Journal of International Students
type: channel
description: 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. The journal operates under a rolling issue publication model, publishing multiple issues annually as articles become ready for publication. Each issue includes at least 10 peer-reviewed articles.
publisher: STAR SCHOLARS PRESS
language: en
publication name: Journal of International Students
issn: 2162-3104
copyright: https://creativecommons.org/licenses/by/4.0
items: Enhancing international students’ learning of Chinese cultural artifacts through immersive virtual reality
items: Rethinking international student mobility within higher education internationalization
items: Development of professional competencies among psychology interns
items: Dubbing artificial intelligence in scaffolding
items: The AI-mediated cookbook
items: Culture, language, and professional identity
items: Empowering Gen Z international students
items: Resistance training, perceived motor function, and injury preventive behavior among international students in Shanghai
items: Comparative analysis of digital learning tools’ impact on STEM education outcomes in Asian and European classrooms
items: Collaborative online international learning (COIL) on Laudato Si’
items: Navigating between worlds
items: The role of adjustment to university life in the academic performance of international students
items: Limited agency, racialized labor, and the mechanization of Asian international students in U.S. higher education
items: Learning by lectures in a transnational university in China
items: Linguistic capital, phonological dissonance, and international student adaptation
items: Structured AI workflows in Saudi EMI research writing
items: “Filling in all the options”
items: Teaching China to the world
items: Bridging cultures
items: Non-academic support helps international postgraduate researchers succeed in their studies
items: Nonverbal communication and rituals in intercultural friendship development
items: Exploring the factors contributing to the decline in the international student supply chain to UK universities in 2024
items: Acculturation experiences among Chinese international students
items: Employability and mobility of Saudi literature and linguistics graduates in a transforming labor market
items: Exploring the role of large language models during the culture shock phase
items: Acculturation of International Doctoral Students: Perspectives from Students, Staff, and the Institution
items: “Now, I have a voice”
items: Navigating sexual norms abroad
items: Developing next-generation transformational leaders
items: Perceptions of stress and coping strategies among international women of color college students in the United States

Enhancing international students’ learning of Chinese cultural artifacts through immersive virtual reality
type: item
description: This study investigated the effects of immersive virtual reality (IVR) on international students’ learning of Chinese cultural artifacts. A 2 × 2 true experimental factorial design was employed, with 146 international students from East Asian and Southeast Asian backgrounds recruited from a comprehensive university in China and randomly assigned to either an immersive VR or nonimmersive VR (NVR) condition. Learning achievement and self-efficacy were assessed using validated instruments. Two-way ANOVA revealed a significant main effect of learning mode on both achievement and self-efficacy, with higher scores in the IVR condition than in the NVR condition (p < .001). No significant main or interaction effects were observed for student regional background, indicating that the effects of IVR were consistent across groups. Overall, the findings indicate that immersive VR is an effective and inclusive instructional approach for culturally situated learning among international students.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Immersive virtual reality
  topic: keywords
subject: Achievement
  topic: keywords
subject: Self-Efficacy
  topic: keywords
subject: International student (East Asia vs. Southeast Asia)
  topic: keywords
subject: Chinese Cultural Artifacts
  topic: keywords
subject: Experimental design
  topic: keywords
creator: Xin Li
creator: Chau Kien Tsong
creator: Wan Ahmad Jaafar Yahaya
creator: Yueling Guo
rights: Copyright (c) 2026 Xin Li, Chau Kien Tsong Chau, Wan Ahmad Jaafar Yahaya, Yueling Guo https://creativecommons.org/licenses/by/4.0
date: 2026-07-05
publication date: 2026-07-05
starting page: 265
ending page: 282
doi: 10.32674/11xvrb82

Rethinking international student mobility within higher education internationalization
type: item
description: The internationalization of higher education has become a priority for institutions worldwide, as it enhances academic quality, promotes global knowledge exchange, and strengthens institutional credibility. Within this context, international students play a central role in driving cross-border mobility and shaping global education systems. However, research shows that, in developing economies, the proportion of international students who participate in mobility remains lower than that in developed countries. A review of the literature further reveals a lack of research examining the interconnections among international student mobility, sustainability, and internationalization within the Sustainable Development Goals framework. To address these gaps, the present study conducts a systematic literature review of 79 research articles indexed in Scopus and Web of Science.
subject: Research Articles (English, regular edition)
  topic: section
subject: Region
  topic: category
subject: transnational mobility
  topic: keywords
subject: higher education
  topic: keywords
subject: internationalisation
  topic: keywords
subject: sustainability
  topic: keywords
creator: Anushka Sinha
creator: Dr. Adya Sharma
creator: Nehajoan Panackal
rights: Copyright (c) 2026 Anushka Sinha, Dr. Adya Sharma, Nehajoan Panackal https://creativecommons.org/licenses/by/4.0
date: 2026-05-21
publication date: 2026-05-21
starting page: 323
ending page: 354
doi: 10.32674/a63m8h33

Development of professional competencies among psychology interns
type: item
description: The postpandemic rise in mental health disorders has intensified the demand for well-trained clinical psychologists, underscoring the importance of rigorous professional preparation. This study examined the preparedness of psychology interns completing accredited programs by assessing professional competencies across general hospitals, mental health clinics, and neuropsychological medical settings. Competency attainment was evaluated using five core domains established by the American Psychological Association’s accreditation guidelines (Version 3.0): theoretical foundations, scientific thinking, values in psychological science, effective communication, and personal and professional development. The sample comprised 630 evaluations of psychology interns in Colombia (63% female) aged 22–35 years (M = 27.5, SD = 5.30). The results indicated that competency levels varied by clinical setting. Interns achieved the highest scores in general hospitals, reflecting greater readiness to address diverse clinical demands. In contrast, the lowest scores were observed in neuropsychological centers, highlighting the need to strengthen diagnostic skills and specialized communication.
subject: Research Articles (English, regular edition)
  topic: section
subject: Latin America and the Caribbean
  topic: category
subject: Professional Competencies
  topic: keywords
subject: Clinical Settings
  topic: keywords
subject: Psychology Internship
  topic: keywords
creator: Jharitza Pullchz
creator: Dayana Restrepo
creator: Martha Benitez-Barraza
rights: Copyright (c) 2026 Jharitza Pullchz, Dayana Restrepo, Martha Benitez-Barraza https://creativecommons.org/licenses/by/4.0
date: 2026-07-05
publication date: 2026-07-05
starting page: 165
ending page: 190
doi: 10.32674/6njwxk44

