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.
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: What do we know about international students and how do we know it?
items: Rethinking Inclusive Education in Saudi Arabia
items: Being single in parenting
items: “Disillusioned expectations”
items: Fundamental challenges encountered by international graduate students
items: Examining the Impact of Canadian Immigration Policy Changes on International Postsecondary Students
items: Reverse acculturation among returnees Saudi male students
items: Fostering global citizenship and SDG integration through COIL in Ibero- America
items: Understanding the strengths, challenges, and opportunities within the international student life cycle
items: Rethinking support for Asian international students
items: Faculty support and belonging among international students
items: Characterizing global citizenship education in U.S. international student services office websites
items: Emotional intelligence and academic resilience among international students in cross-cultural contexts
items: “It’s easier talking to a machine”
items: Beyond silence and fluency
items: Emerging trends and challenges in international student research
items: Global perspectives, local impact
items: "All I have is myself”
items: Counseling services for international students in Japanese universities
items: Perceived learning outcomes of a short-term collaborative learning program
items: Developing multicultural intergroup dialogue at a Japanese university
items: Applying the developmental model of intercultural sensitivity to measure student growth after an on-campus intervention in Japan
items: Fostering interculturality through near-peer role models in Japanese university classroom settings
items: "Belonging is a luxury to us"
items: Will "Study in India" be able to build inclusive futures?
items: Resilience and social support as pathways to academic achievement and adjustment among international students at a Pakistani university
items: Embracing a rational approach toward “the ranking rush”
items: Factors influencing international students' choice of educational destination
items: Intersectional realities
items: Navigating borders

What do we know about international students and how do we know it?
type: item
description: The present exploratory study investigated whether any reports in the education research literature have overgeneralized their characterizations of American postsecondary institutions’ international students as cash cows, academically dishonest, English deficient, or exhibiting mental health issues. The concern was that overgeneralizations could give these students a negative reputation or push them away from American institutions. Purposive samples of relevant reports found by qualitative literature searches revealed evidence of overgeneralizations. This evidence suggests that overgeneralizations, in addition to the coronavirus pandemic, could play a role in international students’ postpandemically declining enrollment numbers at American institutions. Implications for the push-pull theory of international applicants’ processes for deciding where to attend college are discussed. Practices, policies, and solutions are recommended that could deter these overgeneralizations and reduce America’s risk of becoming a reverse push factor.
subject: Special Issue: Institutional Global Footprints and International Enrollment Trends
  topic: section
subject: North America
  topic: category
subject: Critical Conversations
  topic: category
subject: academic dishonesty, cash cows, English deficiency, enrollment, international students, mental health, push-pull theory
  topic: keywords
creator: Barry Fass-Holmes
creator: Ricardo Paniagua
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-27
publication date: 2026-02-27
starting page: 1
ending page: 20
doi: 10.32674/sdjfra05

Rethinking Inclusive Education in Saudi Arabia
type: item
description: This study explores how the concept of inclusion is interpreted and implemented within the context of Saudi Arabian educational policies and cultural contexts, with a focus on the perspectives of Saudi elementary school teachers regarding the challenges involved in adapting Western inclusion models. Through qualitative interviews with five educators working in elementary schools in Riyadh with inclusive education programs, key themes emerged: (a) partial integration of evidence-based practices, (b) caution toward foreign IE materials, and (c) the lack of culturally appropriate and adapted strategies for the implementation of inclusion. The participants’ responses underscore fundamental challenges to transferring foreign frameworks without substantial adaptation and highlight the importance of developing culturally responsive policies. Recommendations include enhancing collaboration between policymakers and educators to support the consistent, sustainable, and equitable implementation of inclusive education in Saudi Arabia.
subject: Special Issue: Rethinking International Education
  topic: section
subject: Middle East and North Africa
  topic: category
subject: Inclusive Education
  topic: keywords
subject: policy adaptation
  topic: keywords
subject: teacher perspectives
  topic: keywords
subject: sustainability
  topic: keywords
subject: Saudi context
  topic: keywords
creator: Abdulmalik Alkhunini
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-23
publication date: 2026-02-23
starting page: 141
ending page: 160
doi: 10.32674/80t5dx84

