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 10-15 peer-reviewed articles.
A stage-specific affordance model of ChatGPT deployment in EFL writing
A stage-specific affordance model of AI-mediated writing instruction predicts that ChatGPT produces qualitatively different learning outcomes. However, this prediction has never been directly tested at the criterion level within a single controlled design. This study tests the model empirically using a quasi-experimental pre-test/post-test design. Eighty-four intermediate-level EFL undergraduates at a Gulf-region university were assigned to three intact classes; ChatGPT as a pre-writing brainstorming scaffold, ChatGPT as a post-drafting written corrective feedback tool, and a conventional instruction. Writing was assessed with an institutionally validated four-criterion rubric. One-way ANCOVA with Bonferroni correction revealed a theoretically coherent reversal; the brainstorming group significantly outperformed the feedback group on Task Response and Organisation, while the feedback group outperformed the brainstorming group on Grammatical Range/ Accuracy and Vocabulary. Both ChatGPT conditions outperformed the control on all criteria. These findings offer a criterion-level validation of a stage-specific affordance model for sequencing ChatGPT in L2 writing.
Research Articles (English, regular edition)
Copyright (c) 2026 Zahra Zargaran, Saif Said Bakhit Aldhahli https://creativecommons.org/licenses/by/4.0
In higher education, quality of service has been recognized as an essential element for achieving student satisfaction and loyalty. This study analyzed the influence of service quality on the satisfaction and loyalty of 140 international students from 26 countries, from three South American universities. The dimensions of the SERVQUAL showed high internal consistency (a= 0.816-0.892), while Satisfaction (a=0.95) and Loyalty (a=0.902) showed high reliability. The SEM with DWLS estimator showed satisfactory adjustment indices (CFI=0.996; TLI=0.995; RMSEA=0.077), as the quality of the service positively and significantly influenced Satisfaction (b=0.679; R2=0.461), which influenced Loyalty (b=0.889; R2=0.859); on the other hand, quality did not impact it (b=0.055), unlike the high indirect effect mediated by satisfaction (b=0.603); results that confirm how relevant satisfaction is in the formation of institutional loyalty in internationalized contexts.
Copyright (c) 2026 Jazmin Inaguazo, Dania Fabiola Chavez Porras, Carlos Daniel Machaca Evangelista, Jose Eber Paz Vilchez, Carlos William Marín, Harold Mendivelso Carrillo https://creativecommons.org/licenses/by/4.0
Human capital, institutional revenue, and university prestige
This study examines the economic and institutional contributions of international students to U.S. higher education amid recent federal immigration policy changes. Using ordinary least squares regression and 2023–2024 data from major educational and economic sources, the study investigates (1) international students' per capita contributions to state GDP and institutional revenues, (2) their influence on university national rankings, and (3) the determinants of international student enrollment, including institutional rank, employment opportunities, acceptance rates, graduation rates, geographic accessibility, and state immigration flows. The results indicate that international students significantly increase state GDP and university revenues, contributing an average of $39,181 per student, after controlling for acceptance and graduation rates. National university rankings, employment opportunities, and acceptance rates emerge as significant drivers of enrollment. However, restrictive immigration policies, including higher visa fees and sanctions, may reduce these benefits, thus threatening institutional diversity, financial sustainability, and U.S. competitiveness in global higher education.
Copyright (c) 2026 Meghna Laha, Tiberio Garza https://creativecommons.org/licenses/by/4.0
Exploring cross-cultural communication strategies and solutions of international students in academic environments through communication accommodation theory
This study investigates the communication hurdles that international students face in academic environments filled with ongoing interactions. Using Communication Accommodation Theory (CAT) as a guide, it highlights the experiences of eleven international students along with the strategies they employ to overcome these challenges. The data were analysed thematically, classifying communication approaches based on CAT's concepts of convergence and divergence. The results show that international students struggle with language proficiency, varied cultural expectations, and concerns regarding cultural competence and inclusivity. Participants shared their techniques, such as active listening, note-taking, expanding their vocabulary, and utilizing language-learning resources effectively. The study wraps up with suggestions based on participant feedback, including promoting inclusive interaction practices and creating an intercultural training program.
