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: 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
items: Writing a thesis in the era of ChatGPT
items: A quantitative comparative analysis of incoming and outgoing students' perceptions in international student mobility
items: Conscientiousness as a protective factor in academic success in international university students
items: Learning mode, university students’ mental health, and acculturative stress
items: The positioning and negotiation of ethnic identities for young Chinese immigrants in an Australian context
items: Worlds apart, learning together
items: Indigenous knowledge and curriculum internationalization for sustainability
items: Negotiating rankings and mobility
items: Dilemmas of social justice in the practice of internationalization at an Irish university
items: Formation of communicative-ethnopedaogical competence of future teachers in the multiethnic environment of a modern university
items: Factors impacting tertiary-level international students’ mental well-being
items: Constructing social realities of adaptation
items: Rating of community colleges for their role in obtaining undergraduate degrees
items: "I love China, but…”
items: Harmony in transition
items: How can higher education enhance social adaptation and minimize struggles among international students?
items: From fear to belonging
items: “Nobody Taught Me to Read the Air"
items: Interaction of cultural and professional values
items: Understanding international students' experiences at university belonging in the Turkish higher education System
items: Artificial intelligence for inclusive and sustainable international education
items: Differential pathways to higher education
items: Collaborative online international learning (COIL) on Laudato Si’:
items: Chinese international students’ collective navigation of their study abroad experiences
items: Exploring digital literacy challenges and strategies among international students studying abroad
items: Fundamental challenges encountered by international graduate students
items: Intersectional realities
items: Gender Equity, internationalization and quintuple helix
items: Navigating borders
items: Transforming language teacher education in the Global South

Writing a thesis in the era of ChatGPT
type: item
description: This study explores the thesis-writing experiences of international PhD students in UK universities, with particular attention to the challenges they encounter and their use of ChatGPT as an academic writing support tool. Drawing on qualitative data from semi-structured interviews with 19 international doctoral students across four UK institutions, the study employs thematic analysis using NVivo to examine both writing practices and perceptions of AI-assisted tools. The findings indicate that the primary challenges are not linguistic but cognitive and rhetorical in nature, including difficulties with idea development, structuring coherent arguments, engaging in critical analysis, and articulating an academic voice. Participants generally viewed ChatGPT as a useful tool, particularly for editing and brainstorming; however, they also expressed concerns about its potential long-term effects on independent thinking and academic writing development. Uncertainty regarding the ethical boundaries of AI use, especially in relation to academic integrity, further complicated their engagement with the tool.
subject: Research Articles (English, regular edition)
  topic: section
subject: Novas Voces
  topic: category
subject: International PhD students, Academic writing, Chatgpt
  topic: keywords
creator: Karim Karmi
rights: Copyright (c) 2026 Karim Karmi https://creativecommons.org/licenses/by/4.0
date: 2026-04-14
publication date: 2026-04-14
starting page: 103
ending page: 124
doi: 10.32674/8ghnrp48

A quantitative comparative analysis of incoming and outgoing students' perceptions in international student mobility
type: item
description: International student mobility is essential to higher education internationalization, yet comparative quantitative research on incoming and outgoing students remains limited. In this study, motivations and attitudes toward cross-border education were analyzed by comparing 329 international students in China and 303 Chinese outgoing students using questionnaires. Data were examined via reliability and validity tests, mean comparisons, and structural equation modeling (SEM), with acceptable model fit indices. The findings show that incoming students prioritized postgraduate employment and scholarships, whereas outgoing students focused on cultural exploration and personal growth. Incoming students held more optimistic attitudes toward career benefits, policy support, and leadership engagement. Both groups supported peer mentoring but were neutral toward extended language courses and online learning. This study enriches theoretical frameworks and provides practical implications for universities and policy makers to design tailored strategies that improve student satisfaction and support sustainable international mobility.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: international student mobility; incoming students; outgoing students; cultural adjustment; educational experiences; social cohesion; student perception.
  topic: keywords
creator: Zongsheng Chen
creator: Cristinel Petrisor Constantin
creator: Christos Kelepouris
rights: Copyright (c) 2026 Zongsheng Chen, Cristinel Petrisor Constantin, Christos Kelepouris https://creativecommons.org/licenses/by/4.0
date: 2026-04-14
publication date: 2026-04-14
starting page: 171
ending page: 192
doi: 10.32674/a370n891

Conscientiousness as a protective factor in academic success in international university students
type: item
description: This study examines the role of conscientiousness as a protective factor in the academic success of international undergraduate students, who often face distinct academic and cultural adjustment challenges. Using a cross-sectional design, data were collected from a sample of international students enrolled in Australian universities. Participants completed an online questionnaire assessing conscientiousness and reported their weighted average mark (WAM) as an indicator of academic performance. The findings revealed a statistically significant positive relationship between conscientiousness and academic achievement, suggesting that higher levels of conscientiousness are associated with better academic outcomes among international students. These results highlight the importance of personality traits as consistent predictors of academic success across cultural contexts and suggest that universities and educators should foster learning environments and interventions that promote conscientious behaviors to enhance both academic performance and student well-being.
subject: Research Articles (English, regular edition)
  topic: section
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: higher education
  topic: keywords
subject: personality
  topic: keywords
subject: conscientiousness
  topic: keywords
subject: academic success
  topic: keywords
subject: international students
  topic: keywords
creator: Sarah Teperman
creator: Chris Siva
creator: Swati Mujumdar
rights: Copyright (c) 2026 Sarah Teperman, Chris Siva, Swati Mujumdar https://creativecommons.org/licenses/by/4.0
date: 2026-04-14
publication date: 2026-04-14
starting page: 25
ending page: 44
doi: 10.32674/f4v9b806

