Tlalajoe-Mokhatla, Nokuthula2024-10-182024-10-182024Tlalajoe-Mokhatla, N. (2024). Towards a conceptual framework in higher education anchored on social learning and social integration: transition, retention and graduation. Cogent Education, 11(1), 2409474. https://doi.org/10.1080/2331186X.2024.24094742331-186X (online)https://doi.org/10.1080/2331186X.2024.2409474http://hdl.handle.net/11660/12787The global increase in enrolment in higher education (HE) has increased the diversity of students who access HE, which poses a challenge because we have a limited understanding of the way students experience HE institutions. This paper investigates why students dropout of HE and propose preventive measures. Dropout has adverse effects on student retention, graduation rates and experiences in HE in general. This paper represents a conceptual review based on secondary data. The paper suggests implementing a triadic conceptual framework using a conceptual review for social learning and integration, coupled with intentional support strategies, to reduce attrition and enhance retention and graduation rates. Soft determinants, such as the personal context, are crucial for addressing the social aspects of student interactions in HE. Empirical research in this field has predominantly focused on addressing high attrition rates through academic integration; few strategic approaches target social learning and integration despite their suggested potential to address the personal contexts of individuals in HE.enSocial learning and integrationTransitionAttritionRetentionHigher educationGraduationSustainability EducationTraining & LeadershipHigher EducationEducation - Social SciencesArticleAuthor(s)https://creativecommons.org/licenses/by/4.0/