Dubbing artificial intelligence in scaffolding
type: item
description: This systematic review examines how artificial intelligence (AI) aligns with Vygotsky’s sociocultural framework to enhance ESL/EFL pedagogy through integrated feedback models combining AI-mediated input, peer scaffolding, and Gibbs’ guided self-reflection. Thematic synthesis of empirical literature (2015–2026) across Asia-Pacific contexts reveals that AI effectively scaffolds learners within their Zone of Proximal Development, improving peer feedback quality, self-regulation, and writing proficiency. However, challenges persist, including AI overreliance, variable feedback quality across proficiency levels, and tensions between automated efficiency and human-mediated dialog. The findings indicate that theoretical alignment with sociocultural principles is robust, yet pedagogical efficacy requires a deliberate instructional design that preserves relational engagement and positions AI as a complementary mediator. Successful implementation demands targeted educator training in AI literacy and ethically grounded integration strategies. Future research should prioritize longitudinal designs and cross-contextual investigations to develop scalable, equitable frameworks for autonomous language learning.
subject: Research Articles (English, regular edition)
  topic: section
subject: Central and South Asia
  topic: category
subject: East Asia
  topic: category
subject: Virtual Mobility, Virtual Exchange, and Online Learning
  topic: category
subject: AI-mediated feedback
  topic: keywords
subject: peer scaffolding
  topic: keywords
subject: self-reflection
  topic: keywords
subject: sociocultural theory
  topic: keywords
subject: zone of proximal development
  topic: keywords
subject: ESL/EFL
  topic: keywords
creator: Asyraf Shuib
creator: Saifolrudin Khalid Mahzan
creator: Aizan Yaacob
rights: Copyright (c) 2026 Asyraf Shuib, Saifolruddin Khalid Mahzan, Aizan Yaacob https://creativecommons.org/licenses/by/4.0
date: 2026-07-05
publication date: 2026-07-05
starting page: 215
ending page: 242
doi: 10.32674/2vs8yp30

The AI-mediated cookbook
type: item
description: This study examines Artificial Intelligence (AI) as a cultural mediator within an Internationalisation at Home (IaH) framework, exploring how technology facilitates cross-border collaboration and global competence. Through a six-week Collaborative Online International Learning (COIL) project, undergraduate students from Thailand and Germany co-created an AI-mediated intercultural cookbook, utilising recipes as a medium to negotiate cultural boundaries and synthesise collective culinary narratives. Employing a mixed-methods approach, including surveys, rubric evaluations and thematic analysis, the research found that AI, embedded within a Project-Based Learning (PBL) structure, effectively scaffolded multilingual communication and critical engagement with cultural authenticity. Results indicated significant quantitative advancements in multicultural competency and collaborative adaptability, while qualitative data revealed a profound shift towards critical AI literacy. Ultimately, this study expands the discourse on internationalised curricula, demonstrating how AI-enhanced virtual environments can cultivate the essential cultural awareness and technical literacies required for global citizenship in the 21st century.
subject: Research Articles (English, regular edition)
  topic: section
subject: Central and South Asia
  topic: category
subject: East Asia
  topic: category
subject: Collaborative Online International Learning (COIL)
  topic: keywords
subject: Internationalisation at Home (IaH)
  topic: keywords
subject: Intercultural Communication
  topic: keywords
subject: Virtual Exchange
  topic: keywords
subject: AI Literacy
  topic: keywords
creator: Jirajittra Higgins
rights: Copyright (c) 2026 Jirajittra Higgins https://creativecommons.org/licenses/by/4.0
date: 2026-07-05
publication date: 2026-07-05
starting page: 1
ending page: 18
doi: 10.32674/h87eaz23

Culture, language, and professional identity
type: item
description: International medical electives provide unique learning experiences, but little research has been conducted on South-to-South exchange experiences using narrative inquiry or the impact of reflection on professional identity development. This study explores an Indonesian medical student’s experiences in terms of cultural differences, language barriers, and professional relations during a one-month exchange at a Taiwanese hospital’s dermatology department. Using narrative inquiry as a self-study qualitative methodology, the author employed daily journal writing and reflective practice on, in, and for action, with thematic analysis focusing on temporality, sociality, and place. Three themes emerged: (1) cultural adaptation highlighting the paradox of Taiwanese social warmth toward visitors coexisting with social distance experienced by long-term international students; (2) professional identity shaped by observation of excellent clinical practice; and (3) language functioning as both a barrier and a bridge. This study contributes valuable insights into intra-Asian medical exchanges and reflective practices among Indonesian medical students.
subject: Research Articles (English, regular edition)
  topic: section
subject: Central and South Asia
  topic: category
subject: narrative inquiry
  topic: keywords
subject: reflective practice
  topic: keywords
subject: medical student exchange
  topic: keywords
subject: intercultural clinical education
  topic: keywords
subject: professional identity formation
  topic: keywords
subject: Taiwan
  topic: keywords
subject: Indonesia
  topic: keywords
creator: Dinnisa Haura Zhafira Hidayat
rights: Copyright (c) 2026 Dinnisa Haura Zhafira Hidayat https://creativecommons.org/licenses/by/4.0
date: 2026-07-05
publication date: 2026-07-05
starting page: 243
ending page: 264
doi: 10.32674/c4v9xq58