Being single in parenting
type: item
description: This study examined the coping strategies employed by international PhD student mothers (IPSMs) to navigate the complex challenges encountered throughout their PhD journeys. This study utilized the collaborative autoethnography (CAE) method to investigate the experiences of five IPSMs who were engaged in collective reflection. The IPSMs revealed that their journeys were not solely academic endeavors but rather meaningful experiences that fostered resilience and adaptation, enabling them to contribute significantly to ecological system theory (EST). They identified key strategies for balancing their dual roles by constructing and reflecting on their experiences, such as affirming a positive mindset to enhance self-efficacy, connecting with communities and involving children in academic activities. The findings underscore the importance of campus support systems that highlight the role of mentorship, flexible policies and inclusive environments in mitigating the challenges faced.
subject: Special Issue: Institutional Global Footprints and International Enrollment Trends
  topic: section
subject: Critical Conversations
  topic: category
subject: International PhD Student Mothers (IPSMs)
  topic: keywords
subject: Dual Roles
  topic: keywords
subject: Childcare
  topic: keywords
subject: PhD Journey
  topic: keywords
subject: Collaborative Autoethnography (CAE)
  topic: keywords
creator: Diana Trisnawati
creator: Gunartati
creator: Wulan Tri Puji Utami
creator: Yeni Nur Prilanita
creator: Suci Puspita Ratih
creator: Tri Wahyu Oktaviana Putri
creator: Evi Puspitasari
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-28
publication date: 2026-02-28
starting page: 115
ending page: 136
doi: 10.32674/skvby291

“Disillusioned expectations”
type: item
description: Students’ enrollment expectations significantly shape their university belonging (Yao, 2016). This study investigates the impact of such expectations through qualitative interviews with 13 undergraduate students at a Sino-foreign cooperative education institution in Shanghai. Findings reveal that students’ high expectations centered on: institutional prestige, access to global resources, and the continuation of personal strengths. However, these expectations frequently conflict with academic pressure, institutional fragmentation, and limited resource accessibility. These mismatches can lower students’ overall sense of university belonging. To address this, institutions should clarify potential academic and social challenges during admissions to manage expectations. Closer collaboration in curriculum, activities, and faculty-student engagement is also needed to create an inclusive environment, enhancing university belonging and promoting high-quality international education.
subject: Special Issue: Institutional Global Footprints and International Enrollment Trends
  topic: section
subject: East Asia
  topic: category
subject: University Belonging
  topic: keywords
subject: Expectations
  topic: keywords
subject: Sino-foreign cooperative education institutions
  topic: keywords
creator: Peijun Luo
creator: Xiaoqiao Zhang
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-27
publication date: 2026-02-27
starting page: 69
ending page: 90
doi: 10.32674/pjv4qm97

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: Special Issue | 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: 2026-02-23
publication date: 2026-02-23
starting page: 67
ending page: 104
doi: 10.32674/kf1k1896

Examining the Impact of Canadian Immigration Policy Changes on International Postsecondary Students
type: item
description: This article examines the repercussions of recent changes to Canadian immigration policy on international students. It highlights how the changes disproportionately affect some of the most vulnerable student populations, including mature students and their families, students with disabilities, and students at risk of academic failure. Moreover, the new regulations significantly restrict international students’ mobility rights within Canada, further complicating their ability to access educational and professional opportunities. Finally, the cancellation of some expedited study permit programs for specific countries has disproportionately affected applicants from the Global South, especially those from the least-developed economies, hindering their educational and career prospects. In response, this paper presents policy recommendations designed to ensure that higher education frameworks respond to the voices of the most disadvantaged students. By advocating for certain reforms, this study seeks to promote equity, justice, and meritocracy in international education, with a view to an academic environment where all students can thrive.
subject: Critical Perspectives on Immigration Policies
  topic: section
subject: North America
  topic: category
subject: Critical Conversations
  topic: category
subject: International students, Canadian immigration policy, neoliberalism in higher education, capability approach, educational equity
  topic: keywords
creator: Oleg Legusov
creator: Melinda Meng
creator: Shiyue Zhang
creator: Hayfa Jafar
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-23
publication date: 2026-02-23
starting page: 17
ending page: 36
doi: 10.32674/kndqga94

Reverse acculturation among returnees Saudi male students
type: item
description: This study explores the lived experiences of Saudi male students returning from higher education in Western contexts, primarily the United States, and the challenges encountered during social and cultural reintegration. Guided by hermeneutic phenomenology via van Manen’s interpretative approach, this study examines how reverse acculturation shapes identity, masculinity, and family relationships within the context of Saudi Arabia’s ongoing transformation under Vision 2030. In-depth interviews were conducted with ten Saudi male returnees and analyzed thematically following Braun and Clarke’s framework. Five themes emerged: identity conflict and reverse acculturation stress, renegotiation of masculinity, family disruption and generational tension, barriers to social reintegration, and the navigation of Vision 2030 expectations. The participants reported emotional dissonance, cultural liminality, and tension between traditional norms and egalitarian values acquired abroad. Despite these challenges, many expressed cautious optimism about their ability to contribute to national modernization.
subject: Special Issue: Rethinking International Education
  topic: section
subject: Middle East and North Africa
  topic: category
subject: family conflict
  topic: keywords
subject: masculinity
  topic: keywords
subject: reverse acculturation
  topic: keywords
subject: Saudi returnees
  topic: keywords
subject: Vision 2030
  topic: keywords
creator: Ebtesam Mohammed Alqahtani
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-23
publication date: 2026-02-23
starting page: 43
ending page: 62
doi: 10.32674/cp52e413

