Introduction.

The adaptation to university life is a multidimensional process in which various transitions and challenges are collectively undertaken by the students. The induction measures adopted by universities focus on a generalized profile of the student body, leaving out particular aspects such as indigenous students from rural areas.

Aim.

To analyze the factors associated with adaptation to university life from the perspective of indigenous students from rural communities in the Northern region of Chile.

Subjects and methods.

This study is qualitative, using Grounded Theory, and semi-structured interviews were conducted with seven indigenous undergraduate participants. The relational results up to the axial coding stage are presented.

Results.

The results show conditioning factors such as cultural change, separation from family, and academic demands. Success factors in adaptation include social support in improving learning and communication strategies, which are two essential elements for generating a sense of achievement.

Conclusion.

A student who successfully adapts to the university educational environment integrates into a social circle where they can convey ideas and concerns, learns and collaborates with others in an academic context, and discovers and learns about urban life in a social environment.

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