Journal of International Students

Scientific knowledge and fourth-generation learning skills among university students in Saudi Arabia

Ibrahim Abdu Alsaadi — 2025-04-29

The study assessed scientific knowledge and fourth-generation learning skills (4GLSs), including cognitive, information technology, creative thinking, and problem-solving skills, among University of Jeddah students in Saudi Arabia. We aimed to identify 4GLSs based on recent scientific research, construct scales to measure them, define the mechanism of their application and automation, and assess participants’ scientific knowledge and 4GLSs. After two pilot studies confirmed the validity and reliability of the measurement scales, a questionnaire survey was sent to all undergraduate students via official emails. Each skill was assessed via separate questionnaires distributed one week apart. The results revealed that 4GLSs increased with the student's academic year. Differences were observed in creative thinking and problem-solving skills, with men scoring higher than women. Additionally, problem-solving skill levels were higher among students in the Faculty of Science than those in the Faculty of Arts.

“I want to win in life”

Karina Jolly — 2025-04-29

While international students enroll in and matriculate through higher education in the United States for various reasons, no study to date has examined the postgraduate ambitions of international student-athletes concerning their intention to remain in the United States. Accordingly, the present study explored the decisions of former international student-athletes to remain in the U.S. after graduation. The findings revealed that opportunities, influences, and perseverance were the main research priorities for international student-athletes in the U.S. Although international student-athletes most often indicate sports and athletics opportunities as the primary motivation for attending college in the United States, international student-athletes desired career, opportunities, and support from families and friends upon the conclusion of their athletic career factors in their decision to remain in the United States postgraduation.

International students’ adaptation process in a Turkish university

Sevim Atila Demir — 2025-04-29

International student mobility increases student diversity, fosters different perspectives, and contributes to human capital. Turkey has gradually increased international student numbers, making investigating their challenges and academic success factors essential. This study examines the adaptation processes of 62 language preparatory students at a state university in northwestern Turkey using an exploratory, qualitative approach, focusing on a holistic single case study design. Semi-structured interviews were conducted, and data were analyzed using a common software tool. The article addresses the adaptation process, structures and practices aiding adaptation, and reasons for choosing Turkey as a study destination. Findings show students choose Turkey for "cultural proximity," "social conditions," and "educational conditions." Adaptation factors are categorized into "cultural practices in daily life," "individual factors," and "institutional factors."

Postpandemic potential

Alex Rickert — 2025-04-29

The COVID-19 pandemic disrupted global student mobility, leading to sharp declines in international student enrollment at U.S. higher education institutions (HEIs). Research on the pandemic’s effects highlights key challenges faced by international students, including financial instability, mental health concerns, and experiences of racism and xenophobia. Institutional responses varied, with some universities leveraging distance technology and policy adaptations, while others failed to provide adequate support. As mobility restrictions ease, international enrollment is rebounding, presenting HEIs with new opportunities to engage and attract students. Using Push-Pull Theory as a framework, this study examines how HEIs can strengthen pull factors—such as reaffirming the value of international students, expanding recruitment into new markets, and enhancing institutional infrastructure to support students during global crises. By understanding the lessons learned from COVID-19 and preparing for future disruptions, U.S. HEIs can position themselves competitively in an evolving global education landscape.

Internationalization and its challenges at U.S. regional comprehensive universities

Ibrahima F. Yaro — 2025-04-29

This interpretive phenomenological analysis investigated the role of transformational leadership and the challenges that senior international officers (SIOs) face in internationalizing regional comprehensive universities (RCUs) in the United States. Twelve in-depth interviews were conducted with SIOs from five regions: the West, Midwest, South, Southeast, and Northwest. The findings indicate that the transformational leadership approach is the primary leadership style utilized by senior international officers for the effective and successful internationalization of their institutions. The findings highlight a wide range of challenges that a senior international officer may encounter at a regional comprehensive university in the United States. The study outlines implications for practice for aspiring SIOs and current senior leaders in the United States.