Fostering global citizenship and SDG integration through COIL in Ibero- America
type: item
description: This article examines the outcomes of COIL en Clave ODS para la Educación Superior en Iberoamérica, a five-week online training program developed by STAR Argentina to equip higher education professionals across Latin America, the Caribbean, and Spain with the tools to integrate global citizenship and the Sustainable Development Goals (SDGs) into Collaborative Online International Learning (COIL) initiatives. The program employed a flipped classroom model combined with live, interactive sessions to foster intercultural collaboration and sustainability-oriented pedagogy through active and participatory learning strategies. The analysis of post-program survey responses and reflections indicates successful integration of content and a significant increase in participants’ confidence in designing intercultural, SDG-aligned COIL projects, thereby highlighting COIL as a potentially scalable strategy that supports educators in designing learning environments in which international students are positioned as active contributors to sustainability-oriented learning.
subject: Special Issue: Rethinking International Education
  topic: section
subject: Latin America and the Caribbean
  topic: category
subject: Collaborative Online International Learning (COIL), Global Citizenship, Higher Education, Online Learning, Sustainability, Sustainable Development Goals (SDGs), Virtual Exchange.
  topic: keywords
creator: Marina Falasca
creator: Elena de Prada
creator: María Cruz Cuevas Alvarez
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-23
publication date: 2026-02-23
starting page: 101
ending page: 120
doi: 10.32674/fznjny10

Understanding the strengths, challenges, and opportunities within the international student life cycle
type: item
description: The rising number of international students in higher education offers many benefits but presents challenges to students, including adapting to independent living, academic and social acculturation, and financial pressures. These challenges can affect students’ mental health, academic engagement, and overall well-being. Despite universities offering various support services, their utilization remains inconsistent. This study explored the perspectives of academics, students, and international marketing representatives on international student experiences in health programs at an Australian university via a qualitative, two-phase approach, including focus groups and a co-design process to identify solutions. The study moved beyond traditional academic and counseling perspectives by incorporating international marketing representatives as transition brokers alongside students, alumni, and academics. Three key themes emerged: student support services, learning and teaching experiences, and employability. Strengths within these themes included assignment support, peer mentoring, and career development, whereas challenges involved access to psychosocial support, accommodation, and financial aid.
subject: Critical Perspectives on Immigration Policies
  topic: section
subject: Oceania
  topic: category
subject: Critical Conversations
  topic: category
subject: International Students, Student Support, Acculturation, Employability, Student Lifecycle.
  topic: keywords
creator: Minalli Vasandani
creator: Sohil Khan
creator: Anshruta Chandgothia
creator: Andrew K Davey
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-23
publication date: 2026-02-23
starting page: 37
ending page: 58
doi: 10.32674/g9fbsx65

Rethinking support for Asian international students
type: item
description: Asian international college students face challenges related to safety, finances, and social inclusion. This study analyzes the American College Health Association’s National College Health Assessment data to inform interventions and policies and investigate how these factors affect stress levels among Asian international students. The feeling of being unsafe on campus at night (69.9%) and in the surrounding community (83.7%) was a contributing factor to high stress levels (n = 6038). A perceived lack of companionship (75.3%) and feelings of isolation (70.8%) were also strongly associated with higher stress levels (p < .001). Moreover, females (59.5%) and graduate students (61.7%) were highly likely to report higher stress levels. Additionally, microaggressions (OR = 2.87), discrimination (OR = 2.87), and finances (OR = 3.40) were identified as significant stressors among participants. Among the students who reported financial stress, 72.2% reported that finances caused moderate to high distress. These results indicate that Asian international students face a range of challenges in their host countries. This underscores the need to implement interventions or policies through a health equity framework.
subject: Critical Perspectives on Immigration Policies
  topic: section
subject: Central and South Asia
  topic: category
subject: East Asia
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: Immigration Politics, Policy, and Human Rights
  topic: category
subject: Asian
  topic: keywords
subject: international students
  topic: keywords
subject: US
  topic: keywords
subject: financial distress
  topic: keywords
subject: social isolation
  topic: keywords
subject: perceptions of safety
  topic: keywords
subject: microaggression
  topic: keywords
subject: discrimination
  topic: keywords
subject: violence
  topic: keywords
subject: immigration policy
  topic: keywords
creator: Kruti S. Chaliawala
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-23
publication date: 2026-02-23
starting page: 59
ending page: 88
doi: 10.32674/ry8dws18

