International Students In Higher Education Research Articles

Evaluation of the Obstacles Encountered by South African International Students in Tertiary Educational Institutions

The South African higher education system has seen a gradual rise in the number of international students, mainly from African countries but not exclusively confined to other nations. Although the number of international students has significantly risen in recent decades, there is less knowledge about the obstacles they face and the potential effect of these issues on them. This research aims to comprehensively evaluate the difficulties encountered by international students at higher education institutions, providing insight into the complex obstacles that affect their academic, social, and cultural assimilation. The study utilizes a qualitative approach, incorporating a questionnaire as the research design to collect perspectives from international students. The findings indicate that communication, finances, environment, access to resources, and administration are factors that contribute to the obstacles encountered by international students. This highlights the necessity for specific support mechanisms and policy adjustments to improve the overall educational experience for this expanding demographic. The results of this assessment provide important insights for educational institutions, governments, and stakeholders that want to promote inclusive and supportive settings that facilitate the achievement and well-being of international students in higher education.

A Critical Analysis of Universal Employability Skills for International Students in Higher Education

For many years there has been growing emphasis in Higher Educational Institutions (HEIs) on developing core employability skills among students, particularly in healthcare and business. Increasingly, employers’ demand technical skills and the need for graduates to be adaptable. The integration of Universal Employability Skills (UES) into curricula has become essential as HEIs respond to deeper and complex dynamics in the global educational environment. The drive toward internationalisation is influenced by globalisation factors, creating a demand for graduates who can operate effectively in diverse environments. HEIs face growing market competition compelling them to enhance their appeal to attract international students and maintain enrolment numbers amid changing demographics. The aim of this article is to critically evaluate UES and the competencies required by international students to compete in a global market. The essential skills aligned with key graduate attributes and industry demands are examined, including evaluation of their relevance and effectiveness in preparing students for diverse challenges in the workplace. This critical evaluation assesses the link between UES and the objectives of HEIs, identifying enhancements for integration into curricula. It offers recommendations to align essential skills with employability dimensions, ensuring graduates are better equipped to meet the demands of the global economy.

Impact of COVID-19 restrictions on mental health of international students in higher education: a narrative review

Impact of COVID-19 restrictions on mental health of international students in higher education: a narrative review

BIPA learning practices of international students in higher education: A phenomenon of language integration based on psychopragmatics approach

BIPA learning practices of international students in higher education: A phenomenon of language integration based on psychopragmatics approach

LEGAL FRAMEWORK OF SOCIAL AND PEDAGOGICAL SUPPORT FOR INTERNATIONAL STUDENTS IN THE UK HIGHER EDUCATION SYSTEM

The article analyzes legal framework of social and pedagogical support for international students in the higher education system of the UK. It is emphasized that in 2023, more than 679,970 international students chose to study in Great Britain, which indicates a high level of training. It is stated that there are a number of legal documents regulating the socio-pedagogical support of international students in higher education in Great Britain, which ensures equal opportunities for all students regardless of their origin. National policies on socio-pedagogical support of international students from 1999‒2023 are described. The author notes that national policies on international students can be broadly grouped into four main stages: the Prime Minister’s Initiative (PMI) 1999–2004; the Prime Minister’s Initiative (PMI2) 2006–2011; the Coalition’s International Education Strategy (IES) 2013–2017; the International Education Strategy 2019 – till now (with updating in 2021, 2023). The author underlines the considerable consistency with which the four phases of policy emphasize the importance of recruiting and attracting more international students, offering a warm welcome, recognizing the benefits of international students. It has been summarised that the policy changes are not sudden but gradual, and trends established under one administration are sustained, reinforced and developed by successive governments. The consensus that international students should be recruited only to the extent that they benefit the UK, however, is not changing radically.

