Author(s) :

Boloko Muhega Papy, Imani Ramazani, Mabakutuvangilanga Ntela Simon-Decap.

Volume/Issue :

Abstract :

The transition to the LMD (Bachelor-Master-Doctorate) framework poses considerable challenges for students previously educated under the conventional system, particularly at the Higher Institute of Medical Techniques (ISTM) in Kinshasa. This research endeavor seeks to identify the factors that contribute to these difficulties within the context of educational transition. The investigation is grounded in a survey conducted with 123 students enrolled in LMD bridging programs. The analysis encompasses sociodemographic and relational factors, specific adversities, emotional regulation, and academic organization, all validated through statistical testing. A significant 63% of students encounter challenges related to resilience within the LMD framework. Notably, only marital status exhibits substantial statistical significance. Communication reluctance and feelings of discouragement emerge as predominant social barriers. Identified adversities include a preference for the traditional system, increased workload, and financial pressures. Acceptance of one’s circumstances and adaptability are essential for effective emotional regulation, whereas the lack of a tutoring network represents a critical organizational deficiency. This study underscores an urgent imperative to enhance both individual and institutional support mechanisms aimed at bolstering student resilience and success during their transition to the LMD system. The implementation of targeted strategies is essential for addressing these needs effectively.

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