Higher education strategies for enhancing employability of international students

Sha Xu — 2025-04-29

This study investigates the role of higher education strategies in enhancing the employability of international students in the postpandemic era, employing the USEM (understanding, skills, efficacy beliefs, metacognition) as a theoretical framework. By focusing on targeted interventions, this research explores how higher education institutions address key employability dimensions to support students’ academic, professional, and personal development. Using a systematic literature review approach guided by the PRISMA framework, the study included 23 publications from 2020--2024. The findings highlight the effectiveness of strategies such as culturally responsive reflective practices, work-integrated learning (WIL), tailored career support, and curriculum-embedded skill development. These approaches enhance students' abilities, equipping them with the ability to succeed in competitive and diverse labor markets. By providing actionable insights, this research enriches the understanding of employability strategies within the USEM framework and offers valuable recommendations for institutions and policymakers to design culturally inclusive, evidence-based career interventions.

Exploring the intrinsic dimensions of study abroad aspirations

Tran Lam Thien Nhi — 2025-04-29

This paper focuses on aspirations to study abroad, using the case of Vietnamese international students (VISs) in Japan. A qualitative research study based on 23 in-depth interviews applied the ‘aspirations-capabilities’ framework (de Haas, 2021) and revealed that while economic factors play a significant role in motivating Vietnamese students to study abroad, the ‘intrinsic’ dimension of migration aspirations, such as personal well-being and the desire to live abroad, also heavily influences their aspirations. They initially prioritize practical benefits, which can overshadow the importance of intrinsic values. However, it is crucial to consider both the instrumental and intrinsic dimensions, as they often overlap and cannot be separated. Ignoring the intrinsic dimension would overlook the complexity of the reasons behind VIS aspirations. Focusing on the case of VIS in Japan, this study contributes to a deeper and more nuanced understanding of why they study abroad.

Implementing Chinese student support services at a German technical university

Eika Auschner — 2025-04-29

In this study, we investigate the challenges that Chinese students face at a German technical university, highlighting key obstacles such as language barriers, cultural differences, and limited trust in institutional support. Through thematic analysis of qualitative data collected in 20 in-depth interviews with Chinese students enrolled at a German technical university and following a biographical narrative approach, the findings underscore the importance of tailored support measures. The proposed interventions focus on academic success, psychological well-being, and career preparation, providing a comprehensive framework for fostering an inclusive and supportive educational environment. These insights aim to enhance the integration and overall experience of Chinese students in Germany.

Fostering well-being and belonging among international graduate students

Chi-Jia Hsieh — 2025-04-29

International students often feel less belonging and well-being due to adapting to new life and culture. Positive psychology has been widely used to enhance individuals’ well-being and resilience. Previous research has applied positive psychology interventions in various contexts. However, few studies have explored the possibility of implementing positive psychology interventions to support international students’ well-being and belonging. Therefore, this study is designed to help international students in the U.S. develop well-being and a sense of belonging through positive psychology reflection activities. Nine international students completed the surveys, orientation, and 4-week weekly reflection activities, and 8 also completed the optional interviews. The results demonstrated an increase in psychological well-being and the general belongingness score. The participants reported positive attitudes through surveys and interview responses. Future research and implications are suggested.

Experiences of psychology applicants from the Global South

Pankhuri Aggarwal — 2025-04-02

Although vital to efforts to promote global psychological science, applicants from the Global South continue to experience numerous challenges in securing postbaccalaureate research positions and admission to graduate programs in the Global North. In the present study, international students and applicants (N = 81, M_age= 25.5 years, 82.7% women) from Asia, Africa, and Latin America completed an online survey about their professional experiences prior to pursuing graduate school in the Global North, challenges faced while applying, and strategies for successfully navigating the application process. We also surveyed faculty members (N = 56, M_age = 46.0 years, 67.9% women) in graduate programs in the Global North about their experiences recruiting international applicants in their programs/labs and asked them to provide recommendations to students for successful application outcomes. Inductive content analysis yielded a total of 59 themes across 4 categories. The implications for education and training in psychology are discussed.