Learning mode, university students’ mental health, and acculturative stress
type: item
description: This study examines the association between the learning mode and the mental health of Chinese international students (CIS) in Australia and the potential mediating role of acculturative stress. One hundred and twenty-two CIS were recruited through an online survey and assigned to either the in-person or hybrid learning group according to their mode of learning. Depression, anxiety, and acculturative stress were assessed using the Patient Health Questionnaire-9 (PHQ-9), the General Anxiety Disorder-7 (GAD-7), and the Acculturative Stress Scale for Chinese College Students (ASSCS), respectively. The results indicated that compared with participation in in-person learning, participation in hybrid learning was associated with higher levels of self-reported symptoms of depression and anxiety. Acculturative stress was found to play a mediating role in this association.
subject: Research Articles (English, regular edition)
  topic: section
subject: Oceania
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: Virtual Mobility, Virtual Exchange, and Online Learning
  topic: category
subject: Online learning
  topic: keywords
subject: Hybrid learning
  topic: keywords
subject: Chinese international students
  topic: keywords
subject: Depression
  topic: keywords
subject: Anxiety
  topic: keywords
subject: Acculturative stress
  topic: keywords
creator: Peixin Zuo
creator: Ann Gowing
creator: Anurika De Silva
creator: Harry Minas
rights: Copyright (c) 2026 Peixin Zuo, Ann Gowing, Anurika De Silva, Harry Minas https://creativecommons.org/licenses/by/4.0
date: 2026-04-14
publication date: 2026-04-14
starting page: 1
ending page: 24
doi: 10.32674/bzdqb085

The positioning and negotiation of ethnic identities for young Chinese immigrants in an Australian context
type: item
description: This exploratory pilot study examines how three young Chinese immigrants in Melbourne negotiate their ethnic identities. Using semistructured interviews and thematic analysis within a positioning theory framework, we examined participants’ dual cultural perspectives. Three interrelated themes emerged: linguistic positioning, peer/community belonging, and intergenerational expectations. Participants described hybrid, hyphenated identities and fluidly navigated between Chinese heritage and Australian culture. They balanced language skills and diaspora networks to affirm their heritage, while everyday social interactions sometimes signaled outsider status, highlighting tensions between family expectations and a sense of belonging. Our findings highlight the contextual, agentive nature of identity negotiation. This study contributes in-depth insight into the complex identity processes of young Chinese immigrants, with implications for multicultural understanding and immigrant integration.
subject: Research Articles (English, regular edition)
  topic: section
subject: Oceania
  topic: category
subject: Young Chinese Immigrants in Australia
  topic: keywords
subject: Ethnic Identity
  topic: keywords
subject: Positioning Theory
  topic: keywords
creator: Yanxi Li
creator: Nish Belford
rights: Copyright (c) 2026 Yanxi Li, Nish Belford https://creativecommons.org/licenses/by/4.0
date: 2026-04-03
publication date: 2026-04-03
starting page: 211
ending page: 232
doi: 10.32674/35v41740

Worlds apart, learning together
type: item
description: This qualitative research examined the academic and social integration of international students at a Central European university by conducting in-depth, semi-structured interviews in the 2023-2024 academic year. Via purposive sampling, thirty participants were selected, and a typology based on their integration experiences was developed through thematic analysis. Herein, we identified four distinct and well-defined student types: (1) focused scholars, prioritizing academics with scant social interaction; (2) engaged achievers, who maintain a balance between academic and social life; (3) overwhelmed isolates, who struggle in both areas, mainly due to cultural disconnectedness and stress; and (4) resilient networkers, who, despite several academic challenges, cope by leaning on their social connections. The results highlight the complex interplay among individual traits, cultural influences, academic demands and pressures, and institutional support in shaping integration outcomes.
subject: Research Articles (English, regular edition)
  topic: section
subject: Europe
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: international students
  topic: keywords
subject: international higher education
  topic: keywords
subject: academic integration
  topic: keywords
subject: social integration
  topic: keywords
creator: Jennyfer Paola Casas Trujillo
creator: Ilona Dabney-Fekete
rights: Copyright (c) 2026 Jennyfer Paola Casas Trujillo, Ilona Dabney-Fekete https://creativecommons.org/licenses/by/4.0
date: 2026-04-03
publication date: 2026-04-03
starting page: 173
ending page: 192
doi: 10.32674/89k9kv72

