Abstract

The transition into higher education constitutes a critical developmental period, particularly for ethnic and indigenous students who often experience cultural displacement, psychosocial stress, and academic marginalization. These challenges frequently manifest as adjustment difficulties, contributing to elevated dropout risks. This study aimed (1) to develop an adjustment enhancement process addressing emotional, social, and academic dimensions, and (2) to examine the preliminary effectiveness of the developed process among ethnic undergraduate students.

A research and development (R&D) design employing a one-group pretest–posttest mixed-methods approach was utilized. Participants were 20 first- and second-year ethnic undergraduate students at Chiang Mai Rajabhat University, Thailand, selected through purposive volunteer sampling. The intervention consisted of a structured 18-hour learning process grounded in three integrated theoretical frameworks: Empowerment Theory, Contemplative Education, and Resilience Theory. Quantitative data were collected using an ethnic student adjustment scale adapted from the Student Adaptation to College Questionnaire. Qualitative data were obtained through participant observation, reflective journals, and in-depth semi-structured interviews.

Quantitative findings indicated a statistically significant increase in students’ overall adjustment scores following participation in the program (pretest M = 2.77, posttest M = 3.03, t = 4.01, p < .05), suggesting a positive developmental trend. Qualitative analysis further revealed meaningful transformations across emotional regulation, social connectedness, and academic agency. Participants reported enhanced self-awareness, reduced feelings of isolation, improved cross-cultural communication skills, and clearer academic goal-setting.

This study is positioned as a pilot developmental investigation intended to examine feasibility, process validity, and preliminary outcomes rather than to establish causal effects. Although limited by the absence of a control group and a small sample size, the findings provide preliminary evidence supporting the potential of an integrated empowerment–contemplative–resilience-based intervention to foster adjustment among ethnic students. The findings offer practical implications for student support practices in higher education institutions serving culturally diverse and marginalized populations, highlighting the feasibility and educational relevance of the developed adjustment enhancement process.

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