Unveiling psychological and sociocultural adaptation patterns of international students in Hungary

Werede Tareke Gebregergis — 2025-04-02

The increasing global mobility of students has heightened the need for deeper insights into the psychological and sociocultural adaptation processes in host environments. This study examines the adaptation experiences of 447 international students in Hungary, focusing on the interplay between psychological and sociocultural dimensions of adaptation. Using a cross-sectional design, the study explores how sociodemographic variables, such as gender, age, education level, local friendships, and financial sources, influence adaptation levels. Hierarchical multiple regression analysis reveals that sociocultural adaptation significantly predicts psychological adaptation, underscoring the importance of social integration in fostering overall well-being. The findings suggest that targeted institutional support addressing sociocultural challenges can enhance students' psychological resilience, contributing to their academic and personal success. This research advances the understanding of intercultural adaptation and provides actionable recommendations for policymakers and educational institutions hosting diverse student population.

Constructing identity abroad

Wendai Yang — 2025-04-02

In this paper, we investigate the phenomenon of cultural identity construction, focusing on Chinese students studying in Canada and how they deal with conflict between their Chinese and Western cultures. It investigates different factors of Western culture and examines how Chinese students construct and reconcile their identity with Western influences. The study also focuses on the psychological effects of identity reconstruction among these students. This study employed a qualitative research approach, and data were gathered through structured interviews with six Chinese students at Canadian universities. Three primary themes were revealed through thematic analysis: educational institution's role in cultural adaptation, cultural practices and identity influence, and psychological well-being and cultural identity. Consequently, the study results show that the role of educational institutions, cultural practices, and identity conflicts significantly impact cultural adaptation and students' psychological well-being.

Exploring Chinese international students’ experiences in the 'Life and Works of Rizal' course in the Philippines

Xiaoyuan Xu — 2025-04-02

As of 2021, there were 6.4 million international students globally, with Chinese students making up the largest group of international students in the Philippines. This study investigated the lived experiences of Chinese undergraduate international students who took the mandatory Life and Works of the Rizal Course in the General Education Curriculum. The study employed interpretative phenomenological analysis (IPA) with six Chinese undergraduate students. The research findings indicated that Chinese international students recognized the significance of the active participation of local students and a comprehensive cultural environment. In addition, it highlights how Chinese students draw on their cultural heritage and Rizal's ancestry to gain a deeper understanding of Rizal's life and work. Students faced challenges, such as language barriers, difficulties with online learning, and a lack of cultural background in the Philippines. Using the ABCs of acculturation theory, the results provide valuable insights into improving students’ experiences in the Rizal course.

Improving intercultural communication in Chinese football clubs

Yanying Chen — 2025-04-02

The Chinese Football Reform and Development Program aims to increase the international competitiveness of men’s national teams through cultural communication with Western countries. However, difficulties in developing such communication have come to light. This study uses semistructured interviews with 20 participants to explore ways to improve intercultural communication and expatriate football players’ adaptation in China. The findings suggest that Chinese football clubs should provide instruction on Chinese language and culture, organize sports cultural exchange activities and psychological construction programs, and establish service systems for accompanying family members. This work challenges glocalization theory by highlighting the rejection of cultural homogenization and the uniqueness of local sports culture.

Chasing the dream

Kristina Kelman — 2025-04-02

While research abounds on musicians’ precarity, emerging student musicians remain understudied, especially amidst migration for opportunity. This timely study addresses critical gaps by qualitatively exploring the experiences of popular music students who migrate to London for education and prospective careers. Set during the UK’s recent cost-of-living crisis (2021-2022), rich interview data provides empirical insights into an important yet often overlooked group during a pivotal life transition. Findings reveal intensified financial and work-life struggles; however, remarkable resilience also emerges alongside identity shifts and peer bonds. Most significantly, despite hardships, London’s enduring promise leads most to stay for perceived, unparalleled creative opportunities. Practical recommendations provide an important starting point for strengthening creative training and better-nurturing talents during an unsettled era.