Faculty support and belonging among international students
type: item
description: This study examined how faculty support influences international students’ sense of belonging, with a focus on the mediating roles of perceived campus climate and self-efficacy. A total of 512 international students at four public universities in Iran completed online questionnaires. Using Hayes’ PROCESS Model 6, the results showed that faculty support was positively associated with perceived campus climate, which, in turn, predicted students’ sense of belonging. However, the direct effect of faculty support on belonging and the indirect effect through self-efficacy alone were not significant. Although campus climate was positively associated with self-efficacy, full mediation was not supported. These findings highlight the key role of a supportive campus climate in enhancing international students’ belonging, while self-efficacy plays a less central role. The study emphasizes the importance of institutional and interpersonal factors in promoting socio-emotional integration of international students in higher education.
subject: Research Articles (English, regular edition)
  topic: section
subject: Middle East and North Africa
  topic: category
subject: international students, faculty support, sense of belonging, campus climate, self-efficacy, higher education
  topic: keywords
creator: Hadi Samadieh
creator: Mahsa Rashidi
creator: Niyayesh Dashtbayazi
creator: Zahra Ghanbari
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-10
publication date: 2026-02-10
starting page: 213
ending page: 234
doi: 10.32674/d5pera67

Characterizing global citizenship education in U.S. international student services office websites
type: item
description: This study critically examines how U.S. International Student Services Offices (ISSOs) represent Global Citizenship Education (GCEd) on their websites. Employing critical discourse analysis, it explores the discursive strategies used to foster global citizenship among international students. The analysis identifies four key themes: (1) emphasis on “Living in the U.S.”, (2) neutrality toward global political issues, (3) absence of explicit GCEd spaces, and (4) inconsistencies in vision and mission statements. Findings suggest that ISSOs often promote a U.S.-centric, neoliberal, and implicitly colonial framing of GCEd, which may limit the transformative potential of global citizenship. The study proposes a framework of four levels of GCEd engagement as reflected in ISSO communications. It argues that higher education institutions must strive for deeper, more critical engagement with global issues if they are to genuinely cultivate global citizenship as an institutional goal in higher education internationalization.
subject: Research Articles (English, regular edition)
  topic: section
subject: Critical Conversations
  topic: category
subject: global citizenship education
  topic: keywords
subject: international student services office
  topic: keywords
subject: websites
  topic: keywords
subject: critical discourse analysis
  topic: keywords
creator: Ionell Jay R. Terogo
creator: Yun-Han Weng
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-10
publication date: 2026-02-10
starting page: 139
ending page: 160
doi: 10.32674/shw7n923

Emotional intelligence and academic resilience among international students in cross-cultural contexts
type: item
description: This paper explores emotional intelligence (EI) as a coping resource for international PhD students, drawing on my experiences studying in China. Using Goleman’s EI framework, this study examines how self-awareness, self-regulation, intrinsic motivation, empathy, and social skills support my adaptation to academic pressures, cultural challenges, and mental well-being. This reflection highlights the role of EI in fostering resilience, emotional regulation, and supportive relationships amid stress and isolation. The findings highlight the significance of EI in promoting academic persistence and psychological adjustment among international students. Practical recommendations suggest integrating EI development into university support services. This research bridges theoretical insights with personal experiences, contributing to an understanding of the impact of emotional intelligence in higher education contexts.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Middle East and North Africa
  topic: category
subject: Emotional Intelligence
  topic: keywords
subject: international students
  topic: keywords
subject: mental health
  topic: keywords
subject: Academic Resilience
  topic: keywords
subject: academic success
  topic: keywords
creator: Joie Claire Mugabekazi
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-10
publication date: 2026-02-10
starting page: 1
ending page: 16
doi: 10.32674/13977d49