Indigenous knowledge and curriculum internationalization for sustainability
type: item
description: This study presents a global scientometric analysis of how Indigenous Knowledge (IK) is integrated into higher-education curricula for internationalization and sustainability (2016–2025). Using Scopus data and science-mapping tools (Bibliometrix/Biblioshiny and VOSviewer), the analysis examines annual publication trends, leading countries and institutions, collaboration patterns, and the field’s conceptual structure. Findings reveal limited activity until 2018, followed by steady growth and a sharp rise after 2022. The United States, Australia, Canada, South Africa, Brazil, and Indonesia emerge as primary contributors. Keyword and thematic analyses identify tightly connected clusters centered on IK, sustainability, higher education, teacher education, climate change, and curriculum decolonization. The study shows that IK is evolving from a locally bounded practice into a globally networked knowledge domain that supports Sustainable Development Goals 4.7 and 13 while redefining internationalization through epistemic plurality and curriculum justice, providing an empirical foundation for policy and practice in internationalized, sustainability-oriented higher education.
subject: Ranking, Internationalization and Emerging Issues
  topic: section
subject: Central and South Asia
  topic: category
subject: Sustainability, Climate Change, and Ecological Consciousness
  topic: category
subject: Indigenous Knowledge
  topic: keywords
subject: Sustainability Education
  topic: keywords
subject: Decolonization
  topic: keywords
subject: Global Citizenship
  topic: keywords
subject: Internationalization
  topic: keywords
subject: Higher Education
  topic: keywords
creator: Vinodh Kumar
creator: Khusbu Thakur
rights: Copyright (c) 2026 Vinodh Kumar, Khusbu Thakur https://creativecommons.org/licenses/by/4.0
date: 2026-04-05
publication date: 2026-04-05
starting page: 143
ending page: 160
doi: 10.32674/sj02n785

Negotiating rankings and mobility
type: item
description: Global university rankings have evolved from informational tools into governing frameworks that shape institutional strategy and international student mobility, often reinforcing systemic inequities and epistemic. This study examines how four flagship universities — Tsinghua University (China), Jagiellonian University (Poland), Universidade Estadual Paulista (Brazil), and the University of Wisconsin-Madison (USA) — navigate ranking pressures while leveraging artificial intelligence to recalibrate mobility patterns. Using a comparative case design informed by Qualitative Comparative Analysis, the study integrates ranking data, policy documents, forty-five interviews, and digital engagement metrics spanning 2020–2025. Findings reveal four persistent tensions: prestige versus equity, cultural identity versus algorithmic homogenization, infrastructural constraints versus innovation, and regulatory sovereignty versus global integration. The analysis is theoretically anchored in contextual integrity, relational mobility, and pluriversal validation. Results indicate that metric adaptation is a negotiated political process in which elite institutions leverage rankings for global visibility while managing competing local imperatives. The study advocates for equity-oriented metrics, digital sovereignty investments, and participatory algorithmic governance as pathways toward inclusive and sustainable international student mobility.
subject: Ranking, Internationalization and Emerging Issues
  topic: section
subject: global university rankings, student mobility, metric adaptation, pluriversal validation, higher education governance, AI in education
  topic: keywords
creator: Sinaria Hassan
rights: Copyright (c) 2026 Sinaria Hassan https://creativecommons.org/licenses/by/4.0
date: 2026-04-05
publication date: 2026-04-05
starting page: 183
ending page: 202
doi: 10.32674/bmfche03

Dilemmas of social justice in the practice of internationalization at an Irish university
type: item
description: Policies advancing social inclusion in Irish higher education face new challenges with increased recruitment of students from the Global South. This study explores how staff at a University of Sanctuary in Ireland navigate tensions between internationalization and social justice. Using reflective thematic analysis of interviews with 11 staff and senior managers, two main themes emerged: (1) paradoxes of internationalization (as a tool for diversity, humanitarianism, or commodification) and (2) dilemmas of social justice and sustainability. Participants highlighted border-bound definitions of inclusion and critiqued extractive models of internationalization that reinforce colonial and unsustainable practices. We argue, in line with critical internationalization studies, that different models of internationalization are needed to promote sustainable education, equity, and social justice in higher education.
subject: Ranking, Internationalization and Emerging Issues
  topic: section
subject: Decolonization, Indigenization, and the Politics of Belonging
  topic: category
subject: internationalization
  topic: keywords
creator: Leticia Scheidt
creator: Anca Minescu
rights: Copyright (c) 2026 Leticia Scheidt, Anca Minescu https://creativecommons.org/licenses/by/4.0
date: 2026-04-05
publication date: 2026-04-05
starting page: 55
ending page: 84
doi: 10.32674/sk6emj62

Formation of communicative-ethnopedaogical competence of future teachers in the multiethnic environment of a modern university
type: item
description: This study aimed to investigate the impact of ethnopedagogical teaching methods on the development of intercultural competencies among students of pedagogical faculties. The sample consisted of 298 first- and second-year students from the pedagogical faculties of polyethnic universities in Kazakhstan. An ethnopedagogical method-based teaching program was conducted for the experimental group, while the control group followed traditional teaching methods. The results indicated that in the experimental group, the frequency of interaction with representatives of language minorities increased, confidence in communication rose, and the difficulty in understanding foreign speech decreased. Thus, the study confirmed the effectiveness of ethnopedagogical methods in enhancing ethnopedagogical skills. The findings can be used in the development of educational programs for training teachers to work in multicultural educational institutions. The implementation of ethnopedagogical approaches contributes to the formation of tolerance, flexibility, and readiness for intercultural interaction among future educators, which is especially relevant in contemporary multilingual education.
subject: Research Articles (English, regular edition)
  topic: section
subject: Central and South Asia
  topic: category
subject: ethnopedagogical awareness
  topic: keywords
subject: intercultural interaction
  topic: keywords
subject: learning stress
  topic: keywords
subject: multilingualism
  topic: keywords
subject: representatives of language minorities
  topic: keywords
creator: Assel Temirgalinova
rights: Copyright (c) 2026 Assel Temirgalinova https://creativecommons.org/licenses/by/4.0
date: 2026-04-03
publication date: 2026-04-03
starting page: 79
ending page: 102
doi: 10.32674/w4cfb460