Copyright (c) 2026 Wendy K Yeboah https://creativecommons.org/licenses/by/4.0
The role of AI on the entrepreneurial and innovative mindset of university students in MENA and Canada and the overall impact on the student's readiness
Since the beginning of 2023, we have been exposed extensively to a new feature of Revolution 4.0 called artificial intelligence (AI). Recently, AI has been extensively implemented in different sectors and industries. Accordingly, AI has become a core component of different business processes and sectors. Among these sectors in which AI is disrupted are the entrepreneurship and education sectors. This study investigates how university students in the United Arab Emirates (UAE) and Canada view innovation and entrepreneurship in relation to AI. AI has the potential to revolutionize how students approach innovation, creativity, and opportunity recognition as it becomes more integrated into business processes, education, and entrepreneurship. Through the application of a cross-sectional comparative quantitative methodology, the study evaluates how AI improves students' ideation, prototyping, and market analysis skills, thereby increasing their preparedness for the workforce. Surveys were used at universities in both regions to gather data, with an emphasis on the opinions and experiences of students using AI-driven tools. This study contributes to the continuing academic conversation on the role of AI in forming future entrepreneurs by offering insights into regional variations in AI adoption and its implications for educational programs.
Decolonization, Indigenization, and the Politics of Belonging
Transnational Lives, Employment, and Careers
Copyright (c) 2026 Ayman Moustafa, Nada Rabie, Sami Mejri, Mozah Alshehhi https://creativecommons.org/licenses/by/4.0
Faculty Perspective on Curriculum Internationalization
Curriculum internationalization in higher education affects faculty, as they design and then deliver curricula. Therefore, experiences of faculty who navigate these changes are important to consider for an effective internationalization process. This research aims to explore faculty insights, including challenges they face, their identity, and opportunities of curriculum internationalization. Narrative interviews were implemented to collect the data. Faculty narratives were then transcribed, and inductive coding was used for analysis. To critically discuss the power dynamics, a radical feminist lens was used. Key findings demonstrate institutional barriers, including stigmatized sensitive topics that limit open discussions and hierarchies within the universities. Faculty positionality and their identities also affect their pedagogical practices and approaches, as well as their perception of curriculum internationalization. However, despite the challenges, faculty discuss opportunities for inclusion, raising global awareness, and curriculum decolonization. The findings highlight the need for institutional support and critical approaches in pedagogy.
Ranking, Internationalization and Emerging Issues
Copyright (c) 2026 Evgeniya Khegay, Brittany Smotherson https://creativecommons.org/licenses/by/4.0
Enhancing international students’ learning of Chinese cultural artifacts through immersive virtual reality
This study investigated the effects of immersive virtual reality (IVR) on international students’ learning of Chinese cultural artifacts. A 2 × 2 true experimental factorial design was employed, with 146 international students from East Asian and Southeast Asian backgrounds recruited from a comprehensive university in China and randomly assigned to either an immersive VR or nonimmersive VR (NVR) condition. Learning achievement and self-efficacy were assessed using validated instruments. Two-way ANOVA revealed a significant main effect of learning mode on both achievement and self-efficacy, with higher scores in the IVR condition than in the NVR condition (p < .001). No significant main or interaction effects were observed for student regional background, indicating that the effects of IVR were consistent across groups. Overall, the findings indicate that immersive VR is an effective and inclusive instructional approach for culturally situated learning among international students.