Empowering Gen Z international students
type: item
description: This study investigates how host-university support influences the perceived employability of Generation Z Chinese international students in Malaysia. Navigating a dual labor-market paradox—host-country mobility restrictions and home-country hyper-competition—these students require robust cross-cultural adaptation. Grounded in Social Cognitive Career Theory, we examined the serial mediating roles of career decision self-efficacy and career adaptability. Data from 412 final year undergraduates were analyzed using CB-SEM. Results reveal that university support significantly predicts perceived employability directly and indirectly through individual and serial mediation, explaining 43.3% of the variance. Theoretically, institutional support acts as a vital acculturative buffer internalized via a cognitive-to-adaptive sequence, establishing cognitive confidence as a prerequisite for adaptive resource mobilization. Practically, this study advocates a "confidence-first, adaptability-second" intervention strategy to help international graduates overcome systemic barriers and enhance global competitiveness.
subject: Research Articles (English, regular edition)
  topic: section
subject: Central and South Asia
  topic: category
subject: East Asia
  topic: category
subject: University Support; Perceived Employability; Generation Z; International Students; Quality Education
  topic: keywords
creator: Sha Xu
creator: Azlin Norhaini Mansor
creator: Salleh Amat
rights: Copyright (c) 2026 Sha Xu, Azlin Norhaini Mansor , Salleh Amat https://creativecommons.org/licenses/by/4.0
date: 2026-07-05
publication date: 2026-07-05
starting page: 141
ending page: 164
doi: 10.32674/cqhyrc70

Resistance training, perceived motor function, and injury preventive behavior among international students in Shanghai
type: item
description: This study investigates the interplay among resistance training, perceived motor function, injury-prevention behavior, and the quality of training supervision among international college students in Shanghai, positioning resistance training as a health-related adaptation practice influenced by factors such as training background, language access, institutional support, and recreational systems. Utilizing a quantitative cross-sectional survey design, data were collected from 412 international students via a structured questionnaire employing 5-point Likert scales. Analysis was conducted through partial least squares structural equation modeling to evaluate measurement quality, mediation, moderation, and explained variance. Perceived motor function and injury prevention behavior are positively associated with resistance training. Additionally, perceived motor function is positively correlated with injury prevention behavior and partially mediates the relationship between resistance training and injury prevention behavior. Training supervision quality is also positively associated with injury-prevention behavior, reinforcing the connection between resistance training and injury prevention.
subject: Research Articles (English, regular edition)
  topic: section
subject: Central and South Asia
  topic: category
subject: Resistance training
  topic: keywords
subject: motor function
  topic: keywords
subject: sports injury prevention
  topic: keywords
subject: international students
  topic: keywords
subject: Shanghai
  topic: keywords
subject: training supervision quality
  topic: keywords
creator: Chang Xu
creator: Hazwani Binti Ahmad Yusof Hanafi
rights: Copyright (c) 2026 Chang Xu, Hazwani Binti Ahmad Yusof Hanafi https://creativecommons.org/licenses/by/4.0
date: 2026-07-05
publication date: 2026-07-05
starting page: 97
ending page: 116
doi: 10.32674/cjsn9r59

Comparative analysis of digital learning tools’ impact on STEM education outcomes in Asian and European classrooms
type: item
description: The study used a mixed method, combining quantitative data from student test scores and participation surveys with qualitative insights from interviews with educators and students, to explore the impact of digital learning tools on STEM education outcomes in Asian and European classrooms, focusing on their effectiveness in enhancing student engagement and academic performance. The findings reveal that the integration of digital tools significantly improves both engagement and learning outcomes. Specifically, students demonstrated a over 4.3% increase in test scores across various STEM subjects, and engagement levels rose by over 26%. However, the study also finds that the effective implementation of digital learning tools faces the challenges of regional differences in access to digital infrastructure and the lack of continuous teacher training and technical support.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Digital Learning Tools, STEM Education, Student Engagement, Technology Integration, Teacher Training
  topic: keywords
creator: Yazhou Li
creator: Zhanyong Qi
creator: Tingting Zhang
creator: Kaile Liu
creator: Chunmei Huang
rights: Copyright (c) 2026 Yazhou Li, Zhanyong Qi, Tingting Zhang, Kaile Liu, Chunmei Huang https://creativecommons.org/licenses/by/4.0
date: 2026-07-05
publication date: 2026-07-05
starting page: 45
ending page: 72
doi: 10.32674/jdgvhq96

Collaborative online international learning (COIL) on Laudato Si’
type: item
description: The concept of Integral Ecology, introduced in Laudato Si’, highlights the interdependence of humanity, society, and nature, calling for shared global responsibility and sustainable lifestyles. In this context, forty-six communication students and four professors from Ecuador and Argentina participated in a six-week collaborative online international learning (COIL) project, “University Laudato Si’” (2023), integrating the service learning (SL) methodology. Participants were able to co-design and implement an international sustainability campaign adapted to diverse cultural and social contexts. The study adopts a qualitative design, analyzing students’ videos, final presentations, and written reflections. This triangulation identified learning outcomes and collaborative dynamics in both international and local campaigning. The findings indicate that international teamwork enhanced participation, interaction, and intercultural understanding while empowering students to assume leadership roles as promoters of global citizenship committed to sustainability and social responsibility.
subject: Research Articles (English, regular edition)
  topic: section
subject: Latin America and the Caribbean
  topic: category
subject: Critical Conversations
  topic: category
subject: COIL, Laudato Si’, Global Citizenship Education, Communication Studies, Ecuador, Argentina, Sustainability
  topic: keywords
subject: COIL
  topic: keywords
subject: Laudato Si'
  topic: keywords
subject: Global Citizenship Education
  topic: keywords
subject: Communication Studies
  topic: keywords
subject: Ecuador
  topic: keywords
subject: Argentina
  topic: keywords
subject: Sustainability
  topic: keywords
creator: Veronica Yepez-Reyes
creator: Gabriel Danilo Mettini
creator: Marco López-Paredes
rights: Copyright (c) 2026 Veronica Yepez-Reyes, Danilo Mettini https://creativecommons.org/licenses/by/4.0
date: 2026-03-10
publication date: 2026-03-10
starting page: 25
ending page: 44
doi: 10.32674/995tyz59

