study skills for higher education

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Top 10 Study Tips to Study Like a Harvard Student

Adjusting to a demanding college workload might be a challenge, but these 10 study tips can help you stay prepared and focused.

Lian Parsons

The introduction to a new college curriculum can seem overwhelming, but optimizing your study habits can boost your confidence and success both in and out of the classroom. 

Transitioning from high school to the rigor of college studies can be overwhelming for many students, and finding the best way to study with a new course load can seem like a daunting process. 

Effective study methods work because they engage multiple ways of learning. As Jessie Schwab, psychologist and preceptor at the Harvard College Writing Program, points out, we tend to misjudge our own learning. Being able to recite memorized information is not the same as actually retaining it. 

“One thing we know from decades of cognitive science research is that learners are often bad judges of their own learning,” says Schwab. “Memorization seems like learning, but in reality, we probably haven’t deeply processed that information enough for us to remember it days—or even hours—later.”

Planning ahead and finding support along the way are essential to your success in college. This blog will offer study tips and strategies to help you survive (and thrive!) in your first college class. 

1. Don’t Cram! 

It might be tempting to leave all your studying for that big exam up until the last minute, but research suggests that cramming does not improve longer term learning. 

Students may perform well on a test for which they’ve crammed, but that doesn’t mean they’ve truly learned the material, says an article from the American Psychological Association . Instead of cramming, studies have shown that studying with the goal of long-term retention is best for learning overall.   

2. Plan Ahead—and Stick To It! 

Having a study plan with set goals can help you feel more prepared and can give you a roadmap to follow. Schwab said procrastination is one mistake that students often make when transitioning to a university-level course load. 

“Oftentimes, students are used to less intensive workloads in high school, so one of my biggest pieces of advice is don’t cram,” says Schwab. “Set yourself a study schedule ahead of time and stick to it.”

3. Ask for Help

You don’t have to struggle through difficult material on your own. Many students are not used to seeking help while in high school, but seeking extra support is common in college.

As our guide to pursuing a biology major explains, “Be proactive about identifying areas where you need assistance and seek out that assistance immediately. The longer you wait, the more difficult it becomes to catch up.”

There are multiple resources to help you, including your professors, tutors, and fellow classmates. Harvard’s Academic Resource Center offers academic coaching, workshops, peer tutoring, and accountability hours for students to keep you on track.  

4. Use the Buddy System 

Your fellow students are likely going through the same struggles that you are. Reach out to classmates and form a study group to go over material together, brainstorm, and to support each other through challenges.

Having other people to study with means you can explain the material to one another, quiz each other, and build a network you can rely on throughout the rest of the class—and beyond. 

5. Find Your Learning Style

It might take a bit of time (and trial and error!) to figure out what study methods work best for you. There are a variety of ways to test your knowledge beyond simply reviewing your notes or flashcards. 

Schwab recommends trying different strategies through the process of metacognition. Metacognition involves thinking about your own cognitive processes and can help you figure out what study methods are most effective for you. 

Schwab suggests practicing the following steps:

• Before you start to read a new chapter or watch a lecture, review what you already know about the topic and what you’re expecting to learn.
• As you read or listen, take additional notes about new information, such as related topics the material reminds you of or potential connections to other courses. Also note down questions you have.
• Afterward, try to summarize what you’ve learned and seek out answers to your remaining questions. 

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6. Take Breaks

The brain can only absorb so much information at a time. According to the National Institutes of Health , research has shown that taking breaks in between study sessions boosts retention. 

Studies have shown that wakeful rest plays just as important a role as practice in learning a new skill. Rest allows our brains to compress and consolidate memories of what we just practiced. 

Make sure that you are allowing enough time, relaxation, and sleep between study sessions so your brain will be refreshed and ready to accept new information.

7. Cultivate a Productive Space

Where you study can be just as important as how you study. 

Find a space that is free of distractions and has all the materials and supplies you need on hand. Eat a snack and have a water bottle close by so you’re properly fueled for your study session. 

8. Reward Yourself

Studying can be mentally and emotionally exhausting and keeping your stamina up can be challenging.

Studies have shown that giving yourself a reward during your work can increase the enjoyment and interest in a given task.

According to an article for Science Daily , studies have shown small rewards throughout the process can help keep up motivation, rather than saving it all until the end. 

