Journal of International Students

Digital practices of student citizenship

Jun Fu — 2025-05-17

Research on international students’ academic experiences often emphasises the challenges of academic adjustment and the support that higher education institutions can provide. There is however limited research on the acquisition of social and emotional support, which is equally if not more important for their academic engagement, performance, and retention. Using the concept of digital citizenship, this paper explores how Chinese international students engage in mutual social and emotional support through performing their international student identities on Chinese social media platforms. These digital practices of student citizenship demonstrate the agency of international students in sourcing the social and emotional support that underpins their study. The paper further argues that research on international students should switch its focus from support provision to the construction of inclusive and equal social environments in host societies, environments in which different identity performances can be acknowledged and community engagement fostered.

Staying, leaving, or seeking more

Israel Fisseha Feyissa — 2025-05-17

Amid South Korea’s demographic decline and push for global talent retention, this study examines the factors that drive international students to stay or migrate in search of opportunities elsewhere. This study unpacks the complex web of factors—academic satisfaction, social integration, career aspirations, financial support, and participation in the Korean Immigration and Integration Program (KIIP)—that shape post-graduation settlement intentions. Analyzing data from 286 students in Busan’s private universities, the results show career awareness and financial security as powerful motivators. Ironically, social integration and KIIP participation wield little influence. Life satisfaction emerges as a mediator, revealing that staying isn’t just about opportunity—it’s about belonging.

Virtual exchange and curricular internationalization

Rodrigo Schaefer — 2025-05-17

The interconnectedness of language, culture, and education underscores the growing importance of internationalization in higher education. This study explores the role of virtual exchange in advancing curricular internationalization through the experience of a Spanish PhD candidate participating in a virtual mobility program in Brazil. Employing a qualitative research design, the study draws on responses to 11 open-ended questions completed by the visiting scholar at the conclusion of the program. Data were analyzed using content analysis facilitated by Atlas.ti software, resulting in twelve emergent codes aligned with five established categories: academic, sociocultural, linguistic, professional, and personal dimensions. Findings highlight the mutual benefits of virtual academic mobility, emphasizing the enriching experience for the participant and its broader implications for fostering global partnerships and enhancing internationalization efforts within the curriculum of host institutions.

Exploring the significance of WeChat in Chinese international students’ practice in the Australian higher education field

Xingyu Meng — 2025-05-17

WeChat is one of the most popular social media platforms amongst Chinese international students (CISs) studying in Australia, yet little is known about how its use mediates CISs transition to the Australian university. This study draws on Bourdieu's concepts related to practice to explore CISs' WeChat practices in digitally mediating their experiences in Australia. Data was collected from 15 CISs through semi-structured interviews with a scroll-back method. The findings suggest that CISs' WeChat practice has deep roots in their habitus. WeChat was found to increase their sense of belonging and negotiation in the new international setting, but also diminished their successful transition. Moreover, the social media platform appeared to be underutilized by the university. The findings suggest that WeChat can be a more valuable tool for CISs to negotiate their transition, while CISs should also be guided to decrease their WeChat practice to more effectively engage with their higher education.

To be or not

Heyuan Wang — 2025-05-17

In this paper, we investigate the pervasive sense of meaninglessness among Chinese undergraduates, examining the multifaceted influences of educational models, social media pressures, peer competition, and family dynamics. Through qualitative interviews, the research reveals how these factors shape students’ well-being and academic experiences, highlighting the need for comprehensive support systems to address existential crises. The findings reveal the complex interplay between external pressures and internal values, emphasizing the importance of integrating practical experiences, enhancing digital literacy, and promoting student-centered learning to foster a more meaningful university experience. This study contributes novel insights to the discourse on student mental health and academic success in higher education.

