For more than 25 years, Irish HEI’s have been fundamental in developing and operating initiatives and programmes to support students in Higher Education from underrepresented and socio-economic disadvantaged groups. One such initiative at the Technological University of the Shannon (TUS), Ireland, was the establishment of the Certificate in Transition to Higher Education programme in 2017. Co-developed between the TUS Flexible Learning Dept. and the Access Service, this programme is a foundation preparation course providing a pathway for students to acquire the skills and competencies required to successfully participate on a degree programme. Drawing on Bronfenbrenner’s (1979) ecological systems theory and grounded in principles of Equity, Diversity and Inclusion (EDI), the programme recognises that the move to higher education can be accompanied by feelings of fear, and overwhelm, particularly for students returning to education or entering from non-traditional backgrounds. This practitioner paper examines the development of a digital initiative through a collaborative partnership between TUS staff and students. This initiative is designed to mitigate feelings of apprehension and to equip prospective students with the confidence to navigate the challenges associated with the transition to higher education.

In 2022, a funding fellowship was secured to develop a suite of digital resources through the National Technological University Transformation for Recovery and Resilience national programme (NTUTORR). Through a process of engagement and dialogue, student and staff partners identified the need for digital pre-arrival supports to enhance students’ sense of belonging and preparedness. Featuring the shared lived experiences of students of the Transitions programme, the fellowship allowed for the development of a suite of peer-led short audio-visual resources that offer practical advice and encouragement to prospective students. Feedback indicates that such resources have the potential to significantly ease concerns about academic capability as well as reduce feelings of isolation. By embedding partnership in digital resource development, this initiative demonstrates how co-creation can advance inclusive practice and strengthen student engagement at critical decision points as they consider the transition to higher education. In recognition of its outstanding commitment to inclusive, innovative and transforming learning initiatives, the Certificate in Transition to Higher Education won the AONTAS STAR Award 2025 in the Third-level Access and Engagement category.