Next time you finish a particularly challenging study session, treat yourself to an ice cream or  an episode of your favorite show.

9. Review, Review, Review

Practicing the information you’ve learned is the best way to retain information. 

Researchers Elizabeth and Robert Bjork have argued that “desirable difficulties” can enhance learning. For example, testing yourself with flashcards is a more difficult process than simply reading a textbook, but will lead to better long-term learning. 

“One common analogy is weightlifting—you have to actually “exercise those muscles” in order to ultimately strengthen your memories,” adds Schwab.

10. Set Specific Goals

Setting specific goals along the way of your studying journey can show how much progress you’ve made. Psychology Today recommends using the SMART method:

• Specific: Set specific goals with an actionable plan, such as “I will study every day between 2 and 4 p.m. at the library.”  
• Measurable: Plan to study a certain number of hours or raise your exam score by a certain percent to give you a measurable benchmark.
• Realistic: It’s important that your goals be realistic so you don’t get discouraged. For example, if you currently study two hours per week, increase the time you spend to three or four hours rather than 10.
• Time-specific: Keep your goals consistent with your academic calendar and your other responsibilities.

Using a handful of these study tips can ensure that you’re getting the most out of the material in your classes and help set you up for success for the rest of your academic career and beyond. 

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About the Author

Lian Parsons is a Boston-based writer and journalist. She is currently a digital content producer at Harvard’s Division of Continuing Education. Her bylines can be found at the Harvard Gazette, Boston Art Review, Radcliffe Magazine, Experience Magazine, and iPondr.

Becoming Independent: Skills You’ll Need to Survive Your First Year at College

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Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

Studying 101: Study Smarter Not Harder

Do you ever feel like your study habits simply aren’t cutting it? Do you wonder what you could be doing to perform better in class and on exams? Many students realize that their high school study habits aren’t very effective in college. This is understandable, as college is quite different from high school. The professors are less personally involved, classes are bigger, exams are worth more, reading is more intense, and classes are much more rigorous. That doesn’t mean there’s anything wrong with you; it just means you need to learn some more effective study skills. Fortunately, there are many active, effective study strategies that are shown to be effective in college classes.

This handout offers several tips on effective studying. Implementing these tips into your regular study routine will help you to efficiently and effectively learn course material. Experiment with them and find some that work for you.

Reading is not studying

Simply reading and re-reading texts or notes is not actively engaging in the material. It is simply re-reading your notes. Only ‘doing’ the readings for class is not studying. It is simply doing the reading for class. Re-reading leads to quick forgetting.

Think of reading as an important part of pre-studying, but learning information requires actively engaging in the material (Edwards, 2014). Active engagement is the process of constructing meaning from text that involves making connections to lectures, forming examples, and regulating your own learning (Davis, 2007). Active studying does not mean highlighting or underlining text, re-reading, or rote memorization. Though these activities may help to keep you engaged in the task, they are not considered active studying techniques and are weakly related to improved learning (Mackenzie, 1994).

Ideas for active studying include:

• Create a study guide by topic. Formulate questions and problems and write complete answers. Create your own quiz.
• Become a teacher. Say the information aloud in your own words as if you are the instructor and teaching the concepts to a class.
• Derive examples that relate to your own experiences.
• Create concept maps or diagrams that explain the material.
• Develop symbols that represent concepts.
• For non-technical classes (e.g., English, History, Psychology), figure out the big ideas so you can explain, contrast, and re-evaluate them.
• For technical classes, work the problems and explain the steps and why they work.
• Study in terms of question, evidence, and conclusion: What is the question posed by the instructor/author? What is the evidence that they present? What is the conclusion?

Organization and planning will help you to actively study for your courses. When studying for a test, organize your materials first and then begin your active reviewing by topic (Newport, 2007). Often professors provide subtopics on the syllabi. Use them as a guide to help organize your materials. For example, gather all of the materials for one topic (e.g., PowerPoint notes, text book notes, articles, homework, etc.) and put them together in a pile. Label each pile with the topic and study by topics.

For more information on the principle behind active studying, check out our tipsheet on metacognition .

