Innovation in Education: Fresher to Thriver programme
In this interview, we speak with Professor Yue Chen, Professor Michael Chai, and Ho Huen from the School of Electronic Engineering and Computer Science about the development of the Fresher to Thriver (F2T) programme.
What was the original motivation behind creating the Fresher to Thriver programme?
The Fresher to Thriver (F2T) programme was born out of the Building Belonging Collaboration Project between Queen Mary University of London, Advance HE, and 11 other UK universities. It was shaped by Queen Mary’s highly diverse student community and the scale of its transnational education (TNE) provision. Evidence from the collaboration showed that many first-year students, particularly those from diverse cultural, educational, and geographical backgrounds, struggle with belonging, confidence, and wellbeing during transition, challenges amplified in the post-Covid context and the era of AI. Traditional induction models were no longer sufficient at this scale or level of complexity. F2T was therefore developed as an evidence-based, inclusive, and forward-looking programme, designed to support students as whole individuals and help them not just adjust to university life, but truly thrive.
How does F2T transform the first-year experience compared to traditional induction or support models?
Fresher to Thriver transforms the first-year experience by moving beyond one-off, information-heavy induction towards a sustained, year-long model of support. It brings together academic development, wellbeing, and community-building within a single, human-centred framework. Through interactive workshops, co-created activities, peer mentoring, and hands-on “Festive Engineering” experiences, students learn actively and connect meaningfully with others. By embedding skills such as active learning, reflection, and GenAI literacy, F2T reframes transition as a developmental journey, supporting students to grow in confidence and capability over time rather than simply adjusting in the first few weeks.
What impact have you seen so far on student engagement, confidence, or wellbeing?
Early evidence from F2T indicates positive impact across multiple dimensions of the student experience. Students show higher levels of engagement with learning activities and greater willingness to participate in group work and peer interaction. Feedback highlights increased confidence, particularly in navigating academic expectations and forming social connections. Importantly, the programme has contributed to improved wellbeing by fostering a sense of belonging and purpose, especially for students from underrepresented or transnational backgrounds. By creating spaces for reflection, peer support, and shared experience, F2T helps students feel valued and supported, strengthening resilience during a critical stage of their university journey.
The programme was shortlisted for the QS Reimagine Education Awards 2025 — what does this recognition mean to the team?
Being shortlisted for the QS Reimagine Education Awards 2025 is a powerful endorsement of Fresher to Thriver’s innovation and impact. Selected from over 1,600 global submissions, the shortlist places F2T among the top 20% of educational initiatives worldwide. For the team, this recognition validates the programme’s evidence-based, inclusive, and co-created approach to student transition. It also raises the international profile of the work, creating opportunities to share insights and contribute to global conversations on student belonging, wellbeing, and success in higher education.
What’s next for Fresher to Thriver, and how might it evolve in the future?
From the 2025/26 academic year, Fresher to Thriver has been expanded to support all student cohorts, including postgraduate taught (PGT) students, ensuring continuity of support across the student learning journey. Alongside this expansion, new initiatives are being introduced to address the distinct developmental needs of students at different stages of study. Building on the momentum generated by the QS Reimagine Education recognition, the programme will continue to evolve through evaluation, student feedback, and ongoing scholarship. Looking ahead, F2T offers a scalable and transferable framework that can be adapted across disciplines and institutional contexts, contributing to sector-wide approaches to inclusive transition pedagogy, student belonging, and holistic support in higher education.
The F2T programme is supported strongly and a number of academics from the School have contributed to F2T activities. You can also watch this video for a short introduction to the programme.