Enacted spaces of peer learning: tracing practices of relationality among international students in higher education

ABSTRACT This article attends to practices of peer learning among international students on and around an Australian university campus. Informed by posthuman theories, we frame peer learning as a relational process that is entangled with objects, bodies, technologies, spaces and materialities. Our analysis pays attention to the vitality of various spaces and the pedagogic practices they call forth. In doing so, it differs from educational theorising that treats space as a passive backdrop to learning, as well as that which focuses strictly on formal spaces of education, such as the classroom. Our focus on affirmative practices among international students also differs from deficit approaches which suggests international students need to interact with domestic students to fit in to ‘host’ cultures abroad. Drawing on interview material generated in 2021, we show how enacted spaces of peer learning are formed as international students seek and settle into accommodation, as well through their everyday practices on and around campus. The main argument is that enacted spaces of peer learning generate critical knowledge and relationships among international students that make studying abroad productive and meaningful. Harnessing and nurturing such practices will be vital for creating a more inclusive and caring educational landscape.

The Impact of Visa Policy on Higher Education International Students

The globalization of higher education has led to unprecedented mobility among international students, transforming the educational landscape and posing intricate challenges influenced by visa policies. This research delves into the intricate interplay between visa regulations and the encounters of international students in higher education. By meticulously analyzing historical trends, government motivations, and the multifaceted impact on enrollment figures, economic landscapes, and social experiences, this study uncovers the nuanced realities of international student mobility. The significance of this research lies in its potential to inform policy frameworks and institutional strategies. Understanding the subtle dynamics of visa policies is not merely academic. It shapes the cultural, economic, and educational fabric of nations. As international student enrollment becomes increasingly competitive, comprehending the implications of visa policies becomes imperative. This study contributes a holistic perspective, bridging gaps in existing knowledge, and providing a foundation for policymakers, educators, and institutions to create inclusive, supportive environments for international students. The insights garnered here illuminate the path toward balanced visa policies that foster global academic exchange while respecting national security concerns, ensuring a vibrant, diverse, and thriving international higher education community.

Intercultural Communication Competence Among Higher Education International Students: A Systematic Literature Review

The intercultural communication competence of higher education international students is critical in the multiple culture environment. Understanding how international students improve their intercultural communication competence is vital for providing effective training and teaching in higher education. However, there is a lack of systematic literature reviews on this topic, especially in quantitative methods. This study was dedicated to performing an exhaustive review of existing literature following the PRISMA-SCR guidelines. The findings revealed the absence of a consistent definition and measurement framework for ICC, which complicates the synthesis of research findings and the development of effective educational strategies. The implications of these findings are substantial for educational practices and policy development. They point towards the necessity of creating inclusive and empirically grounded ICC training programs, integrating ICC into international education policies, and providing comprehensive support for the cultural adaptation of international students.

Structural Components of Inclusive Counseling Services for International University Students

This study aimed to investigate the structural components of higher education counseling services for international students through an inclusive approach. Data were collected via in-depth interviews with 32 participants including faculty, staff, and students and analyzed thematically. The themes that emerged included the necessity of aligning counseling services with the mission of education; the value of universal support and guidance; the benefits of collaboration among counseling units and other service providers; the need for counseling services to be designed for both providers and students; economic constraints and staffing shortages; impact of social, historical, and cultural factors on international students’ counseling needs; and the importance of international counselors in providing culturally responsive care. This study highlights the importance of inclusive counseling services for international students in higher education and provides valuable insights for developing and improving such services.

A Review on the Working Conditions and Occupational Health and Safety Issues of International Students in Turkey

The increasing presence of international students in higher education in Turkey has brought their working conditions and issues related to occupational health and safety into sharper focus. Türkiye’s educational and cultural richness attracts an international student body. Some of these students work during their education to meet their economic needs. For the methodology of the research, document analysis from qualitative research methods was employed. Primary data sources for the research include legislation related to Occupational Health and Safety (OHS) intersecting with international students in higher education in Turkey, academic articles, books, and reports. The obtained data were classified according to the aim of the research and discussed under respective headings. According to the results of the study; international students face challenges due to language barriers, cultural adaptation issues, and lack of knowledge about their legal rights. These challenges lead them to low-wage jobs and deprive them of occupational health and safety standards. It is recommended for Turkey to provide occupational health and safety training for international students and organize informative seminars about legal rights and work permits. Participation of employers in awareness programs targeting this group of students will be a significant step in solving these problems.