Understand the Study Cycle

The Study Cycle , developed by Frank Christ, breaks down the different parts of studying: previewing, attending class, reviewing, studying, and checking your understanding. Although each step may seem obvious at a glance, all too often students try to take shortcuts and miss opportunities for good learning. For example, you may skip a reading before class because the professor covers the same material in class; doing so misses a key opportunity to learn in different modes (reading and listening) and to benefit from the repetition and distributed practice (see #3 below) that you’ll get from both reading ahead and attending class. Understanding the importance of all stages of this cycle will help make sure you don’t miss opportunities to learn effectively.

Spacing out is good

One of the most impactful learning strategies is “distributed practice”—spacing out your studying over several short periods of time over several days and weeks (Newport, 2007). The most effective practice is to work a short time on each class every day. The total amount of time spent studying will be the same (or less) than one or two marathon library sessions, but you will learn the information more deeply and retain much more for the long term—which will help get you an A on the final. The important thing is how you use your study time, not how long you study. Long study sessions lead to a lack of concentration and thus a lack of learning and retention.

In order to spread out studying over short periods of time across several days and weeks, you need control over your schedule . Keeping a list of tasks to complete on a daily basis will help you to include regular active studying sessions for each class. Try to do something for each class each day. Be specific and realistic regarding how long you plan to spend on each task—you should not have more tasks on your list than you can reasonably complete during the day.

For example, you may do a few problems per day in math rather than all of them the hour before class. In history, you can spend 15-20 minutes each day actively studying your class notes. Thus, your studying time may still be the same length, but rather than only preparing for one class, you will be preparing for all of your classes in short stretches. This will help focus, stay on top of your work, and retain information.

In addition to learning the material more deeply, spacing out your work helps stave off procrastination. Rather than having to face the dreaded project for four hours on Monday, you can face the dreaded project for 30 minutes each day. The shorter, more consistent time to work on a dreaded project is likely to be more acceptable and less likely to be delayed to the last minute. Finally, if you have to memorize material for class (names, dates, formulas), it is best to make flashcards for this material and review periodically throughout the day rather than one long, memorization session (Wissman and Rawson, 2012). See our handout on memorization strategies to learn more.

It’s good to be intense

Not all studying is equal. You will accomplish more if you study intensively. Intensive study sessions are short and will allow you to get work done with minimal wasted effort. Shorter, intensive study times are more effective than drawn out studying.

In fact, one of the most impactful study strategies is distributing studying over multiple sessions (Newport, 2007). Intensive study sessions can last 30 or 45-minute sessions and include active studying strategies. For example, self-testing is an active study strategy that improves the intensity of studying and efficiency of learning. However, planning to spend hours on end self-testing is likely to cause you to become distracted and lose your attention.

On the other hand, if you plan to quiz yourself on the course material for 45 minutes and then take a break, you are much more likely to maintain your attention and retain the information. Furthermore, the shorter, more intense sessions will likely put the pressure on that is needed to prevent procrastination.

Silence isn’t golden

Know where you study best. The silence of a library may not be the best place for you. It’s important to consider what noise environment works best for you. You might find that you concentrate better with some background noise. Some people find that listening to classical music while studying helps them concentrate, while others find this highly distracting. The point is that the silence of the library may be just as distracting (or more) than the noise of a gymnasium. Thus, if silence is distracting, but you prefer to study in the library, try the first or second floors where there is more background ‘buzz.’

Keep in mind that active studying is rarely silent as it often requires saying the material aloud.

Problems are your friend

Working and re-working problems is important for technical courses (e.g., math, economics). Be able to explain the steps of the problems and why they work.

In technical courses, it is usually more important to work problems than read the text (Newport, 2007). In class, write down in detail the practice problems demonstrated by the professor. Annotate each step and ask questions if you are confused. At the very least, record the question and the answer (even if you miss the steps).

When preparing for tests, put together a large list of problems from the course materials and lectures. Work the problems and explain the steps and why they work (Carrier, 2003).

Reconsider multitasking

A significant amount of research indicates that multi-tasking does not improve efficiency and actually negatively affects results (Junco, 2012).

In order to study smarter, not harder, you will need to eliminate distractions during your study sessions. Social media, web browsing, game playing, texting, etc. will severely affect the intensity of your study sessions if you allow them! Research is clear that multi-tasking (e.g., responding to texts, while studying), increases the amount of time needed to learn material and decreases the quality of the learning (Junco, 2012).