International student (East Asia vs. Southeast Asia)
Copyright (c) 2026 Xin Li, Chau Kien Tsong Chau, Wan Ahmad Jaafar Yahaya, Yueling Guo https://creativecommons.org/licenses/by/4.0
Rethinking international student mobility within higher education internationalization
The internationalization of higher education has become a priority for institutions worldwide, as it enhances academic quality, promotes global knowledge exchange, and strengthens institutional credibility. Within this context, international students play a central role in driving cross-border mobility and shaping global education systems. However, research shows that, in developing economies, the proportion of international students who participate in mobility remains lower than that in developed countries. A review of the literature further reveals a lack of research examining the interconnections among international student mobility, sustainability, and internationalization within the Sustainable Development Goals framework. To address these gaps, the present study conducts a systematic literature review of 79 research articles indexed in Scopus and Web of Science.
Copyright (c) 2026 Anushka Sinha, Dr. Adya Sharma, Nehajoan Panackal https://creativecommons.org/licenses/by/4.0
Development of professional competencies among psychology interns
The postpandemic rise in mental health disorders has intensified the demand for well-trained clinical psychologists, underscoring the importance of rigorous professional preparation. This study examined the preparedness of psychology interns completing accredited programs by assessing professional competencies across general hospitals, mental health clinics, and neuropsychological medical settings. Competency attainment was evaluated using five core domains established by the American Psychological Association’s accreditation guidelines (Version 3.0): theoretical foundations, scientific thinking, values in psychological science, effective communication, and personal and professional development. The sample comprised 630 evaluations of psychology interns in Colombia (63% female) aged 22–35 years (M = 27.5, SD = 5.30). The results indicated that competency levels varied by clinical setting. Interns achieved the highest scores in general hospitals, reflecting greater readiness to address diverse clinical demands. In contrast, the lowest scores were observed in neuropsychological centers, highlighting the need to strengthen diagnostic skills and specialized communication.
Copyright (c) 2026 Jharitza Pullchz, Dayana Restrepo, Martha Benitez-Barraza https://creativecommons.org/licenses/by/4.0
Dubbing artificial intelligence in scaffolding
This systematic review examines how artificial intelligence (AI) aligns with Vygotsky’s sociocultural framework to enhance ESL/EFL pedagogy through integrated feedback models combining AI-mediated input, peer scaffolding, and Gibbs’ guided self-reflection. Thematic synthesis of empirical literature (2015–2026) across Asia-Pacific contexts reveals that AI effectively scaffolds learners within their Zone of Proximal Development, improving peer feedback quality, self-regulation, and writing proficiency. However, challenges persist, including AI overreliance, variable feedback quality across proficiency levels, and tensions between automated efficiency and human-mediated dialog. The findings indicate that theoretical alignment with sociocultural principles is robust, yet pedagogical efficacy requires a deliberate instructional design that preserves relational engagement and positions AI as a complementary mediator. Successful implementation demands targeted educator training in AI literacy and ethically grounded integration strategies. Future research should prioritize longitudinal designs and cross-contextual investigations to develop scalable, equitable frameworks for autonomous language learning.
Virtual Mobility, Virtual Exchange, and Online Learning
Copyright (c) 2026 Asyraf Shuib, Saifolruddin Khalid Mahzan, Aizan Yaacob https://creativecommons.org/licenses/by/4.0
This study examines Artificial Intelligence (AI) as a cultural mediator within an Internationalisation at Home (IaH) framework, exploring how technology facilitates cross-border collaboration and global competence. Through a six-week Collaborative Online International Learning (COIL) project, undergraduate students from Thailand and Germany co-created an AI-mediated intercultural cookbook, utilising recipes as a medium to negotiate cultural boundaries and synthesise collective culinary narratives. Employing a mixed-methods approach, including surveys, rubric evaluations and thematic analysis, the research found that AI, embedded within a Project-Based Learning (PBL) structure, effectively scaffolded multilingual communication and critical engagement with cultural authenticity. Results indicated significant quantitative advancements in multicultural competency and collaborative adaptability, while qualitative data revealed a profound shift towards critical AI literacy. Ultimately, this study expands the discourse on internationalised curricula, demonstrating how AI-enhanced virtual environments can cultivate the essential cultural awareness and technical literacies required for global citizenship in the 21st century.
