Abstract
ABSTRACT Almost six million students study at international schools, constituting a rapidly expanding faction within the demographic of globally mobile students. Research has centered around the educational endeavors of these students within the sphere of secondary education. However, there has been a dearth of investigation concerning their pivotal period of transition to higher education institutions (HEIs). To address this research gap, this longitudinal qualitative research utilized a self-formation framework by delving into the interplay of factors characterizing the transition to HEIs and the dynamics of identity and agency among 19 transnational students from 10 different international schools in three countries. Findings unveil that the formative experiences of transnational students preceding their collegiate pursuits profoundly shaped their college transitions in sync with their transnational sense of belonging. Moreover, they viewed HEIs as instrumental in fostering a multifaceted comprehension of diversity, providing experiential learning experiences, and promoting the cultivation of students’ self-formation.
Published Version
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