Journal of International Students (JIS) is a Scopus-ranked (Q1) quarterly peer-reviewed publication on international education (Print ISSN 2162-3104 & Online ISSN 2166-3750). As an independent, multilingual journal based in Baltimore, Maryland (USA), we aim to actively engage with the most consequential conversations in international and global education.
Copyright (c) [year] [author] This work is licensed under a Creative Commons Attribution 4.0 International License. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0
What do we know about international students and how do we know it?
The present exploratory study investigated whether any reports in the education research literature have overgeneralized their characterizations of American postsecondary institutions’ international students as cash cows, academically dishonest, English deficient, or exhibiting mental health issues. The concern was that overgeneralizations could give these students a negative reputation or push them away from American institutions. Purposive samples of relevant reports found by qualitative literature searches revealed evidence of overgeneralizations. This evidence suggests that overgeneralizations, in addition to the coronavirus pandemic, could play a role in international students’ postpandemically declining enrollment numbers at American institutions. Implications for the push-pull theory of international applicants’ processes for deciding where to attend college are discussed. Practices, policies, and solutions are recommended that could deter these overgeneralizations and reduce America’s risk of becoming a reverse push factor.
Special Issue: Institutional Global Footprints and International Enrollment Trends
academic dishonesty, cash cows, English deficiency, enrollment, international students, mental health, push-pull theory
Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
Rethinking Inclusive Education in Saudi Arabia
This study explores how the concept of inclusion is interpreted and implemented within the context of Saudi Arabian educational policies and cultural contexts, with a focus on the perspectives of Saudi elementary school teachers regarding the challenges involved in adapting Western inclusion models. Through qualitative interviews with five educators working in elementary schools in Riyadh with inclusive education programs, key themes emerged: (a) partial integration of evidence-based practices, (b) caution toward foreign IE materials, and (c) the lack of culturally appropriate and adapted strategies for the implementation of inclusion. The participants’ responses underscore fundamental challenges to transferring foreign frameworks without substantial adaptation and highlight the importance of developing culturally responsive policies. Recommendations include enhancing collaboration between policymakers and educators to support the consistent, sustainable, and equitable implementation of inclusive education in Saudi Arabia.
Special Issue: Rethinking International Education
This study examined the coping strategies employed by international PhD student mothers (IPSMs) to navigate the complex challenges encountered throughout their PhD journeys. This study utilized the collaborative autoethnography (CAE) method to investigate the experiences of five IPSMs who were engaged in collective reflection. The IPSMs revealed that their journeys were not solely academic endeavors but rather meaningful experiences that fostered resilience and adaptation, enabling them to contribute significantly to ecological system theory (EST). They identified key strategies for balancing their dual roles by constructing and reflecting on their experiences, such as affirming a positive mindset to enhance self-efficacy, connecting with communities and involving children in academic activities. The findings underscore the importance of campus support systems that highlight the role of mentorship, flexible policies and inclusive environments in mitigating the challenges faced.
International PhD Student Mothers (IPSMs)
Students’ enrollment expectations significantly shape their university belonging (Yao, 2016). This study investigates the impact of such expectations through qualitative interviews with 13 undergraduate students at a Sino-foreign cooperative education institution in Shanghai. Findings reveal that students’ high expectations centered on: institutional prestige, access to global resources, and the continuation of personal strengths. However, these expectations frequently conflict with academic pressure, institutional fragmentation, and limited resource accessibility. These mismatches can lower students’ overall sense of university belonging. To address this, institutions should clarify potential academic and social challenges during admissions to manage expectations. Closer collaboration in curriculum, activities, and faculty-student engagement is also needed to create an inclusive environment, enhancing university belonging and promoting high-quality international education.