Collaborative Online International Learning (COIL)
Copyright (c) 2026 Jirajittra Higgins https://creativecommons.org/licenses/by/4.0
This study investigates how host-university support influences the perceived employability of Generation Z Chinese international students in Malaysia. Navigating a dual labor-market paradox—host-country mobility restrictions and home-country hyper-competition—these students require robust cross-cultural adaptation. Grounded in Social Cognitive Career Theory, we examined the serial mediating roles of career decision self-efficacy and career adaptability. Data from 412 final year undergraduates were analyzed using CB-SEM. Results reveal that university support significantly predicts perceived employability directly and indirectly through individual and serial mediation, explaining 43.3% of the variance. Theoretically, institutional support acts as a vital acculturative buffer internalized via a cognitive-to-adaptive sequence, establishing cognitive confidence as a prerequisite for adaptive resource mobilization. Practically, this study advocates a "confidence-first, adaptability-second" intervention strategy to help international graduates overcome systemic barriers and enhance global competitiveness.
University Support; Perceived Employability; Generation Z; International Students; Quality Education
Copyright (c) 2026 Sha Xu, Azlin Norhaini Mansor , Salleh Amat https://creativecommons.org/licenses/by/4.0
Resistance training, perceived motor function, and injury preventive behavior among international students in Shanghai
This study investigates the interplay among resistance training, perceived motor function, injury-prevention behavior, and the quality of training supervision among international college students in Shanghai, positioning resistance training as a health-related adaptation practice influenced by factors such as training background, language access, institutional support, and recreational systems. Utilizing a quantitative cross-sectional survey design, data were collected from 412 international students via a structured questionnaire employing 5-point Likert scales. Analysis was conducted through partial least squares structural equation modeling to evaluate measurement quality, mediation, moderation, and explained variance. Perceived motor function and injury prevention behavior are positively associated with resistance training. Additionally, perceived motor function is positively correlated with injury prevention behavior and partially mediates the relationship between resistance training and injury prevention behavior. Training supervision quality is also positively associated with injury-prevention behavior, reinforcing the connection between resistance training and injury prevention.
Copyright (c) 2026 Chang Xu, Hazwani Binti Ahmad Yusof Hanafi https://creativecommons.org/licenses/by/4.0
Culture, language, and professional identity
International medical electives provide unique learning experiences, but little research has been conducted on South-to-South exchange experiences using narrative inquiry or the impact of reflection on professional identity development. This study explores an Indonesian medical student’s experiences in terms of cultural differences, language barriers, and professional relations during a one-month exchange at a Taiwanese hospital’s dermatology department. Using narrative inquiry as a self-study qualitative methodology, the author employed daily journal writing and reflective practice on, in, and for action, with thematic analysis focusing on temporality, sociality, and place. Three themes emerged: (1) cultural adaptation highlighting the paradox of Taiwanese social warmth toward visitors coexisting with social distance experienced by long-term international students; (2) professional identity shaped by observation of excellent clinical practice; and (3) language functioning as both a barrier and a bridge. This study contributes valuable insights into intra-Asian medical exchanges and reflective practices among Indonesian medical students.
Copyright (c) 2026 Dinnisa Haura Zhafira Hidayat https://creativecommons.org/licenses/by/4.0
Comparative analysis of digital learning tools’ impact on STEM education outcomes in Asian and European classrooms
The study used a mixed method, combining quantitative data from student test scores and participation surveys with qualitative insights from interviews with educators and students, to explore the impact of digital learning tools on STEM education outcomes in Asian and European classrooms, focusing on their effectiveness in enhancing student engagement and academic performance. The findings reveal that the integration of digital tools significantly improves both engagement and learning outcomes. Specifically, students demonstrated a over 4.3% increase in test scores across various STEM subjects, and engagement levels rose by over 26%. However, the study also finds that the effective implementation of digital learning tools faces the challenges of regional differences in access to digital infrastructure and the lack of continuous teacher training and technical support.