Navigating between worlds
type: item
description: The doctoral stage is often described as an isolating and individualistic journey, making belonging particularly challenging. Sense of belonging is closely linked to doctoral persistence, especially in the early stages, when marginality is heightened. As first-generation and international doctoral populations grow, understanding how belonging develops in the first year becomes increasingly important. This study draws on autoethnography and is informed by Van Gennep’s rites-of-passage framework to explore the first-semester experience of an international, first-generation PhD student. Through iterative reflection and interpretive analysis, the study traces how belonging emerges through moments of uncertainty, interaction, and adjustment. The findings show that belonging is a dynamic, processual experience that is unevenly negotiated across shifting academic, social, and cultural contexts. The study develops a process-oriented mapping of early belonging formation, extending the literature by foregrounding temporality and transition.
subject: Research Articles (English, regular edition)
  topic: section
subject: North America
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: Decolonization, Indigenization, and the Politics of Belonging
  topic: category
subject: international students,
  topic: keywords
subject: first-generation PhD student
  topic: keywords
subject: first year
  topic: keywords
subject: sense of belonging
  topic: keywords
subject: Autoethnography
  topic: keywords
creator: Anyi Ma
rights: Copyright (c) 2026 Anyi Ma https://creativecommons.org/licenses/by/4.0
date: 2026-04-29
publication date: 2026-04-29
starting page: 179
ending page: 196
doi: 10.32674/mm10gy32

The role of adjustment to university life in the academic performance of international students
type: item
description: Australian universities have seen a significant increase in Asian international students. In the current higher education environment, these students encounter various challenges in their adjustment to a new university environment, making it necessary to monitor their academic progress. The current study predicted a positive relationship between university adjustment and academic performance among first-year Asian international students in Australia. An online survey was used to collect data from 64 first-year undergraduate Asian international students at Monash University, Australia. The results revealed that adjustment to university is a significant predictor of academic performance. This supports past findings that students are negatively impacted academically if they struggle to adjust socially and emotionally to university and highlights the need for universities and home country schools to offer additional interventions to help Asian international students.
subject: Research Articles (English, regular edition)
  topic: section
subject: Oceania
  topic: category
subject: international students
  topic: keywords
subject: academic adjustment
  topic: keywords
subject: academic progress
  topic: keywords
creator: Tasneem Usman
creator: Chris Siva
creator: Swati Mujumdar
rights: Copyright (c) 2026 Tasneem Usman, Chris Siva, Swati Mujumdar https://creativecommons.org/licenses/by/4.0
date: 2026-04-29
publication date: 2026-04-29
starting page: 1
ending page: 20
doi: 10.32674/ckq9fa82

Limited agency, racialized labor, and the mechanization of Asian international students in U.S. higher education
type: item
description: Over 1 million international students work in U.S. institutions of higher education, with the majority being from Asia. Although previous scholarship has emphasized the cultural and language barriers faced by this population, relatively little is known about the labor conditions of these students and how they may contribute to inequality. Utilizing Bui’s concept of Asian roboticism and literature on racial capitalism, this study investigates the working conditions of Asian international students in various disciplines across the U.S. Drawing on 22 in-depth interviews, the findings revealed three major themes: 1) limited agency in making decisions, 2) racialized labor driven by the model minority myth, and 3) the mechanization of Asian bodies. These conditions negatively affect students’ mental health, physical health, and social well-being. The results underscore the harm perpetuated by racial stereotypes about Asian workers and highlight directions for future research on inequality in higher education.
subject: Research Articles (English, regular edition)
  topic: section
subject: North America
  topic: category
subject: Transnational Lives, Employment, and Careers
  topic: category
subject: labor
  topic: keywords
subject: working conditions
  topic: keywords
subject: international students
  topic: keywords
subject: Asians
  topic: keywords
creator: Shan Mohammed Siddiqui
rights: Copyright (c) 2026 Shan Mohammed Siddiqui https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 141
ending page: 160
doi: 10.32674/q3gens82

Learning by lectures in a transnational university in China
type: item
description: This multiyear study investigates how first-year undergraduates make sense of large content lectures during their transition from domestic high schools to a transnational university in China. Grounded in a view of learning and teaching practices as interactional accomplishments, the data collection included lecture observations, focus groups, and interviews with 34 students across three academic years, as well as an additional interview with departmental leadership. A qualitative content analysis revealed how students positioned lectures as knowledge hubs, spaces for sociality, and objects of resistance. While many students valued lectures for their informative qualities and opportunities for socialization, others actively resisted lectures by leveraging the affordances of technology when they perceived lectures as not contributing to their learning. These patterns are interpreted through the lens of the glocal nature of a transnational site and the interactional nature of lectures, where teachers’ and students’ practices intersect. The study contributes to scholarship on lecturing and student transition by highlighting the diversity of student experiences in large content lectures and reframing engagement as an alignment between students’ and teachers’ practices. The study yields practical recommendations for critically rethinking lectures at a transnational site to ensure alignment among all parties involved.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Lectures; student experience; transnational education; Sino-foreign cooperative university; attendance; first year transition
  topic: keywords
creator: Mattia Miani
rights: Copyright (c) 2026 Mattia Miani https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 121
ending page: 140
doi: 10.32674/9va9d022

