ABSTRACT Global student migration is a prominent issue in educational policy; one problematised by rising nationalist and anti-immigration rhetoric. UK higher education operates within a politically and economically precarious environment. International students – who pay higher fees than domestic students – have become vital to the financial stability of universities and the broader UK economy. However, their growing numbers have also sparked criticism, particularly in relation to immigration concerns and perceived impacts on education quality. This study uses discourse network analysis to examine UK parliamentary debates from 2020 to 2023, a period shaped by Brexit and the Covid-19 pandemic. It identifies six key discursive categories in political debates on international students: (1) economic, (2) higher education culture, (3) quality, (4) UK reputation, (5) resources, and (6) a nexus of international students and broader migration issues. We analyse the actors and coalitions involved in these debates and how their positions evolved over time. Despite ongoing political tensions around migration and hostile government policies, we paradoxically find broad cross-party consensus on the positive role of international students in the UK. By mapping these shifting dynamics, this paper contributes to understanding the evolution of government policy and debates surrounding international students in post-Brexit Britain.

This study aims to understand the communication experience of migrant students in managing privacy and information disclosure to parents. This research is a qualitative research with a phenomenological approach through in-depth interview techniques to 6 migrant students of Padjadjaran University in Jatinangor. The results of the study show that migrant students tend to be selectively open to their parents. The information shared is generally related to academic activities, daily activities, and specific needs, while the information that is hidden includes personal problems, associations, certain health conditions, and emotional distress. This privacy management is carried out to maintain a harmonious relationship with parents while maintaining personal independence. In addition, factors such as geographical distance, communication intensity, and the use of digital media also affect the pattern of information disclosure. Students also develop certain communication strategies, such as information filtering and message adjustment, to avoid conflict and maintain parental trust. These findings show that privacy management is dynamic and contextual, influenced by cultural values, emotional closeness, and the level of maturity of individuals in making communication decisions.

Although social support is considered to have an important role in the process of student adjustment, studies that specifically discuss the relationship between social support and the adjustment of students from Papua in the higher education environment remain limited. This study aims to determine whether or not there is a relationship between social support and the adjustment of students from Papua at Universitas Negeri Padang. This study employed a quantitative approach with a correlational design, involving 10 Papuan students as research participants. Data were collected through social support and adjustment questionnaires and were then analyzed using the Spearman-rho correlation test. The results showed a correlation coefficient of 0.431 with a significance value of 0.231, which means that there was no significant relationship between social support and adjustment. In addition, most students were in the moderate category for both variables. These findings indicate that social support is not the main factor affecting the adjustment of Papuan students at Universitas Negeri Padang. This study contributes to strengthening studies in educational psychology and cross-cultural student adaptation, while also providing practical implications that the adjustment of migrant students needs to be understood more comprehensively by considering factors other than social support.

Migrant student face unique academic and psychological challenges, particularly loneliness. Loneliness is often a hidden struggle that negatively affects academic engagement and well-being, and when prolonged, may lead to academic burnout. Academic burnout is associated with decreased academic performance, loss of motivation, increased dropout risk, and long-term mental health problems. This study aims to examine loneliness as a predictor of academic burnout among migrant students at Semarang State University. Using a quantitative approach, survey data were collected from 298 students through Google Forms, with sample size determined using G-Power analysis. Data were analyzed using simple linear regression. The results indicate that loneliness has a significant positive effect on academic burnout, explaining 27.5% of its variance (R² = 0.275). No significant differences in burnout were found based on gender or organizational involvement. These findings confirm loneliness as a significant predictor of academic burnout and contribute to the understanding of migrant students’ academic experiences in the Indonesian context.

Rural schools in Chile, as in other countries, face unprecedented challenges with the increase in migrant students, demanding pedagogical approaches that transcend traditional assimilationist responses. This article proposes the adoption of Funds of Knowledge (FoK) as a cultural-historical practice to genuinely address the inclusion of migrant children in rural educational contexts. Grounded in cultural-historical theory and Moll’s conceptualization of family knowledge systems, we argue that FoK offers a transformative alternative to deficit-based educational models. This approach recognizes the cultural richness of families as legitimate pedagogical resources, thus promoting a natural continuity between home and school learning environments. We position FoK as particularly appropriate for rural schools due to their integrated nature within the community, which facilitates closer relationships between families and educators. The article critically examines current assimilationist policies and proposes FoK as a methodologically rigorous and culturally responsive framework that challenges dominant educational paradigms, advocating for pedagogical practices that honor diverse cultural resources and foster genuine educational inclusion.