Sino-foreign cooperative education institutions
Fundamental challenges encountered by international graduate students
Adopting a mixed-methods approach within the participatory action research framework, this study aims to identify the challenges faced by Turkish graduate students studying abroad under state scholarships. The interviews were conducted with six former scholars and four experts from the Turkish Ministry of Education to ensure that the participants' voices directly informed the research process. Insights from these interviews guided the development of an online survey. The results highlighted psychosocial stressors, communication issues, and gaps in institutional support. Action items were disseminated to policymakers to inform practice changes. The findings led to policy recommendations, with the Ministry subsequently establishing a "Psychological Counseling and Guidance Unit" to provide online counseling to students abroad.
Special Issue | Building Inclusive Futures
Examining the Impact of Canadian Immigration Policy Changes on International Postsecondary Students
This article examines the repercussions of recent changes to Canadian immigration policy on international students. It highlights how the changes disproportionately affect some of the most vulnerable student populations, including mature students and their families, students with disabilities, and students at risk of academic failure. Moreover, the new regulations significantly restrict international students’ mobility rights within Canada, further complicating their ability to access educational and professional opportunities. Finally, the cancellation of some expedited study permit programs for specific countries has disproportionately affected applicants from the Global South, especially those from the least-developed economies, hindering their educational and career prospects. In response, this paper presents policy recommendations designed to ensure that higher education frameworks respond to the voices of the most disadvantaged students. By advocating for certain reforms, this study seeks to promote equity, justice, and meritocracy in international education, with a view to an academic environment where all students can thrive.
Critical Perspectives on Immigration Policies
International students, Canadian immigration policy, neoliberalism in higher education, capability approach, educational equity
Reverse acculturation among returnees Saudi male students
This study explores the lived experiences of Saudi male students returning from higher education in Western contexts, primarily the United States, and the challenges encountered during social and cultural reintegration. Guided by hermeneutic phenomenology via van Manen’s interpretative approach, this study examines how reverse acculturation shapes identity, masculinity, and family relationships within the context of Saudi Arabia’s ongoing transformation under Vision 2030. In-depth interviews were conducted with ten Saudi male returnees and analyzed thematically following Braun and Clarke’s framework. Five themes emerged: identity conflict and reverse acculturation stress, renegotiation of masculinity, family disruption and generational tension, barriers to social reintegration, and the navigation of Vision 2030 expectations. The participants reported emotional dissonance, cultural liminality, and tension between traditional norms and egalitarian values acquired abroad. Despite these challenges, many expressed cautious optimism about their ability to contribute to national modernization.
Fostering global citizenship and SDG integration through COIL in Ibero- America
This article examines the outcomes of COIL en Clave ODS para la Educación Superior en Iberoamérica, a five-week online training program developed by STAR Argentina to equip higher education professionals across Latin America, the Caribbean, and Spain with the tools to integrate global citizenship and the Sustainable Development Goals (SDGs) into Collaborative Online International Learning (COIL) initiatives. The program employed a flipped classroom model combined with live, interactive sessions to foster intercultural collaboration and sustainability-oriented pedagogy through active and participatory learning strategies. The analysis of post-program survey responses and reflections indicates successful integration of content and a significant increase in participants’ confidence in designing intercultural, SDG-aligned COIL projects, thereby highlighting COIL as a potentially scalable strategy that supports educators in designing learning environments in which international students are positioned as active contributors to sustainability-oriented learning.
Collaborative Online International Learning (COIL), Global Citizenship, Higher Education, Online Learning, Sustainability, Sustainable Development Goals (SDGs), Virtual Exchange.
Understanding the strengths, challenges, and opportunities within the international student life cycle
The rising number of international students in higher education offers many benefits but presents challenges to students, including adapting to independent living, academic and social acculturation, and financial pressures. These challenges can affect students’ mental health, academic engagement, and overall well-being. Despite universities offering various support services, their utilization remains inconsistent. This study explored the perspectives of academics, students, and international marketing representatives on international student experiences in health programs at an Australian university via a qualitative, two-phase approach, including focus groups and a co-design process to identify solutions. The study moved beyond traditional academic and counseling perspectives by incorporating international marketing representatives as transition brokers alongside students, alumni, and academics. Three key themes emerged: student support services, learning and teaching experiences, and employability. Strengths within these themes included assignment support, peer mentoring, and career development, whereas challenges involved access to psychosocial support, accommodation, and financial aid.