Linguistic capital, phonological dissonance, and international student adaptation
type: item
description: Movement between intra-English contexts can produce significant cognitive and psychological disruption. Research on international student adaptation has extensively examined language proficiency, sociocultural adjustment, and academic integration, yet an underexplored dimension is phonological transition across national varieties of English even among formally fluent speakers. This analytic autoethnography examines the transition from a British English–based educational background to American doctoral study, tracing the cognitive, affective, and identity-related consequences of phonological dissonance. The study conceptualizes phonological adaptation as a matter of epistemic access and symbolic legitimacy. Seven themes emerged: illusion of fluency, phonological shock, listening fatigue, participation hesitation, micro-interactional confidence erosion, accent negotiation, and time as adaptation capital. Findings position phonological decoding as structural to academic integration and offer implications for pre-arrival preparation, institutional practice, and faculty awareness.
subject: Research Articles (English, regular edition)
  topic: section
subject: Middle East and North Africa
  topic: category
subject: linguistic capital, accent adaptation, international students, phonological dissonance, cognitive load, autoethnography, belonging
  topic: keywords
creator: Albert Munyanyi
rights: Copyright (c) 2026 Albert Munyanyi https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 295
ending page: 314
doi: 10.32674/fm7beq18

Structured AI workflows in Saudi EMI research writing
type: item
description: This mixed-methods case study examines a staged integration of generative AI (GenAI) into a core English course, Research Writing Techniques at a private English-medium university in Saudi Arabia (English-Medium Instruction; EMI) that enrolls predominantly first-year Arabic L1 students. Across three consecutive semesters, the intervention progressed from AI-enhanced instructor materials (Semester 241), to optional student-facing support via a course-specific CustomGPT tutor and short recap videos (Semester 242), to full Week-1 integration of a mandatory homework pipeline in which students consulted the course Guide, practiced with the CustomGPT tutor, reviewed via Quizlet, and completed proctored quizzes through Examplify, alongside a curricular shift in Assignment 1 from an Annotated Bibliography to a Literature Review (Semester 251). Data sources included ExamSoft midterm and final exam scores, quiz gradebooks, aggregate CustomGPT usage metrics, YouTube analytics, student surveys, and brief email interviews. Compared to baseline, Semester 251 students scored higher on homework—even under stricter, proctored conditions (76.00% vs. 94.61%; Hedges’ g = 1.20) and moderate gains on comprehensive final exams (61.36% vs. 70.46%; g = 0.52). A large midterm effect (64.29% vs. 85.01%; g = 1.19) and reduced score variability indicate that the structured workflow promoted deep, more equitable learning in APA citation and research methods.
subject: Research Articles (English, regular edition)
  topic: section
subject: Middle East and North Africa
  topic: category
subject: Virtual Mobility, Virtual Exchange, and Online Learning
  topic: category
subject: generative AI
  topic: keywords
subject: CustomGPT
  topic: keywords
subject: research writing
  topic: keywords
subject: academic integrity
  topic: keywords
subject: microlearning
  topic: keywords
subject: English-medium instruction
  topic: keywords
subject: Saudi Arabia
  topic: keywords
creator: Erick C. W. Nelson
rights: Copyright (c) 2026 Erick C. W. Nelson https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 81
ending page: 102
doi: 10.32674/e7jdhc67

“Filling in all the options”
type: item
description: This study examines the decision-making processes of students when considering transnational higher education (TNHE) programs at regional colleges and universities. Drawing on Rational Choice Theory, the study found that students tend to view TNHE as a means to access specific institutions or majors, rather than being attracted by the unique characteristics of TNHE programs. Furthermore, many students are not fully aware of the potential benefits of TNHE and express concerns about employment prospects after graduation. The study also highlights the influence of social contexts and other factors on students’ decision-making processes. Based on these findings, the study offers recommendations and suggestions for regional colleges and universities to promote TNHE programs better and support students in their decision-making.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: transnational higher education, college choice, rational choice theory; regional college
  topic: keywords
creator: Fanya Wu
creator: Ren Liu
rights: Copyright (c) 2026 Fanya Wu, Ren Liu https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 103
ending page: 120
doi: 10.32674/087h4k47

Teaching China to the world
type: item
description: As a compulsory course for international students in China, the Overview of China course helps them understand and adapt to different aspects of China through introductions. However, current research lacks enough focus on its teaching models. This study develops the CAASK teaching model, based on Fantini’s paradigm and the course’s actual situation, to optimize teaching effects. This model comprises both theoretical and practical dimensions: the theoretical dimension includes five concepts, which are cross-cultural awareness, attitude, comparison, knowledge, and skills; and the practical dimension encompasses four methods, which are in-class discussion, group presentation, lecture, and independent learning, as well as three stages, which are preclass self-study, in-class interaction, and postclass consolidation. Over the course of one academic year, this study verified the model’s effects through classroom observations and semistructured interviews in undergraduate, postgraduate, and PhD classes. The cognitive, attitudinal, and behavioral effects of this model were analyzed, all confirming the CAASK model’s usefulness.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Overview of China, teaching model, cultural teaching, cross-cultural awareness, teaching effect, international students
  topic: keywords
creator: Yanhong Fei
creator: Hua Qi
rights: Copyright (c) 2026 Yanhong Fei, Hua Qi https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 239
ending page: 254
doi: 10.32674/72r3rh14