Bystanders in cyberbullying play a crucial role by either defending victims, withdrawing from the incident, or reinforcing bullying behaviors. This study focused on three specific bystander roles in cyberbullying-defender, outsider, and reinforcer-and examined their associations with individual (self-control, belief in a just world), familial (parental support), and social (social presence) factors. Data were obtained from 1,556 valid responses collected in four public middle schools in southern China. Results indicated that girls were more likely than boys to engage as defenders, outsiders, and reinforcers, whereas no significant differences were observed between local and migrant students in role involvement. Multi-group structural equation modeling further demonstrated that the paths from self-control to defender and from belief in a just world to defender differed significantly by gender. In terms of migration status, significant group differences were found in the paths from self-control to outsider, self-control to reinforcer, and belief in a just world to reinforcer. Overall, these findings underscore the need to account for both gender and migration status when developing targeted interventions aimed at fostering constructive bystander behaviors in cyberbullying contexts.

ABSTRACT This article scrutinises how a Chinese Project under the Belt and Road Initiative has produced diverse post‐resettlement (im)mobility trajectories in northern Laos. Drawing on ethnographic fieldwork in Banmai—the largest relocation community of the Nam Nua 1 hydropower project—it analyses how various mobility and staying infrastructures influence the aspirations and capabilities of migrant labourers and students , involuntary stayers , voluntary stayers , acquiescent immobile actors , reluctant stayers , potential leavers and hopeful stayers . By extending the application of migration infrastructure theory to the context of development‐induced internal displacement, the article also develops a typological framework of post‐resettlement (im)mobile actors that reduces mobility bias and engages with the relational politics of mobility. The article illuminates three mechanisms through which (im)mobility infrastructures disproportionately affect the resettled villagers. First, they unevenly reduce barriers to moving and staying. Second, the resettled villagers' differential command over social, commercial and socioeconomic infrastructures, including market and state connections, can influence their capabilities to realise their mobility and staying aspirations. Third, the institutional systems of (im)mobility infrastructures unequally distribute risk and support. As it examines the infrastructural configuration of (im)mobility, the article also identifies targeted measures to support the infrastructural needs of different post‐resettlement movers and stayers.

Internal and international migration in Romania is a well-known fact with a significant influence on the overall society. Schools are also profoundly affected by migration, and especially by student migration. Annually, every school in Romania submits a school plan detailing the number of classes, the number of teachers, and other vacancies, which has a significant impact on the establishment's finances. When calculating this projection, the leading indicator considered by the school management is the number of births in the previous 3 to 5 years. Nevertheless, at the beginning of the school year, another primary marker is involved in establishing the final number of students: migration. This research shifts the focus to a specific, longitudinal examination of a rural school in the Dulcești commune, located in Neamț County. By analysing data spanning the last 30 years, the study offers a unique "school-study" of how educational communities survive and adapt on the periphery of major urban centres. By correlating birth statistics with student departures, the authors aim to identify long-term patterns in migration-driven enrollment shifts. This research is trying to see the impact of the polarising role of Roman municipality on the students’ number from the school of Dulcești commune. Due to its proximity, Roman acts as a powerful polarizing force, drawing students away from rural classrooms and toward urban opportunities. This "pull factor" creates a consistent gap between the number of children born in the commune and the number who actually occupy its desks.