International Students, Student Support, Acculturation, Employability, Student Lifecycle.
Rethinking support for Asian international students
Asian international college students face challenges related to safety, finances, and social inclusion. This study analyzes the American College Health Association’s National College Health Assessment data to inform interventions and policies and investigate how these factors affect stress levels among Asian international students. The feeling of being unsafe on campus at night (69.9%) and in the surrounding community (83.7%) was a contributing factor to high stress levels (n = 6038). A perceived lack of companionship (75.3%) and feelings of isolation (70.8%) were also strongly associated with higher stress levels (p < .001). Moreover, females (59.5%) and graduate students (61.7%) were highly likely to report higher stress levels. Additionally, microaggressions (OR = 2.87), discrimination (OR = 2.87), and finances (OR = 3.40) were identified as significant stressors among participants. Among the students who reported financial stress, 72.2% reported that finances caused moderate to high distress. These results indicate that Asian international students face a range of challenges in their host countries. This underscores the need to implement interventions or policies through a health equity framework.
Cross-Cultural Wellness and Psychological Resilience
Immigration Politics, Policy, and Human Rights
Faculty support and belonging among international students
This study examined how faculty support influences international students’ sense of belonging, with a focus on the mediating roles of perceived campus climate and self-efficacy. A total of 512 international students at four public universities in Iran completed online questionnaires. Using Hayes’ PROCESS Model 6, the results showed that faculty support was positively associated with perceived campus climate, which, in turn, predicted students’ sense of belonging. However, the direct effect of faculty support on belonging and the indirect effect through self-efficacy alone were not significant. Although campus climate was positively associated with self-efficacy, full mediation was not supported. These findings highlight the key role of a supportive campus climate in enhancing international students’ belonging, while self-efficacy plays a less central role. The study emphasizes the importance of institutional and interpersonal factors in promoting socio-emotional integration of international students in higher education.
Research Articles (English, regular edition)
international students, faculty support, sense of belonging, campus climate, self-efficacy, higher education
Characterizing global citizenship education in U.S. international student services office websites
This study critically examines how U.S. International Student Services Offices (ISSOs) represent Global Citizenship Education (GCEd) on their websites. Employing critical discourse analysis, it explores the discursive strategies used to foster global citizenship among international students. The analysis identifies four key themes: (1) emphasis on “Living in the U.S.”, (2) neutrality toward global political issues, (3) absence of explicit GCEd spaces, and (4) inconsistencies in vision and mission statements. Findings suggest that ISSOs often promote a U.S.-centric, neoliberal, and implicitly colonial framing of GCEd, which may limit the transformative potential of global citizenship. The study proposes a framework of four levels of GCEd engagement as reflected in ISSO communications. It argues that higher education institutions must strive for deeper, more critical engagement with global issues if they are to genuinely cultivate global citizenship as an institutional goal in higher education internationalization.
Emotional intelligence and academic resilience among international students in cross-cultural contexts
This paper explores emotional intelligence (EI) as a coping resource for international PhD students, drawing on my experiences studying in China. Using Goleman’s EI framework, this study examines how self-awareness, self-regulation, intrinsic motivation, empathy, and social skills support my adaptation to academic pressures, cultural challenges, and mental well-being. This reflection highlights the role of EI in fostering resilience, emotional regulation, and supportive relationships amid stress and isolation. The findings highlight the significance of EI in promoting academic persistence and psychological adjustment among international students. Practical recommendations suggest integrating EI development into university support services. This research bridges theoretical insights with personal experiences, contributing to an understanding of the impact of emotional intelligence in higher education contexts.
