-year students particularly emphasized the importance of the activities for social integration, whereas students in higher courses highlighted their value for strengthening group cohesion. These findings suggest that rethinking the first class session as an interactive learning opportunity can enhance students’ initial academic experience. Incorporating simple collaborative activities can transform an often underused moment into a meaningful pedagogical strategy that promotes engagement, participation, and a positive classroom climate from the beginning of the course.

Keywords:

Ice breaking, Student engagement, Active learning, Higher education innovation, Student integration, Collaborative learning.