International students’ loneliness and social engagement

Polina Ivanova — 2025-04-02

Despite the increasing global mobility in higher education, international students in the United States and Japan face persistent challenges in the areas of wellbeing and inclusion. This study investigates international students' experiences of loneliness and their social engagement in comparative perspective, focusing on friendships and involvement with volunteer organizations as the most prominent types of social involvement among the participants. Utilizing qualitative data from 15 in-depth interviews conducted during the coronavirus disease (COVID-19) pandemic, this research identifies the limited friendships with domestic students and the underutilized potential of volunteer organizations as key issues. The findings highlight the need for better coordination with external stakeholders to enhance support systems. The study concludes that universities alone cannot address these challenges and recommends fostering collaborations with community organizations to improve international students' social integration and wellbeing.

Examining language anxiety and academic success of Saudi international students in U.S. colleges

Shahinaz Alkhaldi — 2025-02-28

This study examines the relationship between academic performance (GPA), Foreign Language Classroom Anxiety (FLCA), and English proficiency (IELTS scores) among Saudi international students in the United States while considering demographic factors such as gender, age, college major, and length of U.S. residency. Data from 551 students, collected via an online survey, reveal a moderate negative relationship between FLCA and GPA but no significant correlation between IELTS scores and GPA. Regression analysis identifies key predictors of academic performance, including low FLCA levels, college majors, and earning a master’s degree in English-speaking countries. The findings emphasize the importance of addressing language anxiety and demographic diversity to enhance academic success for Saudi students in U.S. colleges.

Fostering academic hospitality

Derrick Rasheed Mohamed — 2025-02-28

Muslim postgraduate students in Canada face unique challenges that intersect with their cultural, academic, and religious identities. This study examines survey responses from 524 students at a Canadian university, 19.5% of whom identified as Muslim, to explore their experiences and key obstacles. Findings reveal significant challenges, including adapting to Canadian academic norms, navigating cultural integration, financial stress, and balancing religious observances within a secular academic environment. This research highlights the critical role of academic hospitality in addressing these barriers. Strategies such as culturally sensitive faculty training, inclusive orientation programs, and institutional policies tailored to religious and cultural diversity are shown to enhance students’ academic success and sense of belonging. This study contributes to the growing discourse on equity and inclusion in higher education, offering practical recommendations for fostering supportive environments for Muslim international students in Canadian post-secondary institutions.

Assessing and enhancing emotional well-being in online learning for international undergraduates in China

Yue Zhang — 2025-04-02

The emotional well-being of international undergraduates plays a critical role in their ability to adapt to the demands of online learning. Despite the relaxation of pandemic-related restrictions in China, many international students continue to choose online learning as their preferred mode of study. This study aimed to measure international undergraduates' online learning interest, self-confidence, and anxiety and reveal the differences in these three online learning emotions across different conditions. A questionnaire survey was conducted among 2,221 international undergraduates from 32 Chinese universities. The results indicated that international undergraduates exhibited a relatively high level of interest in online learning, followed by learning self-confidence. They also suffer from severe learning anxiety. The findings revealed significant differences in online learning interest across different disciplines. Among students with different scholarship conditions, there were substantial differences in both online learning interest and anxiety.

Asymmetry in Israeli academia

Aref Abu-Gweder — 2025-02-28

This study explores the attitudes of Bedouin female students towards their Jewish peers in multicultural courses at teaching colleges in Israel. Based on a sample of 30 participants, findings reveal mixed emotions. While Bedouin students value cultural diversity and opportunities for cross-cultural engagement, they face challenges stemming from the broader social dynamics in the country. Multicultural groups aim to foster dialogue and shared perspectives, but Jewish students often maintain a dominant position, avoiding deeper engagement with intergroup relations. In contrast, Bedouin students emphasize their minority identity, which is shaped by religious, social, and cultural factors, framing themselves in relation to their socio-national background. Despite these challenges, both groups collaborate and support one another in achieving academic success, demonstrating the potential of multicultural settings to promote cooperation amidst diversity.