Despite significant investment, English language labs (ELLs) at transnational campuses remain underutilized beyond mandatory course requirements. This qualitative case study draws on thematic analysis of interviews with 22 Chinese undergraduates at a Sino-American branch campus in mainland China. Students value the ELL's diagnostic feedback and low-anxiety speaking practice. However, voluntary use is hindered by severe privacy concerns and accent-related anxiety in open layouts, widespread unawareness, outdated and generic content, and competition from mobile apps. Three learner personas emerge: the Anxious Beginner, Test-Prepper, and Advanced Critic. Informed by self-determination theory and foreign language anxiety research, the findings highlight how cultural “face” concerns and poor facility design undermine engagement. Students propose soundproof booths, targeted promotion, and personalized diagnostic pathways. The study offers actionable recommendations to transform ELLs into inclusive, sought-after resources in English-medium transnational education.
Virtual Mobility, Virtual Exchange, and Online Learning
This qualitative study explores how Chinese international graduate students perceive and negotiate classroom participation and engagement at a Canadian university. Drawing on the notions of investment and time inheritance, this study examines how identity, linguistic and cultural capital, ideological expectations, and temporal resources interact to shape Chinese international students’ academic behavior. Sixteen graduate students from diverse faculties at a Canadian university were interviewed. Thematic analysis revealed that classroom participation and engagement are determined not only by language fluency or pedagogical familiarity but also by inherited time, neoliberal performance pressures, and classroom power dynamics. While some Chinese international students found affirming spaces for cultural identity and relational trust, others encountered marginalization through monolingual norms and deficit discourses. The study advances a multidimensional understanding of class participation and engagement for Chinese international graduate students, calling for inclusive pedagogical practices that honor linguistic diversity and temporal equity.
Emerging trends and challenges in international student research
This study presents a content analysis of 470 doctoral dissertations published between 2022 and 2024, examining emerging trends, theoretical frameworks, and research approaches related to international students. Using a qualitative content analysis approach and descriptive statistics, the study systematically analyzed the dissertations to identify recurring themes and issues. The key themes identified include teaching and learning; academic practices; acculturation and intercultural competence; career development and leadership; experiences and challenges; mobility and policy contexts; social diversity and inclusion; institutional support; and well-being. The findings show a predominant use of qualitative methods, a concentration on U.S.-based contexts, and a strong disciplinary focus on higher education. Gaps include insufficient attention to digital and online education, underrepresentation of non-Western regions, and insufficient theoretical grounding. The study underscores the need for more inclusive, interdisciplinary, and methodologically diverse research to inform policies and practices that support international students’ academic success, well-being, and global mobility.
This study offers a comprehensive analysis of the multifaceted role of Chinese international students in the global higher education landscape from the unique perspective of policymakers. As the first comprehensive postpandemic qualitative study of its kind, it provides insights through interviews with policymakers and admission officers across 11 countries on four continents. Research reveals that while Chinese students are consistently perceived as significant contributors across economic, cultural, and academic domains, their integration is accompanied by inherent complexities and challenges. The findings highlight how countries are adapting their educational policies to navigate both the substantial impacts and the diverse difficulties faced by these students, underscoring the critical need for adaptive, inclusive, and responsive policies in the evolving post-pandemic era.
This study employed an embedded mixed-methods exploratory design to investigate international students in India, focusing on resilience, perceived support, and academic adjustment. In the qualitative phase, nine students were interviewed, revealing two main themes: (1) institutional support and peer networks, and (2) resilience through self-reliance. The results revealed that support systems are vital for cultural and academic adjustment. Due to limited access, the students relied on self-reliance, which fostered personal resilience that aided in adaptation. The quantitative phase analyzed the relationship between social support and academic adjustment using data from 180 students, employing mediation analysis. The findings indicated that perceived social support had a positive influence on academic adjustment, whereas duration of stay did not mediate this relationship.