Bridging cultures
type: item
description: The internationalization of higher education is a global priority, with international students fostering intercultural awareness and competencies. This study examined English language fluency, acculturative stress, and social connectedness among international students at the University of the Western Cape. A mixed-methods design was employed, including a structured survey of 256 students, focus groups, and stakeholder interviews. Data were analyzed using SPSS version 26 with descriptive and inferential statistics. The participants were predominantly male (53.9%), were aged 30–38 years and were pursuing postgraduate degrees (78.9%). Most lived alone (73.8%) and were unmarried (53.5%). Students reported high English proficiency but experienced moderate challenges with home sickness, discrimination, insecurity, and cultural adjustment. English fluency was negatively correlated with acculturative stress (r = –0.221, p < .05), whereas social connectedness explained 33% of the variance in stress (r = –0.573, p < .05). Language proficiency and social engagement influence adaptation, emphasizing the need for inclusive practices that support academic and emotional well-being.
subject: Research Articles (English, regular edition)
  topic: section
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: International students, Acculturative stress, English language fluency, Social connectedness, Higher education, South Africa
  topic: keywords
creator: Ayorinde Solademi
creator: Olusola Oni
creator: Julie Phillip
rights: Copyright (c) 2026 Dr Ayorinde Solademi, Olusola Oni, Prof Julie Phillip (Late) https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 197
ending page: 218
doi: 10.32674/rdkzkq36

Non-academic support helps international postgraduate researchers succeed in their studies
type: item
description: International postgraduate researchers (PGRs) are students who undertake postgraduate research in a country other than their country of origin. Following the United States (US), the United Kingdom (UK) is the second most common destination for PGRs. When international PGRs travel for educational purposes, they encounter multiple challenges. This article explores the experiences and needs of international PGRs as they settle into academic life in the UK, offering significant insights for the wider UK Higher Education sector. Using a qualitative design, data were collected through four focus groups. Thematic analysis identified three main themes and three subthemes. The main themes were: “wider factors impact the PhD,” “sense of community empowers the PGR journey,” and “the impact of support.” Subthemes included accommodation challenges, the importance of pastoral support, and employment for income and experience. The findings show that international PGR progression depends on far more than academic support, addressing a critical gap in understanding their settlement challenges. Given that most existing research primarily examines academic needs, this study makes an important contribution to the literature.
subject: Research Articles (English, regular edition)
  topic: section
subject: Europe
  topic: category
subject: International postgraduate researchers
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Foreign students
  topic: keywords
creator: David J. Gilbert
creator: Keren Poliah
creator: Hannah Helm
creator: Maggie Milburn
creator: Katherine Yates
rights: Copyright (c) 2026 David J. Gilbert, Keren Poliah, Hannah Helm, Maggie Milburn, Katherine Yates https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 55
ending page: 80
doi: 10.32674/51qbn076

Nonverbal communication and rituals in intercultural friendship development
type: item
description: This longitudinal study explores the roles of nonverbal communication and cultural rituals in the development of intercultural friendships between Chinese and international students at a Chinese university. Spanning three semesters, the research investigates how students navigate cultural differences using nonverbal strategies such as silence, body language, proxemics, and shared rituals like gift-giving and communal meals. Findings show that nonverbal communication is essential for building trust, managing conflict, and regulating emotions. Silence is used for emotional reset and conflict avoidance, while shared rituals create a "third culture" that transcends cultural boundaries. The study extends symbolic interactionism by incorporating embodied nonverbal rituals and reinterpreting Face Negotiation Theory to demonstrate how these rituals function as facework. The concept of "third culture building" highlights how intercultural friendships evolve into shared cultural spaces. The results emphasize the importance of informal, student-driven practices and recommend that universities support these nonverbal strategies to foster inclusive environments.
subject: Research Articles (English, regular edition)
  topic: section
subject: Critical Conversations
  topic: category
subject: Nonverbal communication
  topic: keywords
subject: intercultural friendships
  topic: keywords
subject: cultural rituals
  topic: keywords
subject: Third Culture Building
  topic: keywords
subject: emotional regulation
  topic: keywords
creator: Syed Waqas Anjum
creator: Wang Jinquan
rights: Copyright (c) 2026 Syed Waqas Anjum, Wang Jinquan https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 179
ending page: 196
doi: 10.32674/1mw64w10

Exploring the factors contributing to the decline in the international student supply chain to UK universities in 2024
type: item
description: International student numbers continue to rise, and the UK was historically among the top five English-speaking destinations. However, in 2024, it experienced a significant decline in international student enrollment, with Australia overtaking it in global rankings. This decline, contemporaneous with a spike in the UK’s anti-immigration political consensus, particularly owing to changes in student visa policies and restrictions on dependents, poses serious economic risks to UK universities, which rely heavily on international tuition fees, the local economies of university towns, and the UK’s long-term global reputation. This systematic mapping review explores causative factors from 32 published news articles categorized through the political, economic, social, technological, legal, and environmental (PESTLE) framework. The findings show that political, economic, social, and legal/regulatory issues—such as visa restrictions, increased costs, and stricter immigration rules—are key drivers. The results offer actionable insights and recommendations for UK policymakers and higher education institutions.
subject: Research Articles (English, regular edition)
  topic: section
subject: Europe
  topic: category
subject: Immigration and education policy, International student enrolment, International student supply chain, Student visa policy, UK higher education.
  topic: keywords
creator: Ziad Hunaiti
creator: Lubna Sultan Altamimi
rights: Copyright (c) 2026 Ziad Hunaiti, Lubna Sultan Altamimi https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 161
ending page: 178
doi: 10.32674/3hzsxh31