A Light at the End of the Tunnel

Over the last decade, North America has witnessed a tremendous growth in the enrollment of international students in higher education. Research shows that international students face various challenges and struggle to adjust in a new environment. They often experience stress, anxiety, loneliness, peer pressure, and financial issues, as well as, in some cases, forms of cultural, linguistic, and racial discrimination and inequities. This study explores the journey of an international student in North America while pursuing an undergraduate degree. Using autoethnography as a qualitative research method, I describe and systematically analyze my personal experiences as an international student. Through personal lived experiences and cultural differences, which intersect in ways that specifically speak to acculturative stress, oppression, language barriers, and academic challenges. These lived experiences and cultural differences intersect in ways that are often interconnected with social justice concerns. In conclusion, I call for providing more robust psychological, sociocultural, and academic support and services, which are crucial for international adjustment, stability and academic success. Additionally, I explain the importance of proper mentoring and peer support resources, which are necessary to navigate hurdles when transitioning into a new culture and academics, as well as in meeting everyday linguistic, social and practical challenges.

Digitalisation of the Teaching and Learning for International Students in Higher Education: A Systematic Review

During the COVID-19 pandemic, digitalisation in the international higher education sector was underlined by migration to online delivery across different educational contexts. However, research into the execution of digitalisation together with its impacts on the teaching and learning of international students in higher education is scattered and fragmented. This study aims to systematically review articles related to these topics based on a four-step refined process: initial search, filtering, screening, and in-depth review. Thirty-five identified articles were used to examine (1) the main forms of digitalisation of teaching and learning for international students, (2) the digitalization-related experience of international students in learning, (3) the opportunities of digitalisation of teaching and learning for international students and (4) the challenges of digitalisation of the teaching and learning for international students. Based on the findings, we discuss the implications of capitalizing on digital technologies and refining pedagogies in online and blended modes of delivery.

The Security Needs of International Students: An Analysis in Terms of the Securitization Theory

International students, who play a significant role in the internationalization of higher education, need a secure area in the host country, which is especially important for international students in higher education. In some states, these students are considered a potential threat to national security and subject to various inequalities of opportunity, however, ironically, the states do not adequately address the higher education policies regarding the security needs of international students. This study aimed to discuss factors that affect the higher education mobility process of international students based on securitization and analyze the security needs of these students in terms of the conceptual framework. As a result of the study, the findings regarding the military, political, economic, societal and environmental security needs of international students were revealed and all relevant education actors were invited to be questioned.

Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success

International students face unique challenges in pursuing higher education in a foreign country. To address these challenges and enhance their academic experience, higher education institutions are increasingly exploring the use of artificial intelligence (AI) applications. This research essay aims to investigate the impact of AI on the education of international students. Instead of a traditional literature review, it employs a research approach to examine the potential applications of AI and discuss associated concerns. The research paper explores various AI applications, such as personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research. By analyzing the role of AI in education for international students, this research paper sheds light on how AI can improve learning efficiency and provide customized educational support. Additionally, it identifies significant risks and limitations, including privacy concerns, cultural differences, language proficiency, and ethical implications, which must be effectively addressed. The findings contribute to a better understanding of the potential impact of AI on international students’ educational experiences and offer insights into the integration of AI into educational administration and learning processes.