Motivated by the pursuit of high-quality education, improved career prospects, and upward social mobility, the outflow of Indian students has become a major aspect of global student migration trend. As per India’s Ministry of External Affairs, the number of Indian students studying abroad surged to over 1.8 million in 2025, a significant increase from 1.3 million in 2024. These students are dispersed across 241 global destinations, spanning nearly every country worldwide. Both the scale and geographic reach of this migration exceed China’s, which has around 1 million students studying overseas. However, the patterns and experiences of this migration are increasingly shaped by shifting global policy regimes-ranging from changing visa regulations and post-study work policies to broader geopolitical tensions and economic uncertainties. This paper based on secondary data from various national and UN data sources and content analysis from newspapers tries to explore how evolving policy environments in host countries are influencing Indian student migration, examining the intersection of national interests, global competition and the aspirations of a highly mobile and ambitious youth population.

This study aims to determine the effectiveness of microlearning strategies based on snake and ladder games in increasing the learning involvement of migrant students at Sekolah Indonesia Kuala Lumpur (SIKL) Serdang, Malaysia, especially in Islamic Religious Education. The research used a quantitative approach with a pre-experimental one-group pretest-posttest design. Data was obtained through a questionnaire that measures student learning engagement based on three aspects, namely behavioral, emotional, and cognitive, and supported by observation and documentation. Data analysis was carried out by statistical test to compare the level of learning engagement before and after the implementation of the strategy. The results show that the application of a microlearning strategy based on the snake and ladder game is able to significantly increase student learning engagement. Therefore, this strategy is recommended as an interactive learning alternative, contextual, and inclusive in non-formal education.

Grounded in transnationalism and poststructuralist theories of identity, this study examines how educational trajectories shape language maintenance and identity development among return migrant students in Mexican universities who were educated across the United States (U.S.) and Mexico. Using a multi-sited qualitative case study design, we draw on in-depth interviews and reconstructed educational histories, analyzed comparatively across generational cohorts, age of return, and complete educational trajectories. The analysis identifies four distinct educational profiles, illustrating how different configurations of transnational schooling create differentiated conditions for language use, bilingual development, and identity negotiation. Findings show that while institutional contexts often reflect monoglossic ideologies, students strategically mobilize their transnational linguistic and cultural resources to navigate these settings. The study underscores the need for policy and pedagogical frameworks that recognize heterogeneous educational pathways and treat transnational repertoires as assets rather than deficits.

This autoethnographic essay examines migration, integration, and higher education in German-speaking contexts through a postcolonial lens. Blending analytic and evocative approaches, it critiques dominant narratives and colonial legacies in academic discourse. Drawing on personal and professional experiences, the essay reveals how integration discourse perpetuates marginalization and racialization, leading to emotional and political alienation. It advocates for reimagined pedagogies that centre personal narratives and reflexivity, empowering migrant scholars and students to reclaim agency and challenge hegemonic structures. Through vignettes and a selection of student reflections, it shows how autoethnography bridges lived experiences and theory, serving as both a method of empowerment and a pedagogical tool for inclusive education. Emphasizing multilingualism and diversity as vital resources, the essay calls for systemic change in educational frameworks to reflect the complexities of migration societies and support marginalized voices. Ultimately, it promotes epistemic justice and the transformation of higher education into a more equitable and inclusive space.

Migrant university students experience major social and behavioral changes as they transition into independent living away from parental supervision. During this period, peer group communication becomes a central factor influencing students’ perceptions, attitudes, and daily behaviors. Informal interactions among peers, such as social gatherings, leisure activities, and everyday conversations, serve as important channels through which values and lifestyle norms are shared and reinforced. This study aims to examine the role of peer group communication in shaping the lifestyle and behavior of migrant university students, particularly in relation to social adjustment, financial practices, and academic engagement. This research employs a qualitative descriptive approach using content analysis of six news articles that report on the lived experiences of migrant students in Bengkulu. The analysis focuses on communication patterns within peer groups and the behavioral responses that emerge from continuous social interaction. The findings indicate that peer communication strongly influences students’ understanding of social acceptance and freedom, often encouraging conformity to group norms. In many cases, this results in increased consumptive behavior, reduced self-regulation, and declining academic performance due to social pressure. However, the study also reveals that peer communication can generate positive outcomes when group interactions promote supportive and reflective dialogue. In such environments, students demonstrate improved adaptability, emotional awareness, and responsible decision-making. Overall, peer group communication plays a dual role as both a source of social pressure and a medium for personal development among migrant university students.