“It’s easier talking to a machine”
type: item
description: Despite significant investment, English language labs (ELLs) at transnational campuses remain underutilized beyond mandatory course requirements. This qualitative case study draws on thematic analysis of interviews with 22 Chinese undergraduates at a Sino-American branch campus in mainland China. Students value the ELL's diagnostic feedback and low-anxiety speaking practice. However, voluntary use is hindered by severe privacy concerns and accent-related anxiety in open layouts, widespread unawareness, outdated and generic content, and competition from mobile apps. Three learner personas emerge: the Anxious Beginner, Test-Prepper, and Advanced Critic. Informed by self-determination theory and foreign language anxiety research, the findings highlight how cultural “face” concerns and poor facility design undermine engagement. Students propose soundproof booths, targeted promotion, and personalized diagnostic pathways. The study offers actionable recommendations to transform ELLs into inclusive, sought-after resources in English-medium transnational education.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: Virtual Mobility, Virtual Exchange, and Online Learning
  topic: category
subject: English Language Lab
  topic: keywords
subject: speaking anxiety
  topic: keywords
subject: transnational higher education
  topic: keywords
subject: EMI
  topic: keywords
subject: privacy paradox
  topic: keywords
subject: self-determination theory
  topic: keywords
subject: Chinese undergraduates
  topic: keywords
subject: Global South
  topic: keywords
subject: international students
  topic: keywords
creator: Liam Duffy
creator: Lin Binghang
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-04
publication date: 2026-03-04
starting page: 89
ending page: 104
doi: 10.32674/g5wkva87

Beyond silence and fluency
type: item
description: This qualitative study explores how Chinese international graduate students perceive and negotiate classroom participation and engagement at a Canadian university. Drawing on the notions of investment and time inheritance, this study examines how identity, linguistic and cultural capital, ideological expectations, and temporal resources interact to shape Chinese international students’ academic behavior. Sixteen graduate students from diverse faculties at a Canadian university were interviewed. Thematic analysis revealed that classroom participation and engagement are determined not only by language fluency or pedagogical familiarity but also by inherited time, neoliberal performance pressures, and classroom power dynamics. While some Chinese international students found affirming spaces for cultural identity and relational trust, others encountered marginalization through monolingual norms and deficit discourses. The study advances a multidimensional understanding of class participation and engagement for Chinese international graduate students, calling for inclusive pedagogical practices that honor linguistic diversity and temporal equity.
subject: Special Issue: Rethinking International Education
  topic: section
subject: North America
  topic: category
subject: Chinese international students
  topic: keywords
subject: classroom participation
  topic: keywords
subject: investment
  topic: keywords
subject: time inheritance
  topic: keywords
subject: neoliberalism
  topic: keywords
subject: linguistic capital
  topic: keywords
subject: transnational education
  topic: keywords
creator: Chenkai Chi
creator: Beibei Xiang
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-23
publication date: 2026-02-23
starting page: 23
ending page: 42
doi: 10.32674/tdf4pc71

Emerging trends and challenges in international student research
type: item
description: This study presents a content analysis of 470 doctoral dissertations published between 2022 and 2024, examining emerging trends, theoretical frameworks, and research approaches related to international students. Using a qualitative content analysis approach and descriptive statistics, the study systematically analyzed the dissertations to identify recurring themes and issues. The key themes identified include teaching and learning; academic practices; acculturation and intercultural competence; career development and leadership; experiences and challenges; mobility and policy contexts; social diversity and inclusion; institutional support; and well-being. The findings show a predominant use of qualitative methods, a concentration on U.S.-based contexts, and a strong disciplinary focus on higher education. Gaps include insufficient attention to digital and online education, underrepresentation of non-Western regions, and insufficient theoretical grounding. The study underscores the need for more inclusive, interdisciplinary, and methodologically diverse research to inform policies and practices that support international students’ academic success, well-being, and global mobility.
subject: Research Articles (English, regular edition)
  topic: section
subject: Critical Conversations
  topic: category
subject: International students
  topic: keywords
subject: higher education
  topic: keywords
subject: dissertations
  topic: keywords
subject: content analysis
  topic: keywords
subject: trend
  topic: keywords
creator: Krishna Bista
creator: Oluwasegun Adesola Oladipo
creator: Lin Ge
creator: Tian Qin
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-10
publication date: 2026-02-10
starting page: 103
ending page: 138
doi: 10.32674/86wewd47