Counseling services for international students in Japanese universities
This study aimed to examine the current conditions of counseling services for international students at Japanese universities and identify challenges in improving these services. A survey was conducted among counseling centers at universities with at least 250 international students, with 63 institutions participating. Of those, approximately 30% reported changes to their support framework for international students in the past decade, and approximately half indicated that multilingual counseling services were available. In addition, the study examined the perceived challenges and measures taken in providing culturally competent services for international students. Based on these findings, this study has implications for practitioners and university leaders regarding the internationalization of student support services.
counseling center, international student, internationalization policy, Japan, multilingual counseling, multicultural competence, service delivery framework
Perceived learning outcomes of a short-term collaborative learning program
This study investigated Japanese students’ perceived learning outcomes from a short-term program jointly conducted by the University of Tokyo and Asian University for Women in Bangladesh through the lens of intercultural competence and the contact hypothesis. Qualitative data were derived primarily from Japanese students’ essays. Inductive analysis revealed that intergroup interactions enhanced Japanese students’ awareness of social inequalities, diverse ethnic identities, prevailing stereotypes against the Global South, their own privilege, and Japan’s colonial legacy. This study makes theoretical contributions by illuminating the potential for inappropriate and ineffective interactions with outgroup peers. These findings suggest that educators should create environments where learners feel safe in making communicative mistakes and avoid hastily developing learners’ intercultural competence.
inappropriate and ineffective communication
Developing multicultural intergroup dialogue at a Japanese university
While Japanese universities have adopted intercultural collaborative learning (ICL) to promote holistic international student support, ICL often lacks a social justice framework necessary for sustainable and equitable practices. This study addresses this gap by integrating intergroup dialogue (IGD)—a social justice pedagogy—into ICL. It examines how international and domestic students raise awareness of diversity, equity, and sustainability issues by participating in multicultural IGD at a Japanese university. We co-developed a workshop with a company and conducted interviews. The findings revealed that IGDs empowered international students and affirmed their identities, increased domestic students’ critical consciousness, and improved advocacy attitudes while addressing challenges in institutional change.
diversity and inclusion; intergroup dialogue; international students; Japanese higher education; social justice; student support; sustainability
Applying the developmental model of intercultural sensitivity to measure student growth after an on-campus intervention in Japan
This study sought to determine whether the DMIS could be used to measure on-campus intervention efforts among Japanese university EFL students regarding IS. The literature review explains IC measurement in overseas study programs and local educational interventions, summarizes the diagnosis of the six stages of the DMIS, and explores its use in IS measurement studies. A hybrid approach of content and thematic qualitative analysis of reflective writings was used to determine how students in two intercultural communication courses developed along the stages of the DMIS. The study revealed that participants demonstrated personal growth in intercultural awareness, that their self-reflections hinted at the stages of the DMIS, and that they were generally accurate in their self-assessment.
Fostering interculturality through near-peer role models in Japanese university classroom settings
This qualitative research examines how near-peer role model (NPRM)-driven intercultural interactions influence the basic psychological needs (BPNs) of both domestic and international students in increasingly diverse Japanese academic environments. The study employs an open-ended survey administered to students enrolled in the same program for 1 year. The data are further supplemented by observation notes to provide additional insights into the effectiveness of these practices. The findings suggest that NPRM-based approaches can effectively enhance students’ integration, engagement, and sense of belonging in multicultural classroom settings. Hence, future research should examine the long-term impact of NPRM-based approaches across diverse academic contexts and how cultural, institutional, and individual factors shape their effectiveness in supporting students’ well-being and academic success.
This qualitative study explores international graduate students’ sense of belonging at a predominantly white institution (PWI) in the northeastern United States. Drawing on focus group interviews with 12 students from diverse academic disciplines, this study examines how institutional, academic, and sociocultural contexts shape their experiences of belonging. The analysis identified six key themes: (1) fragmented social belonging; (2) heavy reliance on ethnic communities; (3) academic belonging contingent on funding, advisor support, and research alignment; (4) language proficiency and pressure to prove oneself constantly; (5) performative versus genuine diversity, equity, and inclusion (DEI) efforts; and (6) the importance of physical and symbolic space. While participants appreciated some aspects of academic support, many reported marginalization related to language-based bias, limited cultural understanding, and underrepresentation. The study highlights the importance of intentional, equity-driven institutional practices and concludes with six actionable recommendations to enhance the academic and social integration of international graduate students.
Copyright (c) 2025 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
Will "Study in India" be able to build inclusive futures?