Factors impacting tertiary-level international students’ mental well-being
type: item
description: International students constitute a substantial proportion of the global tertiary education population, yet the factors impacting their mental well-being remain fragmented across the literature. This systematic review synthesizes peer-reviewed studies to identify key factors that impact international students’ mental well-being and address research gaps. Using the PRISMA guidelines and the PICo tool, 86 studies were selected through a comprehensive search of eight databases. The findings indicate that more than 82% of the studies used quantitative methods and that more than 59% were conducted in English-speaking countries. Thematic analysis revealed nine interconnected factors impacting mental well-being: personal and psychological issues; sociocultural adjustment and acculturative stress; social support and belongingness; academic pressure; language and communication challenges; racism and xenophobia; visa policy-related stress; and housing and living conditions and financial pressure. Using an ecological framework, the results emphasize interactions among individual, relational, institutional, and structural determinants. This review underscores the need for longitudinal, mixed-methods research with greater geographic diversity to inform policy and practice.
subject: Immigration Policies, Student Security, and Emerging Issues
  topic: section
subject: Oceania
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: international students
  topic: keywords
subject: mental health
  topic: keywords
subject: tertiary education
  topic: keywords
creator: Ishwar Koirala
creator: Chakraborty Subrata
creator: Prabal Datta Barua
creator: Mitchell Welch
creator: Biswajit Banik
rights: Copyright (c) 2026 Mr. Ishwar Koirala, Dr. Subrata Chakraborty, Dr. Prabal Datta Barua, Dr. Mitchell Welch, Dr. Biswajit Banik https://creativecommons.org/licenses/by/4.0
date: 2026-03-07
publication date: 2026-03-07
starting page: 107
ending page: 132
doi: 10.32674/dgdak347

Constructing social realities of adaptation
type: item
description: This study examines how international students in South Korea construct subjective realities of adaptation, cultural strain, and intentions to migrate onward. Using Q-methodology, a 42-item Q-set derived from coping theory and student narratives was sorted by sixty-one participants, revealing four patterned viewpoints: Engaged Cultural Adapters, Strained but Hopeful Strivers, Burdened and Outward-Looking Copers, and Supported but Selectively Engaged Settlers. Consensus statements indicated shared difficulties around Korean-language confidence, forming close Korean friendships, and unevenly perceived institutional support. Distinguishing statements highlighted divergent interpretations regarding cultural similarity, academic pressure, career prospects, and the feasibility of long-term settlement. The findings show that adaptation is shaped not only by stressors but also by the meanings students attach to their daily academic and social environments. The study advances the theoretical understanding of the socially constructed nature of adaptation and offers practical implications for improving support, integration, and retention within South Korean higher education.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: East Asia
  topic: category
subject: Q-methodology
  topic: keywords
subject: acculturation
  topic: keywords
subject: cultural strain
  topic: keywords
subject: social construction of reality
  topic: keywords
subject: international students
  topic: keywords
subject: onward migration intentions
  topic: keywords
subject: adaptation
  topic: keywords
subject: higher education in South Korea
  topic: keywords
subject: communal coping
  topic: keywords
subject: subjective perspectives
  topic: keywords
creator: Israel Fisseha Feyissa
creator: Sofia Senbit Ali
rights: Copyright (c) 2026 Israel Fisseha Feyissa, Sofia Senbit Ali https://creativecommons.org/licenses/by/4.0
date: 2026-03-18
publication date: 2026-03-18
starting page: 209
ending page: 234
doi: 10.32674/4vmhv802

Rating of community colleges for their role in obtaining undergraduate degrees
type: item
description: University rankings exert significant influence over student choice, institutional behavior, and global perceptions of educational quality. However, prevailing ranking systems rely on narrow, prestige-driven indicators that misrepresent institutional effectiveness, reinforce inequality, and marginalize mission-sensitive sectors of higher education. Among the most affected are U.S. community colleges, which play a critical role in undergraduate degree attainment, workforce development, and social mobility but remain largely absent from national and global evaluative frameworks. This paper argues that traditional ranked-order systems are conceptually and methodologically inappropriate for assessing community colleges. Instead, it proposes a multidimensional rating framework that clusters institutions by mission-sensitive variables. Drawing on AI data mining and unsupervised machine learning techniques, the article introduces a cluster-based approach to evaluate community colleges across key dimensions, including transfer outcomes, institutional support capacity, and geographic context. Using University Transfer Admission (UTA) as a demonstrative case, the study illustrates how clustering enables context-sensitive, student-centered decision-making without imposing artificial hierarchies. The proposed framework offers a more equitable, transparent, and analytically sound alternative to conventional rankings, supporting informed choice, policy development, and institutional accountability while recognizing the diverse missions of community colleges. It will have broad utility for other institutions.
subject: Ranking, Internationalization and Emerging Issues
  topic: section
subject: Critical Conversations
  topic: category
subject: community college ratings
  topic: keywords
subject: university rankings
  topic: keywords
subject: higher education evaluation
  topic: keywords
subject: university transfer admission
  topic: keywords
subject: transfer education
  topic: keywords
subject: data mining in education
  topic: keywords
subject: clustering analysis
  topic: keywords
creator: Jing Luán
rights: Copyright (c) 2026 Jing Luán https://creativecommons.org/licenses/by/4.0
date: 2026-04-05
publication date: 2026-04-05
starting page: 127
ending page: 142
doi: 10.32674/rkzz0v60