Eliminating the distractions will allow you to fully engage during your study sessions. If you don’t need your computer for homework, then don’t use it. Use apps to help you set limits on the amount of time you can spend at certain sites during the day. Turn your phone off. Reward intensive studying with a social-media break (but make sure you time your break!) See our handout on managing technology for more tips and strategies.

Switch up your setting

Find several places to study in and around campus and change up your space if you find that it is no longer a working space for you.

Know when and where you study best. It may be that your focus at 10:00 PM. is not as sharp as at 10:00 AM. Perhaps you are more productive at a coffee shop with background noise, or in the study lounge in your residence hall. Perhaps when you study on your bed, you fall asleep.

Have a variety of places in and around campus that are good study environments for you. That way wherever you are, you can find your perfect study spot. After a while, you might find that your spot is too comfortable and no longer is a good place to study, so it’s time to hop to a new spot!

Become a teacher

Try to explain the material in your own words, as if you are the teacher. You can do this in a study group, with a study partner, or on your own. Saying the material aloud will point out where you are confused and need more information and will help you retain the information. As you are explaining the material, use examples and make connections between concepts (just as a teacher does). It is okay (even encouraged) to do this with your notes in your hands. At first you may need to rely on your notes to explain the material, but eventually you’ll be able to teach it without your notes.

Creating a quiz for yourself will help you to think like your professor. What does your professor want you to know? Quizzing yourself is a highly effective study technique. Make a study guide and carry it with you so you can review the questions and answers periodically throughout the day and across several days. Identify the questions that you don’t know and quiz yourself on only those questions. Say your answers aloud. This will help you to retain the information and make corrections where they are needed. For technical courses, do the sample problems and explain how you got from the question to the answer. Re-do the problems that give you trouble. Learning the material in this way actively engages your brain and will significantly improve your memory (Craik, 1975).

Take control of your calendar

Controlling your schedule and your distractions will help you to accomplish your goals.

If you are in control of your calendar, you will be able to complete your assignments and stay on top of your coursework. The following are steps to getting control of your calendar:

• On the same day each week, (perhaps Sunday nights or Saturday mornings) plan out your schedule for the week.
• Go through each class and write down what you’d like to get completed for each class that week.
• Look at your calendar and determine how many hours you have to complete your work.
• Determine whether your list can be completed in the amount of time that you have available. (You may want to put the amount of time expected to complete each assignment.) Make adjustments as needed. For example, if you find that it will take more hours to complete your work than you have available, you will likely need to triage your readings. Completing all of the readings is a luxury. You will need to make decisions about your readings based on what is covered in class. You should read and take notes on all of the assignments from the favored class source (the one that is used a lot in the class). This may be the textbook or a reading that directly addresses the topic for the day. You can likely skim supplemental readings.
• Pencil into your calendar when you plan to get assignments completed.
• Before going to bed each night, make your plan for the next day. Waking up with a plan will make you more productive.

See our handout on calendars and college for more tips on using calendars as time management.

Use downtime to your advantage

Beware of ‘easy’ weeks. This is the calm before the storm. Lighter work weeks are a great time to get ahead on work or to start long projects. Use the extra hours to get ahead on assignments or start big projects or papers. You should plan to work on every class every week even if you don’t have anything due. In fact, it is preferable to do some work for each of your classes every day. Spending 30 minutes per class each day will add up to three hours per week, but spreading this time out over six days is more effective than cramming it all in during one long three-hour session. If you have completed all of the work for a particular class, then use the 30 minutes to get ahead or start a longer project.

Use all your resources

Remember that you can make an appointment with an academic coach to work on implementing any of the strategies suggested in this handout.

Works consulted

Carrier, L. M. (2003). College students’ choices of study strategies. Perceptual and Motor Skills, 96 (1), 54-56.

Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104 (3), 268.

Davis, S. G., & Gray, E. S. (2007). Going beyond test-taking strategies: Building self-regulated students and teachers. Journal of Curriculum and Instruction, 1 (1), 31-47.

Edwards, A. J., Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (2014). Learning and study strategies: Issues in assessment, instruction, and evaluation. Elsevier.

Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59 (2), 505-514.