Exploring International Graduate Students’ Experiences, Challenges, and Peer Relationships

As the number of international students in higher education continues to grow, so do concerns regarding systemic obstacles, discrimination, and social isolation that can impede students’ academic success. Peer mentorship has been shown to support graduate students through academic socialization and achievement in higher education (Lorenzetti et al., 2019). The purpose of this study was to explore the transitional experiences of international graduate students, and the extent to which peer-mentoring relationships can support academic and emotional well-being. Researchers interviewed 13 international graduate students from 3 professional faculties at a research-intensive Canadian university. International students described academic and intersectional challenges experienced while navigating and adapting to new environments and how these impacted both academic outcomes and students’ well-being. Relationships with peers were viewed as an essential means by which students could access academic and psychosocial supports necessary to adjust to and thrive in their new educational and cultural environments.

International Students in Higher Education: Extracurricular Activities and Social Interactions as Predictors of University Belonging

International Students in Higher Education: Extracurricular Activities and Social Interactions as Predictors of University Belonging

Academic and Social Integration of International Students in Higher Education: A Review of the Literature and Implications for Practice

Academic and Social Integration of International Students in Higher Education: A Review of the Literature and Implications for Practice

‘Why is this hard, to have critical thinking?’ Exploring the factors affecting critical thinking with international higher education students

University students of all disciplines are expected to display critical thinking. Critical thinking may, however, be impeded by psychological and sociological factors such as: belief and confirmation biases, framing, social pressure to conform and poor assessment of probability and risk. These factors are rarely, if ever, thoroughly examined in isolation, outside the context of the students’ discipline. The aim of this study therefore was to ascertain whether students found that their critical thinking benefited from a better understanding of these factors. To this end, a series of workshops was designed along active learning principles which explored the human factors affecting critical thinking. These workshops were delivered to international students studying various disciplines at the University of Sheffield in the UK, and the participants were then interviewed. The resulting data was analysed using thematic analysis and code development. Participants reported as a result of these workshops an improved understanding of the critical thinking skills of questioning and analysing, using multiple perspectives and argument building; and new awareness of confirmation bias, the use of evidence and sources, framing, independent thinking and culture in relation to critical thinking. In particular, students from educational traditions that favour certainty and authority showed greater tolerance of ambiguity and willingness to judge for themselves. There was also evidence of development in critical dispositions relating to the self (such as self-awareness) and to other people (such as respect for others’ views) as well as criticality, that is, awareness of one’s role in society. This suggests that a better understanding of the factors that influence human thought processes develops students as critical thinkers and equips them to make a positive contribution to the world.

Chineseness in Southeast Asian higher education

ABSTRACT This article examines the current narrative of Chineseness in the context of higher education in Southeast Asia. We hypothesise that the concept of Chineseness at the macro-level has shifted beyond historical, ethnic, and cultural to include geopolitical, socio-political and economic considerations. At the meso level, we focus on unpacking Chineseness through the development of higher education institutions studying the case of Chinese established educational institutions in Malaysia, particularly in how these institutions articulate and portray their Chineseness in a multi-cultural higher education context. Having examined both macro and meso levels, the article discusses the importance and complexity of exploring Chineseness at the micro-level while also highlighting areas and gaps that have not allowed a more thorough understanding of Chineseness in the given context. Understanding this phenomenon allows us to explore the hypothesis of a shifting conceptualisation of Chineseness and thereby contribute to a more nuanced understanding of internationalisation and international students in higher education.

Readiness assessments, portfolio and peer support – a panacea for achieving the EDI agenda and student engagement? A reflection and preview

Having taught and supported international students in higher education (HE) for several years, I continually observe the uniqueness and dynamism of every new cohort. My role spans being an Induction tutor to offering pastoral support as an Academic and Personal Tutor (APT) Lead, a Module leader, an Academic Conduct Officer, and a Course director. I know you will say – isn’t that so much to do? Well, it is. However, these roles have offered me the opportunity to appreciate the diversity that exists within higher education in the UK and reiterates the need for equality and inclusion within my teaching practice. The Advance HE’s (2020) Equality, Diversity and Inclusion (EDI) agenda advocates support for all students irrespective of who they are and where they come from, a call to minimise the widening attainment gap which was actually negatively impacted during the Covid-19 pandemic (Goudeau et al., 2021).