Global perspectives, local impact
type: item
description: This study offers a comprehensive analysis of the multifaceted role of Chinese international students in the global higher education landscape from the unique perspective of policymakers. As the first comprehensive postpandemic qualitative study of its kind, it provides insights through interviews with policymakers and admission officers across 11 countries on four continents. Research reveals that while Chinese students are consistently perceived as significant contributors across economic, cultural, and academic domains, their integration is accompanied by inherent complexities and challenges. The findings highlight how countries are adapting their educational policies to navigate both the substantial impacts and the diverse difficulties faced by these students, underscoring the critical need for adaptive, inclusive, and responsive policies in the evolving post-pandemic era.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Chinese international students
  topic: keywords
subject: transnational education
  topic: keywords
subject: globalization
  topic: keywords
creator: Xuefan Li
creator: Tingsong Li
creator: Donghua Li
creator: Xiaoxu Zhou
creator: Yuxiang Cheng
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-10
publication date: 2026-02-10
starting page: 185
ending page: 212
doi: 10.32674/zbg13h61

"All I have is myself”
type: item
description: This study employed an embedded mixed-methods exploratory design to investigate international students in India, focusing on resilience, perceived support, and academic adjustment. In the qualitative phase, nine students were interviewed, revealing two main themes: (1) institutional support and peer networks, and (2) resilience through self-reliance. The results revealed that support systems are vital for cultural and academic adjustment. Due to limited access, the students relied on self-reliance, which fostered personal resilience that aided in adaptation. The quantitative phase analyzed the relationship between social support and academic adjustment using data from 180 students, employing mediation analysis. The findings indicated that perceived social support had a positive influence on academic adjustment, whereas duration of stay did not mediate this relationship.
subject: Special Issue | Building Inclusive Futures
  topic: section
subject: Central and South Asia
  topic: category
subject: internationalization
  topic: keywords
subject: higher education
  topic: keywords
creator: Bipasha Das
creator: Satyam Verma
creator: Alok Gardia
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-05
publication date: 2026-02-05
starting page: 135
ending page: 156
doi: 10.32674/e7d71t32

Counseling services for international students in Japanese universities
type: item
description: This study aimed to examine the current conditions of counseling services for international students at Japanese universities and identify challenges in improving these services. A survey was conducted among counseling centers at universities with at least 250 international students, with 63 institutions participating. Of those, approximately 30% reported changes to their support framework for international students in the past decade, and approximately half indicated that multilingual counseling services were available. In addition, the study examined the perceived challenges and measures taken in providing culturally competent services for international students. Based on these findings, this study has implications for practitioners and university leaders regarding the internationalization of student support services.
subject: Special Issue | Building Inclusive Futures
  topic: section
subject: East Asia
  topic: category
subject: counseling center, international student, internationalization policy, Japan, multilingual counseling, multicultural competence, service delivery framework
  topic: keywords
creator: Akiko Onishi
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-05
publication date: 2026-02-05
starting page: 69
ending page: 88
doi: 10.32674/86tkdf78

Perceived learning outcomes of a short-term collaborative learning program
type: item
description: This study investigated Japanese students’ perceived learning outcomes from a short-term program jointly conducted by the University of Tokyo and Asian University for Women in Bangladesh through the lens of intercultural competence and the contact hypothesis. Qualitative data were derived primarily from Japanese students’ essays. Inductive analysis revealed that intergroup interactions enhanced Japanese students’ awareness of social inequalities, diverse ethnic identities, prevailing stereotypes against the Global South, their own privilege, and Japan’s colonial legacy. This study makes theoretical contributions by illuminating the potential for inappropriate and ineffective interactions with outgroup peers. These findings suggest that educators should create environments where learners feel safe in making communicative mistakes and avoid hastily developing learners’ intercultural competence.
subject: Special Issue | Building Inclusive Futures
  topic: section
subject: Central and South Asia
  topic: category
subject: East Asia
  topic: category
subject: short-term collaborative programme
  topic: keywords
subject: intercultural competence
  topic: keywords
subject: Contact Hypothesis
  topic: keywords
subject: Global North
  topic: keywords
subject: Global South
  topic: keywords
subject: inappropriate and ineffective communication
  topic: keywords
creator: Sho Shimoyamada
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-05
publication date: 2026-02-05
starting page: 1
ending page: 24
doi: 10.32674/6rtaba49

Developing multicultural intergroup dialogue at a Japanese university
type: item
description: While Japanese universities have adopted intercultural collaborative learning (ICL) to promote holistic international student support, ICL often lacks a social justice framework necessary for sustainable and equitable practices. This study addresses this gap by integrating intergroup dialogue (IGD)—a social justice pedagogy—into ICL. It examines how international and domestic students raise awareness of diversity, equity, and sustainability issues by participating in multicultural IGD at a Japanese university. We co-developed a workshop with a company and conducted interviews. The findings revealed that IGDs empowered international students and affirmed their identities, increased domestic students’ critical consciousness, and improved advocacy attitudes while addressing challenges in institutional change.
subject: Special Issue | Building Inclusive Futures
  topic: section
subject: East Asia
  topic: category
subject: diversity and inclusion; intergroup dialogue; international students; Japanese higher education; social justice; student support; sustainability
  topic: keywords
creator: Tomoko Tokunaga
creator: Akira Sawata
creator: Yoshiyuki Kawano
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-05
publication date: 2026-02-05
starting page: 115
ending page: 134
doi: 10.32674/wbf7bw59