"I love China, but…”
type: item
description: International academia has shown a growing interest in African student migration to China. However, comprehensive investigations grounded in the specific cultural contexts of these students, rather than treating “Africa” as a monolith, remain notably scarce. To advance research on African student migration, this study examines the adaptation of Ethiopian students dispatched by the government in China. Grounded in the demand-control-support (DCS) model, this qualitative study employs an ethnographic case study design. The findings reveal an unbalanced adaptation process characterized by high demands (language, religion, academics), structurally low control, and a consequent reliance on support as the primary buffering mechanism. The study concludes that achieving balanced adaptation requires enhancing student control through the development of global competence and strengthening proactive institutional support, offering a novel application of the DCS model to student mobility.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: Adaptation
  topic: keywords
subject: China
  topic: keywords
subject: DCS model
  topic: keywords
subject: Ethiopian student
  topic: keywords
subject: Global competence
  topic: keywords
creator: Demei Yang
creator: Xiangmin Zeng
rights: Copyright (c) 2026 Demei Yang, Xiangmin Zeng https://creativecommons.org/licenses/by/4.0
date: 2026-03-18
publication date: 2026-03-18
starting page: 1
ending page: 22
doi: 10.32674/c105j621

Harmony in transition
type: item
description: This mixed-methods study explores the academic, sociocultural, and well-being experiences of Chinese international students in UK higher education. Drawing on questionnaires, interviews, and focus groups, the research identifies a phased adjustment process: initial navigation of academic expectations, followed by relational consolidation through peer networks and subsequent expansion into sociocultural engagement and academic agency. These interconnected domains are associated with reported personal and professional development. Participation in sociocultural initiatives at different stages was associated with varied experiences, depending on students’ developmental readiness. Students entering via pre-sessional English programs reported uneven preparedness, indicating the importance of sustained academic mentoring. Accounts of mental health challenges point to the relevance of culturally responsive, community-based support alongside traditional counseling services. The results position informal institutional spaces as developmental mechanisms rather than supplementary supports. The study offers evidence-based recommendations for phased support strategies and inclusive pedagogy to enhance long-term academic integration, sociocultural engagement, and well-being.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: Europe
  topic: category
subject: Critical Conversations
  topic: category
subject: academic integration
  topic: keywords
subject: cultural adaptation
  topic: keywords
subject: intercultural engagement
  topic: keywords
subject: global competence
  topic: keywords
subject: inclusive education
  topic: keywords
subject: well-being
  topic: keywords
creator: Angela Christidis
rights: Copyright (c) 2026 Angela Christidis https://creativecommons.org/licenses/by/4.0
date: 2026-03-18
publication date: 2026-03-18
starting page: 187
ending page: 208
doi: 10.32674/yj0me123

How can higher education enhance social adaptation and minimize struggles among international students?
type: item
description: As international student mobility grows, persistent adaptation challenges expose a gap between internationalization discourse and institutional practice in Indonesian higher education, highlighting the lack of an evidence-based, context-sensitive framework to effectively support international students. This study introduces the International Student Academic Management (ISAM) model, a framework designed to enhance institutional interventions for international students’ social adaptation and to mitigate their adjustment challenges. Employing Straussian Grounded Theory (SGT) with a qualitative approach, this study addresses persistent integration issues, particularly among Chinese students in Indonesian higher education institutions. Data were generated from 24 participants, including international students, academic staff, international office administrators, and deans, through semi-structured interviews, document analysis, and reflexive fieldwork. The ISAM comprises four interrelated dimensions: Transitional Anchoring, Academic Mediation, Institutional Reflexivity and Adaptation, and Participatory Governance and Strategic Alignment. These dimensions collectively respond to critical gaps in institutional practice and theorization.
subject: Research Articles (English, regular edition)
  topic: section
subject: Central and South Asia
  topic: category
subject: Grounded theory
  topic: keywords
subject: Higher education management
  topic: keywords
subject: International student management
  topic: keywords
subject: Student social adaptation
  topic: keywords
creator: Wu Jiewei
creator: Dedy Achmad Kurniady
creator: Aan Komariah
creator: Sururi
creator: Rizki Satria Nugraha
creator: Mochammad Devi Cahya Ruhimat
creator: Zhang Shuhua
rights: Copyright (c) 2026 Wu Jiewei, Dedy Achmad Kurniady, Aan Komariah, Sururi, Rizki Satria Nugraha, Mochammad Devi Cahya Ruhimat, Zhang Shuhua https://creativecommons.org/licenses/by/4.0
date: 2026-04-14
publication date: 2026-04-14
starting page: 145
ending page: 170
doi: 10.32674/pwmhxa88

From fear to belonging
type: item
description: This study explores the academic shock experienced by international students from Muslim minority countries in Asia—Thailand, China, and Cambodia—who enrolled in an undergraduate Islamic Education program in Indonesia. Using a qualitative narrative inquiry approach, data were collected through unstructured interviews with participating students. Findings reveal a significant shift in students’ perceptions during their studies. Initially influenced by media portrayals of terrorism and conflict, many students arrived with fear and uncertainty about studying in Indonesia. Over time, however, their academic and social experiences challenged these assumptions. Through inclusive interpretations of Islam, local cultural engagement, and dialogical learning, students encountered values of tolerance, hospitality, and mutual respect. This transformation encouraged them to promote religious moderation, interfaith dialogue, and humanistic education upon returning to their home countries. The study extends the concept of academic shock across intellectual, psychosocial, and spiritual dimensions.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: Central and South Asia
  topic: category
subject: East Asia
  topic: category
subject: academic shock, international students, Islamic education graduates
  topic: keywords
creator: Ismail Ismail
creator: Suja’i
creator: Mohammad Ridwan
creator: Novita Siswayanti
creator: Umi Masfiah
rights: Copyright (c) 2026 Ismail Ismail, Suja’i, Mohammad Ridwan, Novita Siswayanti, Umi Masfiah https://creativecommons.org/licenses/by/4.0
date: 2026-03-18
publication date: 2026-03-18
starting page: 157
ending page: 186
doi: 10.32674/5qwbd524