Mackenzie, A. M. (1994). Examination preparation, anxiety and examination performance in a group of adult students. International Journal of Lifelong Education, 13 (5), 373-388.

McGuire, S.Y. & McGuire, S. (2016). Teach Students How to Learn: Strategies You Can Incorporate in Any Course to Improve Student Metacognition, Study Skills, and Motivation. Stylus Publishing, LLC.

Newport, C. (2006). How to become a straight-a student: the unconventional strategies real college students use to score high while studying less. Three Rivers Press.

Paul, K. (1996). Study smarter, not harder. Self Counsel Press.

Robinson, A. (1993). What smart students know: maximum grades, optimum learning, minimum time. Crown trade paperbacks.

Wissman, K. T., Rawson, K. A., & Pyc, M. A. (2012). How and when do students use flashcards? Memory, 20, 568-579.

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Study skills for students

Support for students

Whether you are studying for pleasure, to further your career, to increase your knowledge of a subject, to acquire new skills, or to gain a qualification, we hope that you will take advantage of the study skills support we offer at the Department for Continuing Education. Reviewing and developing your study skills will not only boost your confidence and help you succeed, but will also enable you to work more effectively in the time available to you for study.

Developing and improving study skills is a gradual and long-term process. It is also an individual process. If you are new to higher education or have not studied for some time, you may feel worried about tackling your first assignment; taking an exam; or juggling study, family, and work commitments. If you are part- way through a course, or are progressing to a new course, you may feel that it would be useful to brush up your note-taking or writing skills, to acquire some tips on spelling or grammar, or to acquire and practise presentation skills. Whatever your study skills needs, we hope that you will find the support and guidance we provide helpful and that you will enjoy the opportunity to get to know and work with students with similar goals and concerns.

Study Skills Programme

The Study Skills Programme provides guidance across the range of study skills needed at undergraduate level including:

• Managing your time and developing learning strategies
• Reading academic texts critically and effectively
• Taking notes in lectures and from hard or electronic copy
• Planning and writing essays and reports
• Constructing and presenting bibliographies and references
• Developing an academic writing style
• Improving spelling and grammar
• Preparing and delivering presentations
• Revising and sitting examinations

Guidance on using and searching Oxford University’s online library catalogue OLIS and electronic research resources OxLIP using the search and discovery tool SOLO is provided by Rewley House Library .

Workshops and courses

The programme is delivered through:

• A range of half or full day study skills workshops. See our course listings for available education and study skills workshops and courses. 
• Academic Literacy , a ten-week online introductory study skills course. 

Both the study skills workshops and the online introductory academic literacy course are fully supported with handouts and practice exercises. Students are encouraged to discuss study skills problems and solutions and to practise new skills with fellow participants. There is no single formula for successful study. What works for other students may not necessarily work for you. It is important to build upon your own existing skills and abilities but you also need to experiment with tried and tested strategies and techniques in order to find your own preferred and successful methods of study.

Postgraduate students are welcome to attend the workshops or undertake the introductory academic literacy course if they want to refresh their general study skills, but guidance on general and subject-specific postgraduate study skills is provided on individual postgraduate courses.

Further ways to obtain study skills guidance

If you are unable to attend the workshops or register for the online programme, or if you prefer to read about study techniques or merely want to find out about a particular aspect of study, you might like to consult one of our study skills guides, borrow a book from the library or access study skills material online.

Continuing Education study skills guides

The Department has developed a range of study skills guides for students offering advice on tried and tested ways to study effectively.

A copy of our Weekly Classes student handbook, which includes a mini-guide to preparing and writing a range of assignments for our open access courses, can be downloaded as a PDF document by following the link below (please see pages 5-6 ):

• Guide to Producing Coursework  (PDF)

We use the following bespoke guides to support our workshops:

• Introduction to Study Skills
• Building Assignment Writing Skills
• Developing Further Assignment Writing Skills
• Revision and Examination Skills

These are available to current students, either on request from your tutor or from the Rewley House Library reception desk.

There are a large number of books you can consult to find out more about study skills at undergraduate and postgraduate level. Some cover a range of study skills; others focus on specific skills or on individual subject disciplines. The Rewley House Library holds multiple copies of a large selection of study skills publications. You will also find study skills books in your local public library. You may download our list of   recommended study skills texts .