Acculturation experiences among Chinese international students
type: item
description: Chinese international students (CIS) are among the largest and most mobile student populations globally, yet their acculturative experiences in host countries remain complex and underexplored. This systematic literature review synthesizes qualitative research on the acculturation experiences and stressors faced by CIS in foreign universities. Drawing on 16 peer-reviewed studies (2014-2024), the review explores the psychological outcomes and key stress domains: linguistic, academic, social, financial, and environmental. While some students reported personal growth and academic enrichment, the majority experienced significant challenges shaped by structural misalignments between their cultural-educational backgrounds and host country systems. These interrelated stressors often compound negative impacts on mental health and academic performance. This review addresses a gap by centering qualitative insights into how CIS navigate context-dependent transitions. By illuminating systemic and interpersonal dynamics underlying acculturative stress, the study offers a reflective lens for students, institutions, and policymakers seeking more equitable and supportive international education environments.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: international students
  topic: keywords
subject: acculturation
  topic: keywords
subject: acculturative stress
  topic: keywords
creator: Wei Zhao
creator: Norsafatul Aznin A. Razak
creator: Azmawaty Mohamad Nor
rights: Copyright (c) 2026 Wei Zhao, Norsafatul Aznin A. Razak, Azmawaty Mohamad Nor https://creativecommons.org/licenses/by/4.0
date: 2026-06-09
publication date: 2026-06-09
starting page: 313
ending page: 340
doi: 10.32674/chh31297

Employability and mobility of Saudi literature and linguistics graduates in a transforming labor market
type: item
description: This empirical study integrates national labor market data with primary research to assess employability and mobility among Saudi Literature and Linguistics graduates under Vision 2030. Considering National Labor Observatory reports for benchmarks on employment rates, transition duration, and salary levels, the study combines these indicators with survey data from 200 graduates, employer evaluations from 50 employers, and qualitative focus groups. Descriptive statistics, logistic regression, t tests, and thematic analysis were conducted. In the sample, 37% of graduates were employed at the time of data collection, with a mean job search duration of 285 days and starting salaries below the national average. Internship participation and willingness to relocate were significant predictors of employment status. Employers rated graduate preparedness significantly lower than graduates’ self-assessments, particularly in digital literacy and applied bilingual proficiency.
subject: Research Articles (English, regular edition)
  topic: section
subject: Middle East and North Africa
  topic: category
subject: Transnational Lives, Employment, and Careers
  topic: category
subject: Virtual Mobility, Virtual Exchange, and Online Learning
  topic: category
subject: employability
  topic: keywords
subject: employer perceptions
  topic: keywords
subject: graduate mobility
  topic: keywords
subject: labor market transitions
  topic: keywords
subject: language and linguistics graduates
  topic: keywords
subject: Saudi Arabia
  topic: keywords
creator: Saeed Saleh Alkahtani
creator: Syed Naeem Ahmed
creator: Saeed Abdullah Alzahrani
creator: Kholoud Saeed Alghamdi
creator: Eman Abdulrahman Alharbi
rights: Copyright (c) 2026 Saeed Saleh Alkahtani, SYED NAEEM AHMED, Saeed Abdullah Alzahrani, Kholoud Saeed Alghamdi, Eman Abdulrahman Alharbi https://creativecommons.org/licenses/by/4.0
date: 2026-06-07
publication date: 2026-06-07
starting page: 253
ending page: 272
doi: 10.32674/f4cccm33

Exploring the role of large language models during the culture shock phase
type: item
description: International students face cultural challenges during culture shock, leading to distress and social isolation. University support lacks personalization, leaving students to rely on informal tools such as translation apps and social media that perform poorly in complex situations. Large Language Models offer multilingual support, yet their role in international students’ cultural adaptation remains underexplored. This study examines how LLMs support culture-related everyday tasks in Japan, where implicit institutional norms intensify difficulties. We conducted a two-phase study: a pre-survey (N = 103) identified barriers and informed four scenarios (hair appointments, clinic visits, bank account opening, and garbage classification), followed by a user study (N = 40) comparing GPT-4o, Claude, Gemini, and Google Translate. Results show that breakdowns stemmed less from vocabulary than from uncertainty about institutional expectations and appropriate action. Participants used LLMs not only for translation but also for reassurance and sensemaking.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Large Language Models
  topic: keywords
subject: Cultural Shock Phase
  topic: keywords
subject: Cultural Adaptation
  topic: keywords
subject: International Student
  topic: keywords
subject: Japan Life Support
  topic: keywords
creator: ChunPi Hsieh
creator: Yoichi Ochiai
creator: Ichiro Matsuda
creator: Tatsuki Fushimi
creator: Jingjing Li
rights: Copyright (c) 2026 ChunPi Hsieh, Yoichi Ochiai, Ichiro Matsuda, Tatsuki Fushimi, Jingjing Li https://creativecommons.org/licenses/by/4.0
date: 2026-06-08
publication date: 2026-06-08
starting page: 273
ending page: 304
doi: 10.32674/2q8f1w40

Acculturation of International Doctoral Students: Perspectives from Students, Staff, and the Institution
type: item
description: This qualitative case study examines international doctoral students’ acculturation from the perspectives of students, a Midwestern U.S. university, and university staff. Fourteen students completed a survey and participated in two rounds of interviews. Using social categories and the experiential domain in Núñez’s (2014) multilevel model of intersectionality, students, grouped by acculturation strategies and cultural background, described distinct acculturative stressors and coping strategies. Additionally, five university staff members were interviewed about perceptions of international doctoral students’ acculturation and the services they provided. Observations of two orientation sessions organized by the University were also conducted. Data were analyzed through the organizational, intersubjective, and experiential domains of Núñez’s (2014) model and revealed effective support and structural gaps in services provided by staff and the University, which remain underexplored in prior research. This study adapts Núñez’s (2014) model and offers implications for researchers and educators to provide tailored and responsive support for international students.
subject: Research Articles (English, regular edition)
  topic: section
subject: North America
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: international doctoral students in the U.S.
  topic: keywords
subject: acculturative stressors
  topic: keywords
subject: coping strategies
  topic: keywords
subject: university staff members
  topic: keywords
subject: institutional support
  topic: keywords
creator: Bing Gao
rights: Copyright (c) 2026 Bing Gao https://creativecommons.org/licenses/by/4.0
date: 2026-06-08
publication date: 2026-06-08
starting page: 305
ending page: 326
doi: 10.32674/n32drt58