Applying the developmental model of intercultural sensitivity to measure student growth after an on-campus intervention in Japan
type: item
description: This study sought to determine whether the DMIS could be used to measure on-campus intervention efforts among Japanese university EFL students regarding IS. The literature review explains IC measurement in overseas study programs and local educational interventions, summarizes the diagnosis of the six stages of the DMIS, and explores its use in IS measurement studies. A hybrid approach of content and thematic qualitative analysis of reflective writings was used to determine how students in two intercultural communication courses developed along the stages of the DMIS. The study revealed that participants demonstrated personal growth in intercultural awareness, that their self-reflections hinted at the stages of the DMIS, and that they were generally accurate in their self-assessment.
subject: Special Issue | Building Inclusive Futures
  topic: section
subject: East Asia
  topic: category
subject: DMIS
  topic: keywords
subject: intercultural competence
  topic: keywords
subject: international students
  topic: keywords
subject: comparative education
  topic: keywords
subject: international education
  topic: keywords
subject: higher education
  topic: keywords
subject: study abroad
  topic: keywords
subject: foreign students
  topic: keywords
creator: Hui Ling Wang
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-05
publication date: 2026-02-05
starting page: 89
ending page: 114
doi: 10.32674/bevp8142

Fostering interculturality through near-peer role models in Japanese university classroom settings
type: item
description: This qualitative research examines how near-peer role model (NPRM)-driven intercultural interactions influence the basic psychological needs (BPNs) of both domestic and international students in increasingly diverse Japanese academic environments. The study employs an open-ended survey administered to students enrolled in the same program for 1 year. The data are further supplemented by observation notes to provide additional insights into the effectiveness of these practices. The findings suggest that NPRM-based approaches can effectively enhance students’ integration, engagement, and sense of belonging in multicultural classroom settings. Hence, future research should examine the long-term impact of NPRM-based approaches across diverse academic contexts and how cultural, institutional, and individual factors shape their effectiveness in supporting students’ well-being and academic success.
subject: Special Issue | Building Inclusive Futures
  topic: section
subject: East Asia
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: Near-peer role model
  topic: keywords
subject: intercultural interactions
  topic: keywords
subject: basic psychological needs
  topic: keywords
subject: multicultural classroom
  topic: keywords
creator: Soyhan Egitim
creator: Daniel Hooper
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-05
publication date: 2026-02-05
starting page: 189
ending page: 198
doi: 10.32674/ba22sm24

"Belonging is a luxury to us"
type: item
description: This qualitative study explores international graduate students’ sense of belonging at a predominantly white institution (PWI) in the northeastern United States. Drawing on focus group interviews with 12 students from diverse academic disciplines, this study examines how institutional, academic, and sociocultural contexts shape their experiences of belonging. The analysis identified six key themes: (1) fragmented social belonging; (2) heavy reliance on ethnic communities; (3) academic belonging contingent on funding, advisor support, and research alignment; (4) language proficiency and pressure to prove oneself constantly; (5) performative versus genuine diversity, equity, and inclusion (DEI) efforts; and (6) the importance of physical and symbolic space. While participants appreciated some aspects of academic support, many reported marginalization related to language-based bias, limited cultural understanding, and underrepresentation. The study highlights the importance of intentional, equity-driven institutional practices and concludes with six actionable recommendations to enhance the academic and social integration of international graduate students.
subject: Research Articles (English, regular edition)
  topic: section
subject: North America
  topic: category
subject: International graduate students
  topic: keywords
subject: Higher education in USA
  topic: keywords
subject: sense of belonging
  topic: keywords
subject: predominantly white institution
  topic: keywords
subject: focus group interview
  topic: keywords
subject: academic belonging
  topic: keywords
subject: social belonging
  topic: keywords
creator: Eun Jung Paik
creator: Marcelius Braxton
rights: Copyright (c) 2025 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-24
publication date: 2026-01-24
starting page: 191
ending page: 210
doi: 10.32674/df9sjd07

