Olanya Bosco Innocent2026-11-092026-11-092026http://hdl.handle.net/20.500.14270/1166Transition from secondary to higher education (HE) is well known for its pivotal role in aligning students’ academic journey to their future professional careers, however little is known about transition of learners from secondary to higher education in Gulu City. The aim of this study was to provide insight into the influence of institutional factors on learners’ transition from secondary to higher education in Gulu City. The study employed quantitative approach, utilizing a descriptive cross-sectional research design. The research targeted second year students, academic staff, and administrators in a single higher education setting, Gulu University (GU), northern Uganda. The sample consisted of 260 students selected using convenient sampling, 34 academic staff using simple random sampling and 14 university administrators purposively sampled. Data were collected using a close-ended self-administered questionnaire and analysed using Statistical Package for Social Sciences (SPSS) version 26.0 through descriptive and inferential statistics. The results reveal that institutional factors positively influence learners’ transition. The three elements of institutional factors namely; policies (R = 0.327, P = 0.000), culture (R= 0.371, P = 0.000) and resources (R = 0.603, P = 0.000) had a statistically significant positive relationship with learners’ transition from secondary to higher education. The result from multiple regression analysis indicate that institutional culture is the strongest predictor of learners’ transition (Beta = 0.423, P = 0.000), followed by institutional policies (Beta = 0.218, P = 0.001), while institutional resources (Beta = 0.063, P = 0.321) had the a minimal influence on learners transition. The findings also reveal that learners’ transition from secondary education to higher education is driven more by institutional factors, rendering students' demographic backgrounds statistically insignificant in this process. The study concluded that institutional factors—specifically institutional policies, culture, and resources—are the primary drivers of learners’ transitions from secondary to higher education in Gulu City. The study recommended that the management of higher education must prioritize improvements across institutional policies, resources, and campus culture to support all learners equally. By clearly communicating regulations, promoting an inclusive culture, expanding infrastructure, and minimizing programs based on student backgrounds, the university can effectively promote transitions for every student.enThesis