“Nobody Taught Me to Read the Air"
type: item
description: This study explores how university housing influences cultural adaptation and belonging among Muslim international students in Japan. Positioned within a higher education setting characterized by indirect communication, standardized residential facilities, and limited institutional acknowledgment of religious differences, the research uses a qualitative, multimethod approach that includes autoethnography, semistructured interviews, and spatial analysis. The findings reveal that dormitories serve as important socio-spatial environments in which religious practices, daily routines, and social interactions are continually negotiated. Four interconnected themes emerged: managing halal food practices in shared kitchens, modifying spaces for ritual cleanliness and prayer, personalizing uniform rooms, and developing peer networks as informal support systems. The analysis demonstrates that seemingly neutral housing designs shift the burden of adaptation onto students.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: Decolonization, Indigenization, and the Politics of Belonging
  topic: category
subject: Muslim international students
  topic: keywords
subject: student housing
  topic: keywords
subject: dormitories
  topic: keywords
subject: place-making
  topic: keywords
subject: intercultural competence
  topic: keywords
subject: inclusive education
  topic: keywords
subject: SDG4
  topic: keywords
subject: Japan
  topic: keywords
creator: Hafsa Rifki
rights: Copyright (c) 2026 Hafsa Rifki https://creativecommons.org/licenses/by/4.0
date: 2026-03-18
publication date: 2026-03-18
starting page: 83
ending page: 106
doi: 10.32674/p9adez72

Interaction of cultural and professional values
type: item
description: This study examined the cultural and professional values of social work students from collectivist and patriarchal backgrounds who were educated in Western-oriented academic settings. Minority students in international learning environments often experience tension when liberal professional values, such as autonomy and gender equality, conflict with cultural norms that prioritize family honor, social cohesion, and deference to authority. Using a qualitative case study approach, this research analyzed two cases of female students who encountered value-related dilemmas during their field education. Thematic analysis of supervision transcripts, reflective journals, and field reports revealed three central themes: emotional strain resulting from internal value dissonance, the ongoing negotiation of cultural and professional identities, and the significant role of supervision in linking cultural belonging with ethical professional practice. Based on the findings, a four-stage culturally responsive supervision model was developed to guide educators and institutions in creating inclusive, equitable, and culturally informed learning environments for diverse student populations.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: Middle East and North Africa
  topic: category
subject: Social work education, Arab students, cultural value conflicts, professional identity, culturally responsive supervision
  topic: keywords
creator: Romain Jammal Abboud
creator: Wafaa Sowan
creator: Alean Al Krenawi
rights: Copyright (c) 2026 Romain Jammal Abboud, Wafaa Sowan, Alean Al Krenawi https://creativecommons.org/licenses/by/4.0
date: 2026-03-18
publication date: 2026-03-18
starting page: 129
ending page: 156
doi: 10.32674/7sdjbv25

Understanding international students' experiences at university belonging in the Turkish higher education System
type: item
description: International students constitute a significant portion of the higher education population in Turkey. This study explores the sense of belonging of 20 international students selected through maximum diversity sampling from Gaziantep University. Using a qualitative content analysis, the study identifies three key factors that shape students' sense of belonging: peer relationships, lecturers' attitudes, and the overall educational environment. The findings highlight the value of fostering collaborative learning, expanding social activities, and promoting supportive, responsive instructor behavior. The study also recommends involving students in academic projects and research, establishing effective communication and feedback systems, simplifying university procedures, and supporting student clubs. The research emphasizes the need for inclusive university policies to enhance the academic and social integration of international students. To strengthen their sense of belonging, both structural and social reforms are needed to enable students to express themselves more fully and participate more fully in the university environment.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: Middle East and North Africa
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: Decolonization, Indigenization, and the Politics of Belonging
  topic: category
subject: Higher Education
  topic: keywords
subject: International Students
  topic: keywords
subject: Sense of Belonging
  topic: keywords
creator: Bashar Ajjan
rights: Copyright (c) 2026 Bashar Ajjan https://creativecommons.org/licenses/by/4.0
date: 2026-03-18
publication date: 2026-03-18
starting page: 43
ending page: 64
doi: 10.32674/kn7awr03