Digital Learning Tools, STEM Education, Student Engagement, Technology Integration, Teacher Training
Copyright (c) 2026 Yazhou Li, Zhanyong Qi, Tingting Zhang, Kaile Liu, Chunmei Huang https://creativecommons.org/licenses/by/4.0
Collaborative online international learning (COIL) on Laudato Si’
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.
COIL, Laudato Si’, Global Citizenship Education, Communication Studies, Ecuador, Argentina, Sustainability
Copyright (c) 2026 Veronica Yepez-Reyes, Danilo Mettini https://creativecommons.org/licenses/by/4.0
The doctoral stage is often described as an isolating and individualistic journey, making belonging particularly challenging. Sense of belonging is closely linked to doctoral persistence, especially in the early stages, when marginality is heightened. As first-generation and international doctoral populations grow, understanding how belonging develops in the first year becomes increasingly important. This study draws on autoethnography and is informed by Van Gennep’s rites-of-passage framework to explore the first-semester experience of an international, first-generation PhD student. Through iterative reflection and interpretive analysis, the study traces how belonging emerges through moments of uncertainty, interaction, and adjustment. The findings show that belonging is a dynamic, processual experience that is unevenly negotiated across shifting academic, social, and cultural contexts. The study develops a process-oriented mapping of early belonging formation, extending the literature by foregrounding temporality and transition.
Cross-Cultural Wellness and Psychological Resilience
Copyright (c) 2026 Anyi Ma https://creativecommons.org/licenses/by/4.0
The role of adjustment to university life in the academic performance of international students
Australian universities have seen a significant increase in Asian international students. In the current higher education environment, these students encounter various challenges in their adjustment to a new university environment, making it necessary to monitor their academic progress. The current study predicted a positive relationship between university adjustment and academic performance among first-year Asian international students in Australia. An online survey was used to collect data from 64 first-year undergraduate Asian international students at Monash University, Australia. The results revealed that adjustment to university is a significant predictor of academic performance. This supports past findings that students are negatively impacted academically if they struggle to adjust socially and emotionally to university and highlights the need for universities and home country schools to offer additional interventions to help Asian international students.
Copyright (c) 2026 Tasneem Usman, Chris Siva, Swati Mujumdar https://creativecommons.org/licenses/by/4.0
Limited agency, racialized labor, and the mechanization of Asian international students in U.S. higher education
Over 1 million international students work in U.S. institutions of higher education, with the majority being from Asia. Although previous scholarship has emphasized the cultural and language barriers faced by this population, relatively little is known about the labor conditions of these students and how they may contribute to inequality. Utilizing Bui’s concept of Asian roboticism and literature on racial capitalism, this study investigates the working conditions of Asian international students in various disciplines across the U.S. Drawing on 22 in-depth interviews, the findings revealed three major themes: 1) limited agency in making decisions, 2) racialized labor driven by the model minority myth, and 3) the mechanization of Asian bodies. These conditions negatively affect students’ mental health, physical health, and social well-being. The results underscore the harm perpetuated by racial stereotypes about Asian workers and highlight directions for future research on inequality in higher education.
