ADAPTATION OF FIRST-YEAR STUDENTS IN MARITIME HIGHER EDUCATION INSTITUTIONS: THE LANGUAGE COMPETENCY DIMENSION

The article examines the adaptation process of first-year cadets in maritime higher education institutions, focusing on linguistic and academic dimensions within the context of professional maritime education.The research relevance stems from maritime education specificity requiring simultaneous mastery of Ukrainian for professional purposes as a means of national identity preservation and English as the international language of the maritime industry, alongside academic culture formation in a higher education environment.The complexity of first-year adaptation is amplified by the necessity to navigate between two linguistic systems while developing professional competencies and adjusting to universitylevel academic demands.The research aims to identify key difficulties during the first-year adaptation period, analyse the interrelation between linguistic competence and academic success, and develop comprehensive pedagogical recommendations for optimising this process.The study employed multiple research methods: questionnaire survey examining students' self-assessment of adaptation challenges, academic performance analysis across linguistic and professional disciplines, systematic observation of educational activities, and pedagogical experience generalisation from teaching practice.Based on empirical research, the main № 13(54) 2025 710 adaptation barriers were identified: insufficient self-organisation and time management skills for independent academic work, underdeveloped academic communication competencies in both Ukrainian and English, difficulties in mastering professional terminology in a bilingual context, psychological discomfort arising from educational environment change and increased academic expectations.The research reveals that linguistic competence significantly correlates with overall academic adaptation success, emphasising the foundational role of language skills in professional development.An integrated approach to first-year adaptation support is proposed through coordinated teaching of Ukrainian language for professional purposes, English language for maritime communication, and academic skills development within specialised university studies courses.Research findings have practical significance for improving educational processes in maritime higher education institutions and can be utilised in developing comprehensive adaptation programs for first-year students, informing institutional language policies, and enhancing pedagogical strategies for supporting novice maritime students.