Motivational factors shaping Muslim students’ decisions to study abroad

Fetine Bayraktar — 2025-02-28

This study investigates the motivational factors influencing Muslim students' decisions to pursue higher education in Northern Cyprus, with a focus on the interplay of cultural, religious, and academic considerations. Drawing on data from two leading institutions from North Cyprus, We explore students' academic, social, and cultural experiences within the context of educational tourism. Key drivers identified include the perceived quality of education, economic affordability, and the culturally safe environment offered by Northern Cyprus. While participants reported personal and professional growth, challenges such as limited cultural integration and restricted employment opportunities were highlighted. The findings provide actionable insights for universities and policymakers to enhance recruitment strategies and tailor support services to meet Muslim international students' needs better.

The predictive ability of cultural intelligence and character orientations for psychological adaptation in expatriates

Alean Al-Krenawi — 2025-02-28

This study investigated the predictive relationships between cultural intelligence (CQ), personal orientation, and psychological adaptation among 193 expatriate students at the University of Jordan. The results revealed a significant positive correlation between CQ, personal orientation, and psychological adaptation. Regression analysis indicated that motivational CQ was the strongest predictor of psychological adaptation (62.5%), with a 73.2% prediction combined with metacognitive CQ. Productive personal orientation also demonstrated a significant predictive relationship with adaptation (52.1%). Interestingly, the cognitive dimension of CQ exhibited lower predictive power than the motivational and metacognitive dimensions, suggesting the importance of action-oriented and reflective capacities over purely knowledge-based components. Additionally, gender differences emerged, with females showing higher levels of CQ and psychological adaptation. While CQ and personal orientation both influence adaptation, their independence from one another suggests distinct pathways.

Effect of a training program on the psychological, cultural, and social alienation experienced by foreign students in Jordan

Feras Al-Habies — 2025-02-28

In this study, we examined the effectiveness of an educational training program in reducing psychological, cultural, and social alienation among international students. A total of 73 undergraduate students from diverse nationalities participated in the study. The training program comprised six seminars delivered over three weeks, with two lectures conducted weekly. Topics covered included Jordanian culture and traditions, academic procedures, students' rights and responsibilities, support services, local geography, financial management, and safety. Pre- and post-program assessments utilized validated tools to measure levels of alienation. Findings revealed a significant reduction in social and cultural alienation, underscoring the program's success in fostering social connections and cultural understanding. However, an unexpected increase in psychological alienation was noted, highlighting the need to address psychological challenges more effectively. These results emphasize the importance of comprehensive orientation programs tailored to mitigate all dimensions of alienation, ultimately enhancing the overall well-being of international students.

Racism without race

Hannah Mesouani — 2025-02-28

By utilizing foundational texts on critical race theory, scholarships on Muslim Americans, and the Ethnic Identity Scale (EIS), this mixed methods study examines Muslim Middle Eastern and North African (MENA) racial identity development amid America’s tense history with Islam and the MENA world. The findings revealed that participants were 53% more likely to identify as Black within the U.S. census schema, and when self-identifying, 42% of participants chose new identity terminology such as Arab or Middle Eastern. The participants felt most comfortable with other Muslim international students and Black and Muslim U.S. peers and reported self-isolation from white spaces. The participants who identified as MENA experienced more pride in their heritage than those who identified as white. These findings illuminate the need for increased MENA and Muslim representation and offer recommendations at the governmental, educational, and individual levels to combat the weaponization of whiteness that downplays the dangers of Islamophobia.

The experience of Arab international students in universities in the UK

Yousif Abdulazeez — 2025-02-28

Many UK universities are actively working to attract more international students, including those from Arab countries. Due to the differences in languages, religious beliefs, and social priorities between Arab and British societies, Arab students have faced various challenges here. This review examines the experiences of Arab students, focusing on their expectations, challenges, and interventions implemented by universities. Prior to enrolment, they anticipate gaining cutting-edge knowledge, improving English proficiency, career advancements, and a supportive academic environment. However, upon arrival, they encountered language barriers and financial strain, as well as cultural differences, accommodation and supervision difficulties, affecting their personal wellbeing. Despite these challenges, interventions such as financial aid, accommodation support, cultural events, and language initiatives have enhanced their experiences. Active supervision and mentoring further contribute to their study success. Ultimately, this review addresses the challenges and suggests the implementation of successful supportive measures to enable Arab students to thrive in the UK.