Copyright (c) 2026 Shan Mohammed Siddiqui https://creativecommons.org/licenses/by/4.0
Learning by lectures in a transnational university in China
This multiyear study investigates how first-year undergraduates make sense of large content lectures during their transition from domestic high schools to a transnational university in China. Grounded in a view of learning and teaching practices as interactional accomplishments, the data collection included lecture observations, focus groups, and interviews with 34 students across three academic years, as well as an additional interview with departmental leadership. A qualitative content analysis revealed how students positioned lectures as knowledge hubs, spaces for sociality, and objects of resistance. While many students valued lectures for their informative qualities and opportunities for socialization, others actively resisted lectures by leveraging the affordances of technology when they perceived lectures as not contributing to their learning. These patterns are interpreted through the lens of the glocal nature of a transnational site and the interactional nature of lectures, where teachers’ and students’ practices intersect. The study contributes to scholarship on lecturing and student transition by highlighting the diversity of student experiences in large content lectures and reframing engagement as an alignment between students’ and teachers’ practices. The study yields practical recommendations for critically rethinking lectures at a transnational site to ensure alignment among all parties involved.
Lectures; student experience; transnational education; Sino-foreign cooperative university; attendance; first year transition
Copyright (c) 2026 Mattia Miani https://creativecommons.org/licenses/by/4.0
Linguistic capital, phonological dissonance, and international student adaptation
Movement between intra-English contexts can produce significant cognitive and psychological disruption. Research on international student adaptation has extensively examined language proficiency, sociocultural adjustment, and academic integration, yet an underexplored dimension is phonological transition across national varieties of English even among formally fluent speakers. This analytic autoethnography examines the transition from a British English–based educational background to American doctoral study, tracing the cognitive, affective, and identity-related consequences of phonological dissonance. The study conceptualizes phonological adaptation as a matter of epistemic access and symbolic legitimacy. Seven themes emerged: illusion of fluency, phonological shock, listening fatigue, participation hesitation, micro-interactional confidence erosion, accent negotiation, and time as adaptation capital. Findings position phonological decoding as structural to academic integration and offer implications for pre-arrival preparation, institutional practice, and faculty awareness.
linguistic capital, accent adaptation, international students, phonological dissonance, cognitive load, autoethnography, belonging
Copyright (c) 2026 Albert Munyanyi https://creativecommons.org/licenses/by/4.0
Structured AI workflows in Saudi EMI research writing
This mixed-methods case study examines a staged integration of generative AI (GenAI) into a core English course, Research Writing Techniques at a private English-medium university in Saudi Arabia (English-Medium Instruction; EMI) that enrolls predominantly first-year Arabic L1 students. Across three consecutive semesters, the intervention progressed from AI-enhanced instructor materials (Semester 241), to optional student-facing support via a course-specific CustomGPT tutor and short recap videos (Semester 242), to full Week-1 integration of a mandatory homework pipeline in which students consulted the course Guide, practiced with the CustomGPT tutor, reviewed via Quizlet, and completed proctored quizzes through Examplify, alongside a curricular shift in Assignment 1 from an Annotated Bibliography to a Literature Review (Semester 251). Data sources included ExamSoft midterm and final exam scores, quiz gradebooks, aggregate CustomGPT usage metrics, YouTube analytics, student surveys, and brief email interviews. Compared to baseline, Semester 251 students scored higher on homework—even under stricter, proctored conditions (76.00% vs. 94.61%; Hedges’ g = 1.20) and moderate gains on comprehensive final exams (61.36% vs. 70.46%; g = 0.52). A large midterm effect (64.29% vs. 85.01%; g = 1.19) and reduced score variability indicate that the structured workflow promoted deep, more equitable learning in APA citation and research methods.
Copyright (c) 2026 Erick C. W. Nelson https://creativecommons.org/licenses/by/4.0
This study examines the decision-making processes of students when considering transnational higher education (TNHE) programs at regional colleges and universities. Drawing on Rational Choice Theory, the study found that students tend to view TNHE as a means to access specific institutions or majors, rather than being attracted by the unique characteristics of TNHE programs. Furthermore, many students are not fully aware of the potential benefits of TNHE and express concerns about employment prospects after graduation. The study also highlights the influence of social contexts and other factors on students’ decision-making processes. Based on these findings, the study offers recommendations and suggestions for regional colleges and universities to promote TNHE programs better and support students in their decision-making.