In many Western countries, the internationalization of higher education is driven by the aim of attracting more full-fee-paying international students. A business model guides this agenda to generate revenue for universities with a steady decline in public funding. In contrast, the recent "Study in India" mission of the Indian government has been driven primarily by the philosophy of "Internationalization at Home," aimed at providing international and intercultural experiences to both domestic and international students. This paper presents preliminary evidence from an ongoing national survey funded by the Indian Council for Social Science Research (ICSSR) to discuss ways to fulfill the "Study in India" mission and build inclusive futures, nurturing global citizens for sustainable development.
Resilience and social support as pathways to academic achievement and adjustment among international students at a Pakistani university
International students often experience challenges when adapting to academic systems and cultural settings different from their own. Grounded in Bandura’s social cognitive theory, this study examined the role of resilience and social support in predicting academic achievement and adjustment among international students at the University of the Punjab, Lahore, Pakistan. A purposive sample of 100 international students (M = 23.36 years, SD = 3.47) participated in the study. The results indicated that resilience and social support were significant positive predictors of adjustment, whereas the length of stay in Pakistan positively predicted academic achievement. Compared with female students, male students reported higher levels of social support from significant others and family.
Embracing a rational approach toward “the ranking rush”
This research briefly examines the growing influence of major global university rankings, such as QS, THE, ARWU, and U.S. News & World Report, on institutional strategies. Using document analysis and a narrative review, this study investigates the "ranking-mania" driven by perceived links between league tables and institutional reputation. Comparative mapping of ranking methodologies shows that reputation and research indicators currently dominate the landscape, whereas indicators of student outcomes remain minimal. These findings suggest that current metrics often fail to reflect the diverse needs of domestic and international students. Consequently, the study recommends that institutions move beyond the "ranking rush" to adopt a rational, mission-centric strategy that prioritizes substantive institutional improvements over the pursuit of fluctuating external metrics.
Special Issue: Ranking and Internationalization
Factors influencing international students' choice of educational destination
International student recruitment is a key trend in global higher education and has consistently been a major focus for universities worldwide. This study aims to identify the factors influencing decision-making for educational destinations through a socio-ecological approach, offering policymakers actionable insights to effectively attract international students. It was a systematic review. English-language articles published between 2019 and 2024 were selected from five databases. A total of 29 articles were included. Thematic analysis revealed ten themes influencing international student decision-making, categorized into individual, interpersonal, organizational, sociocultural, and public policy factors, in alignment with the levels of the socio-ecological model.
This research investigates the intersectional realities of racialized international students at a Canadian university, exposing significant deficiencies in the institution’s equity, diversity, inclusion, and decolonization (EDID) policies. Utilizing a heuristic case study approach, it reveals experiences of social segregation and cultural essentialization, often within a Euro-Western context. By applying Critical Race Theory (CRT), the study uncovers systemic barriers that exacerbate marginalization, demonstrating how institutional practices often fail to align with the commitment to inclusivity. Participants exhibit remarkable resilience, advocating for a true alignment between policies and the complexities of their experiences. The findings call for a transformation in EDID initiatives to ensure authentic belonging and equity within Canadian higher education.
Decolonization, Indigenization, and the Politics of Belonging
This study examines how former F-1 visa international students experience and navigate institutional, financial, and immigration systems in U.S. higher education. Using a transformative paradigm and Critical Policy Analysis, the research focuses on graduates from a private performing arts college. Data sources include semi-structured interviews with international graduates. Findings highlight ongoing financial struggles, restrictive immigration laws, and inconsistent institutional support, alongside strong peer networks and resilience. Participants described balancing the benefits of U.S. education with the emotional and financial costs of maintaining legal status and education. The study expands existing research by focusing on students’ stories as a form of policy insight and demonstrating how students interpret and respond to institutional policy. Implications emphasize the need for institutions to reinvest international revenue into direct support services, align advising and financial structures, and advocate for more fair immigration and funding policies that support international students’ persistence, well-being, and sense of belonging.