Artificial intelligence for inclusive and sustainable international education
type: item
description: This paper aims to provide a conceptual theoretical review, investigating the role of artificial intelligence and education in advancing international sustainable education. Future global research and international development will benefit by increased understanding of how diversity, equity and inclusion (DEI), alongside international sustainable education, is affected by social and contextual interpretation. The paper provides a critical review of some of the educational methods that can be delivered using AI, which can be adapted to link international development with education. The paper concludes by providing a critical theoretical review of the key issues discussed, regarding the future role of AI will have, in delivering the Sustainable Development Goals (SDGs) in international education whilst enhancing DEI.
subject: Research Articles (English, regular edition)
  topic: section
subject: Critical Conversations
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: Decolonization, Indigenization, and the Politics of Belonging
  topic: category
subject: Immigration Politics, Policy, and Human Rights
  topic: category
subject: Sustainability, Climate Change, and Ecological Consciousness
  topic: category
subject: Transnational Lives, Employment, and Careers
  topic: category
subject: Virtual Mobility, Virtual Exchange, and Online Learning
  topic: category
subject: Artificial Intelligence
  topic: keywords
subject: Diversity, Equity and Inclusion
  topic: keywords
subject: E-learning
  topic: keywords
subject: International Students
  topic: keywords
subject: International Sustainable Education
  topic: keywords
subject: Online Learning
  topic: keywords
creator: Benjamin Duke
rights: Copyright (c) 2026 Benjamin Duke https://creativecommons.org/licenses/by/4.0
date: 2026-03-10
publication date: 2026-03-10
starting page: 167
ending page: 198
doi: 10.32674/96t36095

Differential pathways to higher education
type: item
description: This study examines the differential experiences of international students from the Global South and refugees accessing higher education in Germany through Fraser's (2008) tri-dimensional framework of social justice: redistribution, recognition, and representation. While both groups share overlapping challenges in navigating German higher education, existing research has largely treated them separately, creating gaps in understanding their comparative experiences and support needs. Using a conceptual qualitative research design informed by theory synthesis, the study finds that Global South students face economic barriers and cultural misrecognition despite educational legitimacy, while refugees encounter compounded obstacles, including legal uncertainties and recognition deficits, even with targeted support programs. Both experience compound injustice, intersecting economic, cultural, and political exclusion. The analysis reveals that current support systems operate on homogenizing principles, failing to reflect the intersectional realities of these students. Institutional reform grounded in social justice is urgently needed to foster genuinely inclusive educational environments
subject: Research Articles (English, regular edition)
  topic: section
subject: Region
  topic: category
subject: Immigration Politics, Policy, and Human Rights
  topic: category
subject: International students
  topic: keywords
subject: refugee students
  topic: keywords
subject: Global South
  topic: keywords
subject: Germany
  topic: keywords
subject: Higher Education Access
  topic: keywords
subject: Social Justice
  topic: keywords
creator: Gabriela Fernandes
creator: Elizabeth M. Hernández-López
rights: Copyright (c) 2026 Gabriela Fernandes, Elizabeth M. Hernández-López https://creativecommons.org/licenses/by/4.0
date: 2026-03-10
publication date: 2026-03-10
starting page: 145
ending page: 166
doi: 10.32674/a9x3z816

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

Chinese international students’ collective navigation of their study abroad experiences
type: item
description: This study explores the experiences of Chinese international students at London universities by analyzing 1,791 Mandarin-language posts from the Xiaohongshu site (RedNote). Six interconnected themes were identified in this naturally occurring discourse, reflecting the topics and concerns that these students themselves considered important. The themes are community and social life; identity and belonging; academic adaptation; future planning and uncertainty; managing daily life; and navigating structural and institutional systems. A key observation from this analysis lies in these students’ use of social media to transform individual experiences and struggles into a kind of ‘collective navigation’ of the challenges and meanings of being an international student. This was accomplished through the extensive use of cultural capital to broker shared understandings and transform individual psychological experiences into a distributed social process of acculturation and withdrawal. This provides a new framework for understanding sojourner adaptation in academic settings.
subject: Building Inclusive Futures
  topic: section
subject: Europe
  topic: category
subject: academic culture shock
  topic: keywords
subject: acculturation
  topic: keywords
subject: Chinese international students
  topic: keywords
subject: systematic thematic analysis
  topic: keywords
subject: online discourse
  topic: keywords
subject: internationalisation
  topic: keywords
creator: Neil McLean
creator: Iga Purton
creator: Wenyu Tan
creator: Jiuyu Zhng
rights: Copyright (c) 2026 Neil McLean, Iga Purton, Wenyu Tan, Jiuyu Zhang https://creativecommons.org/licenses/by/4.0
date: 2026-03-08
publication date: 2026-03-08
starting page: 221
ending page: 240
doi: 10.32674/gen6be73

Exploring digital literacy challenges and strategies among international students studying abroad
type: item
description: This research explores how international students in Malaysian higher education develop digital literacy, the barriers that impede such development, and strategies that may enhance institutional support. To understand their experiences using digital tools within an academic context, semistructured interviews were conducted with international students in a qualitative design. The results showed that confidence develops through repeated use and structured support, and barriers include complexities of software applications, integration challenges across different platforms, and limited chances for hands-on training. Participants called for targeted workshops, peer mentorship, improved resource access, and early integration into the curriculum. This paper offers practical suggestions useful to universities seeking to foster international students' adjustment to digitally mediated learning environments.
subject: Institutional Global Footprints, Enrollment Trends, and Emerging Issues
  topic: section
subject: East Asia
  topic: category
subject: Digital literacy
  topic: keywords
subject: International Students
  topic: keywords
subject: Digital Literacy Barriers
  topic: keywords
subject: Digital Literacy Improvement
  topic: keywords
subject: Studying Abroad
  topic: keywords
creator: Lilian Anthonysamy
creator: Ooi Wei Lim
creator: Parmjit Singh
creator: Victor Alasa
rights: Copyright (c) 2026 Lilian Anthonysamy, Ooi Wei Lim, Parmjit Singh, Victor Alasa https://creativecommons.org/licenses/by/4.0
date: 2026-03-08
publication date: 2026-03-08
starting page: 209
ending page: 232
doi: 10.32674/fhpg3y40