transnational higher education, college choice, rational choice theory; regional college
Copyright (c) 2026 Fanya Wu, Ren Liu https://creativecommons.org/licenses/by/4.0
As a compulsory course for international students in China, the Overview of China course helps them understand and adapt to different aspects of China through introductions. However, current research lacks enough focus on its teaching models. This study develops the CAASK teaching model, based on Fantini’s paradigm and the course’s actual situation, to optimize teaching effects. This model comprises both theoretical and practical dimensions: the theoretical dimension includes five concepts, which are cross-cultural awareness, attitude, comparison, knowledge, and skills; and the practical dimension encompasses four methods, which are in-class discussion, group presentation, lecture, and independent learning, as well as three stages, which are preclass self-study, in-class interaction, and postclass consolidation. Over the course of one academic year, this study verified the model’s effects through classroom observations and semistructured interviews in undergraduate, postgraduate, and PhD classes. The cognitive, attitudinal, and behavioral effects of this model were analyzed, all confirming the CAASK model’s usefulness.
Overview of China, teaching model, cultural teaching, cross-cultural awareness, teaching effect, international students
Copyright (c) 2026 Yanhong Fei, Hua Qi https://creativecommons.org/licenses/by/4.0
The internationalization of higher education is a global priority, with international students fostering intercultural awareness and competencies. This study examined English language fluency, acculturative stress, and social connectedness among international students at the University of the Western Cape. A mixed-methods design was employed, including a structured survey of 256 students, focus groups, and stakeholder interviews. Data were analyzed using SPSS version 26 with descriptive and inferential statistics. The participants were predominantly male (53.9%), were aged 30–38 years and were pursuing postgraduate degrees (78.9%). Most lived alone (73.8%) and were unmarried (53.5%). Students reported high English proficiency but experienced moderate challenges with home sickness, discrimination, insecurity, and cultural adjustment. English fluency was negatively correlated with acculturative stress (r = –0.221, p < .05), whereas social connectedness explained 33% of the variance in stress (r = –0.573, p < .05). Language proficiency and social engagement influence adaptation, emphasizing the need for inclusive practices that support academic and emotional well-being.
International students, Acculturative stress, English language fluency, Social connectedness, Higher education, South Africa
Copyright (c) 2026 Dr Ayorinde Solademi, Olusola Oni, Prof Julie Phillip (Late) https://creativecommons.org/licenses/by/4.0
Non-academic support helps international postgraduate researchers succeed in their studies
International postgraduate researchers (PGRs) are students who undertake postgraduate research in a country other than their country of origin. Following the United States (US), the United Kingdom (UK) is the second most common destination for PGRs. When international PGRs travel for educational purposes, they encounter multiple challenges. This article explores the experiences and needs of international PGRs as they settle into academic life in the UK, offering significant insights for the wider UK Higher Education sector. Using a qualitative design, data were collected through four focus groups. Thematic analysis identified three main themes and three subthemes. The main themes were: “wider factors impact the PhD,” “sense of community empowers the PGR journey,” and “the impact of support.” Subthemes included accommodation challenges, the importance of pastoral support, and employment for income and experience. The findings show that international PGR progression depends on far more than academic support, addressing a critical gap in understanding their settlement challenges. Given that most existing research primarily examines academic needs, this study makes an important contribution to the literature.
Copyright (c) 2026 David J. Gilbert, Keren Poliah, Hannah Helm, Maggie Milburn, Katherine Yates https://creativecommons.org/licenses/by/4.0
Exploring the factors contributing to the decline in the international student supply chain to UK universities in 2024
International student numbers continue to rise, and the UK was historically among the top five English-speaking destinations. However, in 2024, it experienced a significant decline in international student enrollment, with Australia overtaking it in global rankings. This decline, contemporaneous with a spike in the UK’s anti-immigration political consensus, particularly owing to changes in student visa policies and restrictions on dependents, poses serious economic risks to UK universities, which rely heavily on international tuition fees, the local economies of university towns, and the UK’s long-term global reputation. This systematic mapping review explores causative factors from 32 published news articles categorized through the political, economic, social, technological, legal, and environmental (PESTLE) framework. The findings show that political, economic, social, and legal/regulatory issues—such as visa restrictions, increased costs, and stricter immigration rules—are key drivers. The results offer actionable insights and recommendations for UK policymakers and higher education institutions.