Teaching and learning in Continuing Education

All of our courses are designed to provide a high quality and enjoyable learning experience for part-time adult students. The range of teaching methods and activities varies from course to course, and, depending on the subject taught, may include site visits to archaeological digs, museums, art galleries and heritage buildings in addition to classroom-based teaching.

All courses include seminars, lectures and tutorials in some form. Seminars and lectures are often delivered in a composite form in a single extended session, for example in a two-hour weekly class or six-hour day school. If you would like to find out more about lectures, seminars and tutorials and how best to prepare for them please click for  further information (PDF).

Guidance for students whose first language is not English

If English is not your first language you may have concerns whether you will be able to cope with study at undergraduate level. All of our courses are taught in English and you need to be sufficiently fluent in the English language to work without disadvantage. It is our experience that students require a level of fluency in written and spoken English equivalent to at least the British Council’s IELTS level 7 in order to study effectively and successfully on all courses at the Department for Continuing Education. This level is specified as an entrance requirement for courses which result in the achievement of an Oxford University qualification and is an advisory requirement for all other courses.

For further information about the Department’s English Language Requirement and for links to IELTS and TEFL websites please see the guidance for International Students .

If you require advice and information about language proficiency please contact the Student Support Officer .

Increasing your English language proficiency

If you would like to improve your command of English there are a number of useful web sites which provide useful guidance on increasing language proficiency and preparing for the IELTS and other examinations, including:

www.learnenglish.org.uk This is a British Council website. It provides language advice and a wide range of reading and listening activities in academic, professional/business and leisure subjects.

You can also access a large selection of self-study quizzes focusing on vocabulary, grammar and British culture from the following external website:

www.aitech.ac.jp/~iteslj/quizzes

Studying with us

Academic literacy: an introduction (online).

The importance of study skills in HE for learners to enhance and develop their studies further

B y   Giedrius   Zilionis ,   Senior  Business  Lecturer   and  Alexander Kaiser ,   Health  Lecturer

Study skills are some of the most essential academic tools in Higher Education. All learners have different skills and sometimes these are not fully recognised or developed – simply because, ironically, study skills are not implemented.  By effectively using study skills, learners can discover hidden talents and how well these can be of benefit to them during their studies and beyond.

Benefits of academic skills

There are discussions as to whether or not academic skills should be prioritised in the teaching of undergraduate students, since employers argue that many students are not equipped with the job-related skills that are needed, even after 3 years of degree education (Menz, 2021).  However, according to Hermida (2009) most first-year students lack necessary basic academic skills such as reading, because academic reading differs greatly from the reading that is undertaken in Secondary Education.  Students need to learn academic language and familiarise themselves with the key contributors to their respective fields. Others such as Blades and Gibb (2012) argue that academic skills such as taking responsibility, undertaking research and communicating findings are important when it comes to employability.

Why do we need skills?

Skills are necessary for every aspect of human life. These skills allow us to do something right and well. Skills are learned and developed in academia and work practices. Simply, if a student develops skills well in a particular field they can become an expert in it. Students start learning some key skills at the beginning of their degree which will help them later in their professional life, career and opportunities. Students will have more confidence, motivation, engagement and achieve goals. Therefore, using a skill-based approach can help students grasp concepts faster and strengthen what they already know (Podareducation, 2021.)

Below are additional essential skills that will help students thrive instead of ‘survive’ at LSST.

Transferable skills

In general, transferrable skills are referred to as skills that can be used in a variety of situations. Transferrable skills include basic skills such as literacy and numeracy skills but also extend to what some authors call “employability skills”. These skills are those which provide students with the skills to enhance their chances of getting employed. This includes skills that are non-job-specific (Blades and Gibb, 2012). A large part of employability depends on language efficiency, digital competence as well as social skills and social awareness (Nägele, Stadler, 2017).

This is why at LSST, students are encouraged to begin their development of these skills from the start of their programme where respective modules allow students to develop their academic skills while focusing on a range of challenges that help develop employability skills. For example, students need to familiarise themselves with IT systems, work in multi-cultural groups and come to know about how to learn efficiently. Particularly, group work allows students to explore their leadership skills, time-management skills and sometimes conflict management is needed. Further, students are supported by the academic team to do all these things in a stimulating and safe environment. They are constantly instructed to attempt tasks that lie just outside their abilities before they are assisted to hone their skills.