Bridges and walls

Haled Al-Said — 2025-02-28

Higher education is a crucial pathway for socio-economic mobility, particularly for minorities. The events of October 7th in Israel and the subsequent war in Gaza (referred to as "Swords of Iron" in Israeli terminology and "Al-Aqsa Flood" in the Palestinian narrative) exacerbated tensions between the Arab minority and the Jewish majority in Israel, impacting daily interactions in workplaces and academic campuses. This study, grounded in Antonovsky's (1987) salutogenic model and employing a qualitative-constructivist approach (Creswell & Poth, 2018), examines the emotional responses, coping resources, and learning processes of Bedouin Arab female students during a period of heightened security tensions. For this study, 28 third- and fourth-year students from three academic institutions were interviewed. Semi-structured interviews were conducted to investigate the personal, familial, and organizational resources that supported them during this challenging time. Analysis of the interviews identified three central themes that aligned with the salutogenic model: comprehensibility, manageability, and meaningfulness.

Exploring the experience of Muslim students and scholars in Western academic institutions

Alean Al-Krenawi — 2025-02-28

This special issue of the Journal of International Students explores the multifaceted experiences of Muslim students and scholars in Western academic institutions. It investigates challenges such as acculturative stress, social integration, language barriers, and the psychological well-being of Muslim international students. The volume provides insights into the unique experiences of Muslim students navigating cultural, religious, and academic identities in Western educational contexts. This compilation, contributing to the broader conversation on diversity, inclusion, and equity in higher education, features 28 authors from 9 countries, offering crucial perspectives on the academic and social lives of Muslim students and scholars in the West.

Female Arab International Students Negotiate Their Identities

Sinaria Hassan — 2025-02-28

This study examines the identity negotiation of Muslim female international students in ESL classrooms in the mid-southern United States, where linguistic adaptation and cultural integration pressures intersect. Drawing on intersectionality, postcolonial feminism, and Kim’s International Student Identity Model, this research highlights how these students navigate religious, gendered, and cultural expectations within Western academic settings. A qualitative methodology utilizing semi-structured interviews with six participants revealed key themes: cultural and religious identity adaptation, experiences of discrimination, and resilience strategies. Participants described the dual pressure of conforming to Western norms while upholding Islamic practices, such as wearing the hijab and adhering to halal dietary restrictions. Findings underscore the need for inclusive ESL pedagogies that integrate cultural competency training, peer mentorship programs, and institutional policy reforms. By fostering an equitable learning environment, institutions can enhance cross-cultural understanding and student well-being. This research contributes to scholarship on international student adaptation and identity-affirming educational spaces.

The impact of psychosocial support and psychological well-being among expatriate students

Somaya Abdel-Hameed Al-Ja'afreh — 2025-02-28

This study explores the impact of a psychological and social support program on social support and psychological security among expatriate students. Using a quasi-experimental design, 48 Arab expatriate students at Al-Isra Private University (16 males, 32 females) were assigned to experimental and control groups (24 each). Standardized scales measured social support and psychological security before and after the intervention. Results showed moderate social support and low psychological security among students prior to the program. Post-intervention, the experimental group demonstrated statistically significant improvements (p < 0.05) in both areas, highlighting the program’s effectiveness. The study emphasizes the importance of ongoing psychological security assessments to enhance expatriates' mental well-being.

Navigating the intersection of international politics and international education

Osman Gultekin — 2025-02-05

International education and the process of internationalization have evolved through distinct historical phases, each characterized by shifting global political outlooks and increasing complexity. International politics and the global power hierarchy have always played a significant role in shaping the development of international education and directions of academic mobility. Since the era of ancient Greece, various periods have witnessed diverse patterns of student mobility concentrated in specific geographic regions, paralleling prevailing power structures. Currently, international education is undergoing a distinct phase in which its significance in public diplomacy and foreign policy is widely recognized. However, its use for further national interests has also been criticized for potential manipulation. This article provides a historical background and conceptual framework for understanding the intersection of international politics and international education.