Abstract
[ ]it is timely to reflect on how we view and conceptualize the way we engage and work with international students Conceptualize Student Connection Through Formal and Informal Curriculum Dis/connection has been argued to play "an important role in shaping international students' wellbeing, performance and life trajectories" (Tran & Gomes, 2017, p 1) [ ]it is important to frame international student connectedness not only within the context of formal teaching and learning on campus, but also in a broader setting, taking into account the dynamic, diverse, and fluid features of transnational mobility [ ]effective teaching of and engagement with international students is based on understanding not only their academic needs but also other aspects that are interlinked with their academic performance, including pastoral care needs, mental health, employment, accommodation, finance, life plans, and aspirations [ ]a sense of belonging to the content of teaching and learning and the pedagogy used by teachers is essential to international students' engagement with the classroom community
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