Digital skills

This digital and technology-driven world requires students to learn digital skills. Degrees are one of the starting points where learners can start or improve their digital skills intensely. Students must use some digital skills during their studies, such as information/data literacy (browsing, searching, and evaluating data); communication and collaboration (interaction via ICT, emails, chats, blogs); digital content creation (programming and copyrights licensing); and problem-solving (technical problems identifying and solving). See CEDEFOP (2021).

Developing and maintaining digital skills is vital in today’s teaching and learning process. Students can enhance their digital skills through learning – online and activities in class. It is essential to learn digital skills from L3 at LSST digital skills usage will lead learners throughout their studies and personal lives.

As educators, we have to support students to recognise the importance of digital skills in the classroom to assister their learning and their employability - and encourage them to build the confidence to transfer their skills to multiple contexts.  Digital skills enable educators and learners to move forward in their professional careers. The importance of skills is necessary for every aspect of human being life. The skills allow us to do something right and well.

Students that start learning and practising key study skills at the beginning of their degree will have more confidence, motivation, engagement and achieve more goals. Therefore, using a skill-based approach can help students grasp concepts faster and strengthen what they already know (Podareducation, 2021.) Learning and improving current skills makes students better communicators too.

Computer skills

Unlike digital skills, computer user skills are those basic skills that are needed to use computers generally.  Computer skills are needed at LSST to assess course material, search for information and access online libraries. Basic computer skills are also needed to write assignments and can be beneficial to stay in touch with lecturers and other students, for example for sharing ideas and formulating opinions. Efficient use of email is essential in today’s world. Some students, may not have all of the required skills yet. Further, research shows that non-traditional students often tend to put in more effort to compensate for this initial lack of skills (Henson, 2013).

All modern businesses are reliant on the efficient computer skills of their employees. Computers are not only used by businesses around the world to complete tasks but are also essential in a fast-moving world as they can be used to plan and organise a variety of tasks more efficiently in a world in which job tasks become more and more versatile. At LSST students have access to IT equipment and can make use of academic support services which may help with the development of IT skills.

Literacy skills

Literacy is the ability to read, write, speak, and listen in a way that lets us communicate effectively and make sense of the world. According to Unesco (2020), 14% of adults still lack basic literacy skills globally.

In England, 1 in 7 adults, roughly 5.1 million, lack basic literacy skills. England is the only developed country where the literacy and numeracy levels of 16-24 years old are worse than those at 55-65 years old.  43% of adults 16-years and older read at or below the basic level . Their skills are limited to understanding short, simple texts and one-step math problems. (Seedsofliteracy.org, 2015).

Many adults want to improve their literacy skills to get higher-paying jobs. Acquiring stronger literacy skills can open up new careers and often lead to work promotions. Sometimes motivation comes from children who are learning to read themselves.

Improving literacy skills is vital. At LSST, we have several modules such as Preparing for Success, Knowledge and Creativity; Self-development and Responsibility, and Inquiry Based Learning, where students learn the literacy skills to enhance their academic performance further and progress to the next level. Students learn, read, write, present, communicate, and reflect skills during their studies. Regardless of the skills students are needed, lacking  literacy skills  holds a person back at every stage of their life.

Self-development skills

To best support students, it is imperative to understand their motivation to study in Higher Education. More students than ever are beginning to study after a prolonged period of employment (Rozvadska, Novotny, 2019). As opposed to traditional students, non-traditional students more often state financial concerns as motivating factors for studying. They also often are more concerned about academic issues than their traditional counterparts. Further, social issues, such as lack of confidence appear to be more prevalent with non-traditional students (Taylor, House, 2010). In practice, it is important to support students at LSST in a variety of ways. They should be confident that they receive necessary financial support before commencing their studies but it is also important to teach skills that increase self-confidence, such as time-management skills and organisational skills. It has been shown that positive teaching is effective in student empowerment (e.g. Joseph, Murphy, Holford, 2020). As a result, LSST adopts a facility of teachers as facilitators rather than directional teachers, where possible. Students are supported in class but also have access to resources that are designed to support students with social issues as well as financial issues. For example, students are assigned a personal academic tutor, can receive guidance on mental health and can be supported by a dedicated academic support team.