Immigration and education policy, International student enrolment, International student supply chain, Student visa policy, UK higher education.
Copyright (c) 2026 Ziad Hunaiti, Lubna Sultan Altamimi https://creativecommons.org/licenses/by/4.0
Nonverbal communication and rituals in intercultural friendship development
This longitudinal study explores the roles of nonverbal communication and cultural rituals in the development of intercultural friendships between Chinese and international students at a Chinese university. Spanning three semesters, the research investigates how students navigate cultural differences using nonverbal strategies such as silence, body language, proxemics, and shared rituals like gift-giving and communal meals. Findings show that nonverbal communication is essential for building trust, managing conflict, and regulating emotions. Silence is used for emotional reset and conflict avoidance, while shared rituals create a "third culture" that transcends cultural boundaries. The study extends symbolic interactionism by incorporating embodied nonverbal rituals and reinterpreting Face Negotiation Theory to demonstrate how these rituals function as facework. The concept of "third culture building" highlights how intercultural friendships evolve into shared cultural spaces. The results emphasize the importance of informal, student-driven practices and recommend that universities support these nonverbal strategies to foster inclusive environments.
Copyright (c) 2026 Syed Waqas Anjum, Wang Jinquan https://creativecommons.org/licenses/by/4.0
Acculturation experiences among Chinese international students
Chinese international students (CIS) are among the largest and most mobile student populations globally, yet their acculturative experiences in host countries remain complex and underexplored. This systematic literature review synthesizes qualitative research on the acculturation experiences and stressors faced by CIS in foreign universities. Drawing on 16 peer-reviewed studies (2014-2024), the review explores the psychological outcomes and key stress domains: linguistic, academic, social, financial, and environmental. While some students reported personal growth and academic enrichment, the majority experienced significant challenges shaped by structural misalignments between their cultural-educational backgrounds and host country systems. These interrelated stressors often compound negative impacts on mental health and academic performance. This review addresses a gap by centering qualitative insights into how CIS navigate context-dependent transitions. By illuminating systemic and interpersonal dynamics underlying acculturative stress, the study offers a reflective lens for students, institutions, and policymakers seeking more equitable and supportive international education environments.
Copyright (c) 2026 Wei Zhao, Norsafatul Aznin A. Razak, Azmawaty Mohamad Nor https://creativecommons.org/licenses/by/4.0
Employability and mobility of Saudi literature and linguistics graduates in a transforming labor market
This empirical study integrates national labor market data with primary research to assess employability and mobility among Saudi Literature and Linguistics graduates under Vision 2030. Considering National Labor Observatory reports for benchmarks on employment rates, transition duration, and salary levels, the study combines these indicators with survey data from 200 graduates, employer evaluations from 50 employers, and qualitative focus groups. Descriptive statistics, logistic regression, t tests, and thematic analysis were conducted. In the sample, 37% of graduates were employed at the time of data collection, with a mean job search duration of 285 days and starting salaries below the national average. Internship participation and willingness to relocate were significant predictors of employment status. Employers rated graduate preparedness significantly lower than graduates’ self-assessments, particularly in digital literacy and applied bilingual proficiency.
Copyright (c) 2026 Saeed Saleh Alkahtani, SYED NAEEM AHMED, Saeed Abdullah Alzahrani, Kholoud Saeed Alghamdi, Eman Abdulrahman Alharbi https://creativecommons.org/licenses/by/4.0