In school, learning was embedded in familiar structures: the assignments were clear, there was regular feedback, and the requirements were transparent. When she started her studies, that changed considerably. Content was no longer introduced bit by bit but was taken for granted, and steps toward solutions were no longer guided but expected. “When it comes to learning, I realized that I had to change my mindset and couldn’t just carry on as I had in school,” says Dreydemy.
Such experiences are part of the transition from school to university. They arise because both systems follow different educational logics and learning cultures. What is still considered keeping up well in school suddenly isn’t enough at university. The transition cannot be smoothed out, but students can be prepared for it by making clear that the rules will change.
When Different Educational Logics Collide
From the university’s perspective, this moment of rupture has long been recognized. Jan Metzger, Professor of Mathematics and Dean of Studies at the Faculty of Science, describes the beginning of studies as a time of sorting. “In the first three semesters, it becomes clear how far prior knowledge takes you, where gaps exist, and what students are willing to work on to fill those gaps.” The academic level of STEM programs is not up to debate for him. “The goal of a high-quality degree is part of the university’s aspiration,” he says, “but every year, new students come to the university with very diverse prerequisites.” This impression is confirmed by numerous faculty members. They increasingly report difficulties among first-year students in coping with basic academic requirements.
The varying levels of prior knowledge are then confronted with a learning and work logic at university that differs from that in school. For the university, this means designing teaching and academic structures in such a way that expectations for students are clearly communicated and academic requirements are made transparent. “A STEM degree is demanding,” Metzger says. “It requires time, perseverance, and frustration tolerance.” In his view, this makes it all the more important to place this commitment in the context of the desired degree. Thus, it is essential to communicate subject-specific ways of thinking to students early on and to make clear why their efforts will eventually pay off.
Highlighting the Differences
Against this backdrop, a dialogue-oriented conference was held in September 2025 at the University of Potsdam with representatives from schools, universities, and stakeholders from education policy and administration, who jointly discussed points of friction and the scope for action.
A key finding of this exchange: the ability to study is not a finished product at the start of university but rather develops through the interplay of individual prerequisites and university requirements. This implies a joint responsibility for schools and universities, which can work together to lay the foundation for a successful academic career through orientation and support services.
From the schools’ perspective, it was emphasized that opportunities for study preparation are severely limited by curricular requirements, exam formats, and tight schedules. Teachers described how longer periods of independent work, dealing with open tasks, or a systematic approach to academic thinking are only feasible to a limited extent in everyday school life. This makes it even more important to provide concrete insights into university work methods and assignment formats. There was a call for binding exchange structures in which expectations can be continuously clarified – supplemented by educational policy support for reliable collaboration.
Building bridges as a shared responsibility
Keynote speaker Prof. Aiso Heinze demonstrated how shared scope for action can be utilized when he presented the MaLeMINT project from Schleswig-Holstein. As part of a state-wide process and supported by education policy, schools and universities coordinated the mathematical prerequisites for STEM studies and incorporated them into jointly developed teaching materials. The follow-up project, mintSH, has continued this work in a digital format. The approach makes it clear that transparent management of expectations during the transition is possible, provided there is time, resources, and support from education policymakers.
At the Faculty of Science of the University of Potsdam, the focus has so far been on measures at the beginning of studies. Bridge courses, orientation programs, and funded teaching projects support students in their transition into academic learning cultures. They reflect the university’s sense of responsibility – and at the same time lay the groundwork for further collaboration.
Further information on the conference and the “mintSH” project (in German):
https://mintsh.de/
This article appeared in the university magazine Portal - Eins 2026 „Inklusion“.