Will "Study in India" be able to build inclusive futures?
type: item
description: In many Western countries, the internationalization of higher education is driven by the aim of attracting more full-fee-paying international students. A business model guides this agenda to generate revenue for universities with a steady decline in public funding. In contrast, the recent "Study in India" mission of the Indian government has been driven primarily by the philosophy of "Internationalization at Home," aimed at providing international and intercultural experiences to both domestic and international students. This paper presents preliminary evidence from an ongoing national survey funded by the Indian Council for Social Science Research (ICSSR) to discuss ways to fulfill the "Study in India" mission and build inclusive futures, nurturing global citizens for sustainable development.
subject: Special Issue | Building Inclusive Futures
  topic: section
subject: Central and South Asia
  topic: category
subject: Higher Education
  topic: keywords
subject: International at home
  topic: keywords
subject: Study in India
  topic: keywords
subject: Student Mobility
  topic: keywords
subject: Motivations
  topic: keywords
subject: Experiences
  topic: keywords
creator: Mousumi Mukherjee
creator: Nita Kumari
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-23
publication date: 2026-02-23
starting page: 23
ending page: 46
doi: 10.32674/b3n4j711

Resilience and social support as pathways to academic achievement and adjustment among international students at a Pakistani university
type: item
description: International students often experience challenges when adapting to academic systems and cultural settings different from their own. Grounded in Bandura’s social cognitive theory, this study examined the role of resilience and social support in predicting academic achievement and adjustment among international students at the University of the Punjab, Lahore, Pakistan. A purposive sample of 100 international students (M = 23.36 years, SD = 3.47) participated in the study. The results indicated that resilience and social support were significant positive predictors of adjustment, whereas the length of stay in Pakistan positively predicted academic achievement. Compared with female students, male students reported higher levels of social support from significant others and family.
subject: Research Articles (English, regular edition)
  topic: section
subject: Central and South Asia
  topic: category
subject: International Students adjustment
  topic: keywords
creator: Hafiza Aqsa
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-24
publication date: 2026-01-24
starting page: 173
ending page: 190
doi: 10.32674/gvxrc696

Embracing a rational approach toward “the ranking rush”
type: item
description: This research briefly examines the growing influence of major global university rankings, such as QS, THE, ARWU, and U.S. News & World Report, on institutional strategies. Using document analysis and a narrative review, this study investigates the "ranking-mania" driven by perceived links between league tables and institutional reputation. Comparative mapping of ranking methodologies shows that reputation and research indicators currently dominate the landscape, whereas indicators of student outcomes remain minimal. These findings suggest that current metrics often fail to reflect the diverse needs of domestic and international students. Consequently, the study recommends that institutions move beyond the "ranking rush" to adopt a rational, mission-centric strategy that prioritizes substantive institutional improvements over the pursuit of fluctuating external metrics.
subject: Special Issue: Ranking and Internationalization
  topic: section
subject: East Asia
  topic: category
subject: Critical Conversations
  topic: category
subject: Novas Voces
  topic: category
subject: university ranking
  topic: keywords
subject: rational approach
  topic: keywords
subject: education quality
  topic: keywords
subject: global competition
  topic: keywords
creator: Rong Wang
rights: Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-23
publication date: 2026-02-23
starting page: 1
ending page: 10
doi: 10.32674/8mgkv121

Factors influencing international students' choice of educational destination
type: item
description: International student recruitment is a key trend in global higher education and has consistently been a major focus for universities worldwide. This study aims to identify the factors influencing decision-making for educational destinations through a socio-ecological approach, offering policymakers actionable insights to effectively attract international students. It was a systematic review. English-language articles published between 2019 and 2024 were selected from five databases. A total of 29 articles were included. Thematic analysis revealed ten themes influencing international student decision-making, categorized into individual, interpersonal, organizational, sociocultural, and public policy factors, in alignment with the levels of the socio-ecological model.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: International student
  topic: keywords
subject: Decision making
  topic: keywords
subject: Educational destination
  topic: keywords
subject: Socioecological Model
  topic: keywords
subject: Systematic review
  topic: keywords
creator: Marziye Hemati
creator: Hamid Pourasghari
creator: Zahra Meshkani
creator: Mohadeseh Motamed-Jahromi
rights: Copyright (c) 2025 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-10
publication date: 2026-02-10
starting page: 33
ending page: 54
doi: 10.32674/ccv5sm82

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: Special Issue | 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: 2026-02-23
publication date: 2026-02-23
starting page: 1
ending page: 22
doi: 10.32674/pzt79b15

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: Critical Perspectives on Immigration Policies
  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: 2026-02-23
publication date: 2026-02-23
starting page: 1
ending page: 16
doi: 10.32674/mbs7ng15