In conclusion, study skills are a fundamental part of academic, professional and personal development. Furthermore, learners can develop these skills at LSST in conjunction with their experience. Additionally, enthusiasm to study and learn skills enhances student confidence and self-assurance. We must all work together to further improve student study skills and learning strategies by making our teaching and learning even more effective and successful.

How to reference this article

Zilionis, G. and Kaiser, A. G.  (2022). The importance of study skills in HE for learners to enhance and develop their studies further in academia . Available at:  https://www.lsst.ac/blogs/ [Note: Please add accessed date here].

Blades, R., Fauth, B., Gibb, J. (2012). ‘ Measuring employability skills. A rapid review to inform development of tools for project evaluation’ . National Children’s Bureau. London.

CEDEFOP. (2021).  Digital skills: Challenges and opportunities . [online] Available at: https://www.cedefop.europa.eu/en/data-insights/digital-skills-challenges-and-opportunities . [Accessed 7 Feb. 2022].

Henson, A.R. (2013). ‘The impact of Computer Efficacy on the Success of the Nontraditional Community College Student’. Dissertations , 301.

Hermida, J. (2009). ‘ The Importance of Teaching Academic Reading Skills in First-Year University Courses . Available at: https://ssrn.com/abstract=1419247 [Accessed 7 Feb. 2022].

Menz, M. (2020). ‘Integrating Academic Skills and Employability’. Journal of Research in Higher Education . 4(2), 5-17 doi: 10.24193/JRHE.2020.2.1

Joseph, S., Murphy, D., Holford, J. (2020). ‘Positive education: A new look at Freedom to Learn. Oxford Review of Education , 46(5). 549-562

Nägele, C., Stadler, B.E. (2017). ‘Competence and the Need for Transferable Skills’ in Competence- based Vocational and Professional Education, Springer International Publishing, Switzerland

Rozvadská, K., Novotný, P. (2019). The Structure of non-traditional students’ motives for entering higher education. Open Journal per la formazione in rete . 19(2). 133-148

Seedsofliteracy.org, (2015). The Importance of Adult Literacy | Seeds of Literacy . [online] Available at: https://www.seedsofliteracy.org/the-importance-of-adult-literacy/ [Accessed 7 Feb. 2022].

Podareducation.org. (2021).  Importance of Skill Development Curriculum in School | Podar Blogs . [online] Available at: https://www.podareducation.org/blog-importance-of-skill-development-curriculum-in-school [Accessed 1 Feb. 2022].

Taylor, J., House, B. (2010). ‘An Exploration of Identity, Motivations and Concerns of Non-Traditional Students at Different Stages of Higher Education’ Psychology Teaching Review . 16(1). 46-57

Unesco.org. (2020). 14 per cent of adults worldwide still lack basic literacy skills, UNESCO report finds | UIL . [online] Available at: https://uil.unesco.org/literacy/14-cent-adults-worldwide-still-lack-basic-literacy-skills-unesco-report-finds . [Accessed 7 Feb. 2022].

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Study Skills for Students

Proven tips and techniques for studying smarter… not harder.

Study Skills Checklist Use our study skills checklist to identify study skills areas where you should improve and focus.

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Struggling to be a successful student? Don’t get discouraged, it isn’t magic! But it does require desire, dedication and a lot of work. If you want to learn how to become a successful student, then you’ve come to the right place.

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Active listening, reading comprehension, note taking, stress management, time management, testing taking, and memorization are only a few of the topics addressed in our study skills guides for students. If you’ll take the time to learn and apply the study skills concepts and principles taught in our guides you’ll not only improve your performance in school but also your ability to learn in general — and that will benefit you the rest of your life!

Whether you’re a freshman in college looking to get ahead, a teacher seeking study skills resources for your pupils, or a high school student just trying to survive, you’ll find the study skills guides, tutorials, and resources you need right below.

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General Study Skills Guides

The following are general study skills guides, tutorials and articles for students, parents and teachers that offer proven tips and strategies for improving study skills habits, effectiveness and learning ability. Topics covered include time management, learning style, note taking, reading, math, vocabulary, writing, and listening, among others.

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Study Skills Resources by Subject

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