this study aimed to analyze and compare the integration of higher education from a university pedagogy course and see if there was variation according to academic standing, age and employment status. data collection was collective and included the completion of the academic experiences questionnaire (qva) for 68 students enrolled in first or last series of the course. with regard to academic standing, significant differences were found in 15 subscales and always favorable to the graduates. the age of entering students differ significantly in their integration into three subscales. the personal perception of competence was significantly different when considering the work situation of freshmen. the age of entering students differ significantly in their integration into two subscales. the analysis confirms that the integration exposed to higher education is a multifaceted phenomenon and inserted into a web of interrelationships that involve the characteristics of students.