This study examines the process of self commodification among Indonesian migrant university students through TikTok content using a visual and verbal semiotic analysis. As economic pressures increase, many students living away from their hometowns utilize TikTok as an alternative source of income by transforming personal identity, emotions, and everyday experiences into monetizable content. This research employs a qualitative approach grounded in Roland Barthes’ semiotic framework, focusing on denotation, connotation, and myth to interpret meanings embedded in student generated TikTok videos. The findings indicate that self commodification is constructed through recurring visual and verbal signs that depict ordinary student life while simultaneously conveying struggle, authenticity, and perseverance. At the mythological level, these representations normalize digital labor and frame self commodification as a natural and acceptable strategy for economic survival. The study highlights how TikTok functions not only as a communication platform but also as a space where identity performance and economic necessity intersect. This research contributes to communication studies by providing a critical understanding of meaning making, digital labor, and identity construction among Indonesian migrant university students.

Peer rejection is prevalent among migrant children in China and is associated with psychological and behavioral problems. This study examines the underlying mechanisms of this association and the moderating role of teacher support. Data for this study (1667 migrant junior high school students) were obtained from the China Education Panel Survey (CEPS), a large-scale, nationally representative tracking survey designed and implemented by the China Centre for Survey and Data at Renmin University of China. The results showed that peer rejection positively predicted behavioral problems through the mediating effect of mental health (indirect effect size = 0.062, 95% confidence interval = [0.017-0.109]). In turn, teacher support moderated the effect of peer rejection on migrant children's mental health (B = -0.175, t = -1.996, p < 0.05). The findings underscore the urgent need to integrate teacher support, peer relationships, and inclusive school environments to promote migrant children's mental and behavioral health. This study identified the mechanisms underlying the association between peer rejection and behavioral problems among migrant children in China, demonstrating the mediating role of mental health and the moderating role of teacher support.

This phenomenological study explores the lived experiences of inter-island migrant students in Indonesia who maintain psychosocial bonds with their families through digital family bonding-digitally mediated interactions that sustain emotional closeness despite physical separation-and examines its implications for psychological well-being. Twenty students who had relocated to different islands within Indonesia were interviewed over a one-year period, and the data were analyzed using Interpretative Phenomenological Analysis (IPA). Four main themes emerged: (1) emotional reconnection with family members, enhancing the sense of family presence; (2) digitally mediated psychological support, both instrumental and emotional; (3) emotional and technical disruptions in digital communication; and (4) the maintenance of purpose, motivation, and continuity, reflecting academic resilience supported by digital family bonding. The findings indicate that the psychological benefits of digital family interactions depend not only on communication frequency but also on the emotional quality and depth of exchanges, particularly in sustaining positive relations with others, a core dimension of psychological well-being. Digital family bonding functioned as a psychological buffer that supported resilience among students living away from home. The findings also underscore the need for institutional involvement. Higher education institutions should facilitate social connection opportunities, ensure easy access to psychosocial support, and implement regular well-being assessments to strengthen protective relational frameworks for inter-island migrant students.

This study examines how state-facilitated digital ecosystem segregation—between China’s “walled garden” Internet and Hong Kong’s global digital sphere—shapes the integration trajectories of mainland Chinese students in Hong Kong. Based on interviews with 25 students who relocated between 1998 and 2024, we show that immersion in state-aligned platforms such as WeChat cultivates a self-sufficient digital enclave anchored in homophilous networks. While offering robust support, this ecosystem diminishes interest in local community and neutralizes the imperative for assimilation by rendering the host society’s digital sphere functionally irrelevant. This reveals a process of digitally mediated structural non-assimilation, wherein geopolitical platform borders—enforced through digital sovereignty and infrastructural power—preempt cross-group interaction, reshape migrant belonging, and render engagement with the host society optional. Our analysis advances digital migration scholarship by revealing how politically segmented digital ecologies can preconfigure integration outcomes more fundamentally than individual connectivity choices, even within geographically and culturally proximate contexts.