Fundamental challenges encountered by international graduate students
type: item
description: 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.
subject: Building Inclusive Futures
  topic: section
subject: Region
  topic: category
subject: Middle East and North Africa
  topic: category
subject: Critical Conversations
  topic: category
subject: International education
  topic: keywords
subject: participatory action research
  topic: keywords
subject: Turkish graduate students
  topic: keywords
subject: state scholarship
  topic: keywords
subject: Wellbeing
  topic: keywords
subject: student support services
  topic: keywords
creator: Ayse Cobanoglu
creator: Duygu Cavdar
creator: Peri Tutar
creator: Dilek Avci
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-08
publication date: 2026-03-08
starting page: 67
ending page: 104
doi: 10.32674/kf1k1896

Intersectional realities
type: item
description: 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.
subject: Building Inclusive Futures
  topic: section
subject: North America
  topic: category
subject: Decolonization, Indigenization, and the Politics of Belonging
  topic: category
subject: Racialized international students
  topic: keywords
subject: EDID discursive policy
  topic: keywords
subject: Canadian higher education
  topic: keywords
subject: international student experience
  topic: keywords
creator: Shamiga Arumuhathas
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-08
publication date: 2026-03-08
starting page: 1
ending page: 22
doi: 10.32674/pzt79b15

Gender Equity, internationalization and quintuple helix
type: item
description: As higher education institutions (HEIs) seek to align with Sustainable Development Goals (SDGs), integrating diversity, equity, and inclusion (DEI) into internationalization strategies has become increasingly central. In this study, we analyze 209 university strategic plans, 86 from Japan (2022–2027) and 123 from Türkiye (2019–2023), to examine how institutional discourse frames gender equity, with a particular focus on SDG 5, gender equality. We identify clear and distinct national patterns using natural language processing (NLP) techniques (e.g., keyword frequency analysis, named entity recognition, and syntactic parsing) and are guided by the quintuple helix model (QHM). Japanese universities tend to emphasize societal engagement and forward-looking commitments through abstract language.
subject: Building Inclusive Futures
  topic: section
subject: East Asia
  topic: category
subject: Europe
  topic: category
subject: higher education institutions
  topic: keywords
subject: internationalization
  topic: keywords
subject: SDG 5
  topic: keywords
subject: Quintuple Helix Model
  topic: keywords
subject: diversity, equity, and inclusion (DEI)
  topic: keywords
subject: natural language processing (NLP)
  topic: keywords
creator: Elif Bengü
creator: Ahmet Çoymak
creator: Andreas Rogler
creator: Akiko Morozumi
rights: Copyright (c) 2026 Elif Bengü, Ahmet Çoymak, Andreas Rogler, Akiko Morozumi https://creativecommons.org/licenses/by/4.0
date: 2026-03-08
publication date: 2026-03-08
starting page: 153
ending page: 180
doi: 10.32674/je5apa51

Navigating borders
type: item
description: 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.
subject: Immigration Policies, Student Security, and Emerging Issues
  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: Immigration Politics, Policy, and Human Rights
  topic: category
subject: international students
  topic: keywords
subject: higher education
  topic: keywords
subject: immigration policy
  topic: keywords
subject: financial precarity
  topic: keywords
subject: Critical Policy Analysis
  topic: keywords
subject: sense of belonging
  topic: keywords
creator: Alexandria Rose Wiesel-Brown
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-07
publication date: 2026-03-07
starting page: 1
ending page: 16
doi: 10.32674/mbs7ng15

Transforming language teacher education in the Global South
type: item
description: Generative artificial intelligence is reshaping language education, yet teacher training in many Global South countries remains uneven, and evidence on CELTA teacher readiness remains limited. This study examined the readiness of CELTA-certified English language educators in Saudi Arabia, Turkey, Pakistan, and Uzbekistan to use generative AI via a convergent mixed-method design. Data were collected from 120 teachers through task-based performance assessments guided by the artificial intelligence assessment scale, semi-structured interviews, and digital teaching logs. The results show strong functional AI literacy and pedagogical adaptability, alongside weaker ethical awareness related to data privacy, algorithmic bias, and responsible use. Differences across countries were more strongly associated with institutional support, infrastructure, and policy alignment than with teaching experience. The findings support the embedding of AI literacy and ethics into CELTA-oriented preparation to promote equitable, context-responsive teacher education.
subject: Immigration Policies, Student Security, and Emerging Issues
  topic: section
subject: Middle East and North Africa
  topic: category
subject: Artificial Intelligence
  topic: keywords
subject: CELTA
  topic: keywords
subject: AI Literacy
  topic: keywords
subject: Ethical awareness
  topic: keywords
subject: pedagogical adaptability
  topic: keywords
subject: Global South teacher education
  topic: keywords
subject: generative AI readiness
  topic: keywords
creator: Abida Ayesha
creator: Shazia Hamid
creator: Zarrina Salieva
creator: Syed Naeem Ahmed
rights: Copyright (c) 2026 Abida Ayesha, Shazia Hamid, Zarrina Salieva, Syed Naeem Ahmed https://creativecommons.org/licenses/by/4.0
date: 2026-03-07
publication date: 2026-03-07
starting page: 155
ending page: 176
doi: 10.32674/jnytvp10