Post-pandemic intercultural development trends among American undergraduate students

James J. Tanoos — 2025-05-17

Shifts in attitudes toward tourism management have permeated the literature on consumer behavior since the COVID-19 pandemic. Marketing strategies have targeted young people because, in an increasingly digital social world, global travel is especially appealing to this demographic, which feels a sense of isolation exacerbated by the pandemic. Postpandemic studies indicate that intercultural awareness and experiences are particularly sought after by American youth, who are comparatively isolated geographically from the rest of the world. This isolation has led to a longstanding deficit in global intercultural knowledge, as typified by high failure rates among American expatriates employed abroad. This phenomenon has prompted American institutions of higher education to create short-term study abroads to immerse students in global experiences proactively. These have been increasingly offered since the pandemic.

Digital narratives for a changing world

Isidore Udoh — 2025-05-17

As the climate crisis continues to accelerate, multiple sectors of society are working collaboratively to research, develop, and implement strategies and policies that target the sources of the problem to slow or reverse climate change impacts. As centers of innovation, institutions of higher education have sought to develop new curricula that enhance students' abilities to tackle climate change locally and globally. Universities have developed virtual learning exchange curricula that connect students from multiple countries and prepare them to work collaboratively to develop solutions for local and global challenges such as climate change. This paper presents findings from a virtual exchange program in which undergraduate university students living in the Greater Chicago region in the United States and the city of Calabar in Nigeria researched and reported on experiences of climate change impacts within their local environments and appropriate ideas for mitigation and adaptation.

Voices at the margins

Nitya Timsina — 2025-05-17

This study examines the experiences of Nepalese students pursuing higher education in Denmark, illuminating the distinct challenges they encounter as international students. Framed within the context of globalization, the research critiques the dominant, often homogenizing narrative of international student mobility, which centers on English-speaking nations and overlooks diverse cultural identities. These students encounter significant economic pressures, cultural isolation, and instances of societal prejudice, intensified by growing anti-immigrant sentiment across Europe. Drawing on Doreen Massey’s concept of space alongside the philosophies of Wittgenstein, Nietzsche, Heidegger, and others, the study challenges the notion of a singular international education experience and emphasizes the resilience of Nepalese women as they balance cultural values with academic pursuits in a foreign setting.

Postpandemic potential

Alex Rickert — 2025-04-29

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

International students’ adaptation process in a Turkish university

Sevim Atila Demir — 2025-04-29

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

“I want to win in life”

Karina Jolly — 2025-04-29

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

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

Ibrahim Abdu Alsaadi — 2025-04-29

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

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

Ibrahima F. Yaro — 2025-04-29

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

Higher education strategies for enhancing employability of international students

Sha Xu — 2025-04-29

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

Exploring the intrinsic dimensions of study abroad aspirations

Tran Lam Thien Nhi — 2025-04-29

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

Fostering well-being and belonging among international graduate students

Chi-Jia Hsieh — 2025-04-29

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

Implementing Chinese student support services at a German technical university

Eika Auschner — 2025-04-29

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

Experiences of psychology applicants from the Global South

Pankhuri Aggarwal — 2025-04-02

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

Constructing identity abroad

Wendai Yang — 2025-04-02

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

Unveiling psychological and sociocultural adaptation patterns of international students in Hungary

Werede Tareke Gebregergis — 2025-04-02

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

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

Xiaoyuan Xu — 2025-04-02

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

Improving intercultural communication in Chinese football clubs

Yanying Chen — 2025-04-02

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

Chasing the dream

Kristina Kelman — 2025-04-02

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

International students’ loneliness and social engagement

Polina Ivanova — 2025-04-02

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

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

Shahinaz Alkhaldi — 2025-02-28

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

Fostering academic hospitality

Derrick Rasheed Mohamed — 2025-02-28

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

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

Yue Zhang — 2025-04-02

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

Asymmetry in Israeli academia

Aref Abu-Gweder — 2025-02-28

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

Motivational factors shaping Muslim students’ decisions to study abroad

Fetine Bayraktar — 2025-02-28

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

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

Alean Al-Krenawi — 2025-02-28

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