“Now, I have a voice”
type: item
description: This study reimagines international education by exploring how international graduate student leaders develop intercultural competence (IC) through a decolonial lens. While IC is often framed within Western-centric paradigms, this research repositions IC via a non-dominant perspective illuminated by Thich Nhat Hanh’s Engaged Buddhism (Thich, 2020). Guided by an innovative, contemplative, and mindfulness-based inquiry, the study examined the perspectives of eight international student leaders from two Canadian institutions. From this foundation, an original Lotus framework emerges through the integration of transformative learning (Mezirow, 1978, 1997) and story-based exploration (Drake, 2010; Drake et al., 1992). The framework advances existing IC scholarship by bridging contemplative epistemologies and decolonial perspectives to reconceptualize IC as a relational and reflective process. This creates a path for IC to (re)construct from the lived experiences of marginalized individuals rather than from a predefined set of competencies.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: Region
  topic: category
subject: Intercultural competence, decoloniality, international graduate student leaders, lived experiences, voice
  topic: keywords
creator: Tram-Anh Bui
rights: Copyright (c) 2026 Tram-Anh Bui https://creativecommons.org/licenses/by/4.0
date: 2026-05-22
publication date: 2026-05-22
starting page: 235
ending page: 266
doi: 10.32674/mt89w886

Navigating sexual norms abroad
type: item
description: International students often navigate unfamiliar sexual norms and limited access to context-specific sex education while studying abroad. This study examines how traditional sexual values and inadequate sex education shape sexual behaviors and vulnerability to sexual victimization among international students in China. Using a mixed-methods design, data from 482 students and 20 interviews were analyzed. Findings reveal a paradox: traditional values were linked to lower sexual activity but also reduced awareness of safe sex practices. Inadequate sex education was associated with greater sexual risk behaviors. Both factors increased vulnerability to sexual victimization, with sexual behavior mediating these relationships. The findings underscore the need for culturally responsive sex education, consent awareness, and targeted support services for international students.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: East Asia
  topic: category
subject: Traditional values
  topic: keywords
subject: Sex education
  topic: keywords
subject: Sexual behavior
  topic: keywords
subject: Sexual risk
  topic: keywords
subject: Sexual assault
  topic: keywords
subject: International students
  topic: keywords
subject: China
  topic: keywords
subject: Structural equation modeling
  topic: keywords
creator: Jinyu Liang
creator: Mahathir Yahaya
rights: Copyright (c) 2026 Jinyu Liang, Mahathir Yahaya https://creativecommons.org/licenses/by/4.0
date: 2026-05-22
publication date: 2026-05-22
starting page: 267
ending page: 314
doi: 10.32674/x9ssv541

Developing next-generation transformational leaders
type: item
description: This study explores how students construct their understanding of transformational leadership through reflective inquiry in a leadership and change management in a global business course within an international business program in Thailand. Drawing on 120 reflective journals, the study examines how students interpreted lessons from 25 transformation leaders in Thailand and applied leadership and change theories to make sense of leadership in culturally situated contexts. Using theory-informed thematic analysis and a transformational leadership capability framework, the study traces shifts in students’ conceptions of leadership over time. The findings show movement from leader-centric and performance-focused assumptions toward more relational, ethical, and adaptive understandings of leadership, highlighting trust-building, culturally responsive communication, and inclusive change practices. The study contributes by demonstrating how reflective inquiry grounded in locally embedded leadership examples can support contextually grounded leadership learning in internationalized classrooms while promoting equity, belonging, and global engagement in global business and higher education contexts.
subject: Research Articles (English, regular edition)
  topic: section
subject: Central and South Asia
  topic: category
subject: East Asia
  topic: category
subject: Transformational leadership
  topic: keywords
subject: leadership development
  topic: keywords
subject: reflective inquiry
  topic: keywords
subject: student sensemaking
  topic: keywords
subject: leadership education
  topic: keywords
subject: global business education
  topic: keywords
creator: Wallapa Suengkamolpisut
creator: Saifon Singhatong
rights: Copyright (c) 2026 Dr. Saifon Singhatong, Dr. Wallapa Suengkamolpisut https://creativecommons.org/licenses/by/4.0
date: 2026-05-28
publication date: 2026-05-28
starting page: 273
ending page: 304
doi: 10.32674/zsb1h380

Perceptions of stress and coping strategies among international women of color college students in the United States
type: item
description: International women of color in U.S. higher education institutions may experience unique stressors, which can affect their mental health and academic performance. This research examined perceptions of stressors influencing health and the coping strategies employed by international women of color in college to inform tailored approaches that better support their well-being and academic achievement. In-depth interviews were conducted with 20 international women of color at a large public Midwestern university. Data were analyzed using inductive thematic analysis to identify emergent themes. Participants described stressors, including uncertainty about the future, financial strain, academic pressures, immigration constraints, and sociocultural challenges. These stressors were reported to interfere with their well-being, increasing anxiety and impacting academic engagement. Coping strategies included social support, self-care activities, and structured planning, with participants preferring informal coping mechanisms. The findings reveal distinct support needs and opportunities to enhance culturally responsive systems for student well-being and success.
subject: Research Articles (English, regular edition)
  topic: section
subject: North America
  topic: category
subject: international students
  topic: keywords
subject: women of color
  topic: keywords
subject: stress and coping
  topic: keywords
subject: mental health
  topic: keywords
creator: Olutosin A Sanyaolu
creator: Laura Nabors
creator: Brandy Reeves-Doyle
creator: Keith King
creator: Samuel Adabla
rights: Copyright (c) 2026 Olutosin A Sanyaolu, Laura Nabors, Brandy Reeves-Doyle, Keith King, Samuel Adabla https://creativecommons.org/licenses/by/4.0
date: 2026-05-31
publication date: 2026-05-31
starting page: 305
ending page: 326
doi: 10.32674/tfbg6f81