BackgroundThe interplay among Adverse Childhood Experiences (ACEs), rural-to-urban migration, and depression is a critical public health concern, particularly in rapidly urbanizing societies like China. While traditional variable-level studies confirm a general association, they often obscure the granular psychological pathways through which individual traumatic experiences manifest as specific depressive symptoms. Rural-to-urban migration represents a complex environmental transition that may fundamentally reshape these pathways due to unique stressors like social exclusion and identity fragmentation. This study employs a network analysis approach to compare the symptom-level architecture of ACEs and depressive symptoms in migrant and non-migrant university students, identifying key “bridging symptoms” to inform targeted interventions.MethodsA total of 12,000 university students from Jilin Province, China, completed online questionnaires assessing ACEs and depressive symptoms between September and November 2024. Participants were categorized into rural-to-urban (N = 1,491, age = 18.23 ± 1.31) and non-rural-to-urban (N = 10,509, age = 18.56 ± 1.52) groups based on their reported residential status during childhood. A symptom network analysis was performed.Results12% of children had experienced rural-to-urban migration during childhood, and 53% of adolescents reported exposure to ACEs. In the rural-to-urban group, sexual abuse emerged as the key bridging symptom linking ACEs to depressive symptoms, whereas in the non-rural-to-urban group, household substance abuse was the primary bridging symptom connecting ACEs and depressive symptoms. Moreover, the Network Comparison Test revealed significant differences between sexual abuse and household substance abuse across groups. In addition, sleep problems were identified as a notable depressive symptom within the rural-to-urban group.ConclusionThis study highlights distinct symptom-level pathways linking ACEs to depressive symptoms in rural-to-urban versus non-rural-to-urban adolescents, emphasizing the pivotal role of sexual abuse among migrants and household substance abuse among non-migrants. Public mental health initiatives targeting adolescents in transitional settings could specifically address the unique risk factors highlighted by these key bridging symptoms.

ABSTRACT In this article, I depart from the current majority of studies on international students’ plans of post‐study to delve into how these plans unfold into their onward mobility trajectories. I situate the movement complexities within the theoretical perspective of an interplay between global mobility regimes and migrant subjectivities. Drawing on a longitudinal ethnographic engagement with African migrant students at a Chinese university, I reveal how they encounter a situation of struggle and subsequently (re‐)route their post‐study migration with accompanying compromise and attunement. Specifically, I show two most prevalent situations of difficulty faced by many African students, that are, (i) the plan to stay in China is thwarted by inadequate employment opportunities and policy support, and (ii) the plan to leave for a third country, usually a Western country in the ‘global North’, is impeded by a lack of sufficient capital resources. They eventually had to return to their home country, at least temporarily, or descend to a ‘second state of immobility’ that prolongs their stay in China. By revealing the unexpected challenges experienced by African migrant students during their post‐study phase, this article contributes to problematising the dominant narrative that often portrays post‐study migration as a calculated, planned outcome. It also contributes to staging post‐study migration as part of ‘stepwise multinational migration’ by showing how students (re‐)route their onward trajectories in response to the emergent unexpectedness.

ABSTRACT This study explores the factors shaping the entrepreneurial intentions of migrant students in a new destination country, Ukrainians and Belarusians studying in Poland. By addressing a relatively underexplored topic, the research implements an abductive approach and develops a hierarchical model of factors influencing these students' entrepreneurial aspirations, identifying antecedents, classifying them as driving, linkage, dependent, or autonomous factors, and mapping both direct and transitive links among them. The study employs a mixed‐method qualitative approach in two stages: (i) focus groups to identify antecedents of entrepreneurial intentions; (ii) data collected based on survey responses were analysed using TISM and MICMAC to classify these antecedents according to their interrelationships and hierarchical structure. The research uncovers 11 antecedents of entrepreneurial intentions of migrant students, and based on their interrelationships, constructs a four‐level hierarchical model that maps how these factors influence and connect with one another. Legal and formal issues, such as stay legalisation, financial conditions, and business regulations, are three driving forces of entrepreneurial intentions, consistent with earlier research on migrant entrepreneurship. We also identified three dependent factors: partnerships, cultural attitudes, and attitudes towards migrants, likely due to students' integration within academic communities.