International School Students Research Articles

The impact of cultural experiences on mental health, career readiness and decision making in late adolescence: an international school qualitative interview study

ABSTRACT In a globalised world, study and work options have become vast. The complexity of this for young people with an international upbringing can be considerable. This qualitative interview study aims to explore how different cultural experiences in childhood may influence career decision making behaviours, career preparedness and mental health in late adolescence, specifically within an international school setting. By considering the validity of these experiences, a better understanding of the psychological, social and cultural dynamics can be weighed up in order to identify suitable career guidance strategies to effectively support these young people. Using an IPA approach, in-depth semi-structured interviews were conducted with four diverse international school students aged 17–18. These young people demonstrated that career decision making was influenced by their cultural experiences, with cultural identity and sense of belonging having a significant impact on their career decision making and their perceived career adaptability in readiness for entering the globalised workforce.

The Correlation between the Awareness of the Dangers in Smartphone Radiation and Sleep Quality among High School Students in Thailand

Despite smartphones’ critical benefits in several aspects of living in this generation, their emissions of radiation exert profound effects on the physical health of the affected individuals, including heightened risks of cancer as well as increased fibroblast activity of the skin. The aim of this study endeavors to determine the correlation between awareness of the dangers in utilizing smartphones before bed and sleep quality among high school students, to raise consciousness of the perils of smartphone radiation, and to observe sleep qualities among high school students. Through previous research, it was hypothesized that awareness of the dangers in smartphone radiation would negatively impact the sleep quality of the participants due to the negative ramifications of the radiation. To verify whether this also implies an impact on the Thai population, data were collected using a cross-sectional method with random samples of both Thai and international high school students. The information was later analyzed via Statistical Product and Service Solutions (SPSS). The results indicate a robust correlation between dangers in smartphone’s radiation and sleep quality (p = 0.451**), grade and sleep quality (p = 0.003*), and age and sleep quality (p = 0.002*). Moreover, a strong correlation between grade and sleep quality, as well as age and sleep quality, can be inferred that grade and age correlate with the amount of stress within individuals, having a negative effect on individuals’ sleep quality. Ultimately, this research not only analyzes the correlation in the findings but also aims to raise awareness of potential hazards in smartphone radiation among high school students to enhance their sleep quality.

Introduction to Sharia Economics and Financial Literacy for Elementary School Students

This research delves into the introduction of Sharia Economics and financial literacy among students at the International School of Kuala Lumpur. Recognizing the importance of financial education and ethical financial practices, especially in diverse educational settings, this study aims to bridge the gap in understanding Islamic finance principles and fostering financial literacy among students. The background of the problem lies in the necessity to equip students with comprehensive knowledge of Sharia Economics, aligning with the multicultural context of Kuala Lumpur. The primary objective of this research is to assess the effectiveness of integrating Sharia Economics education and financial literacy within the curriculum of an international school. Through a systematic methodology, including surveys, workshops, and curriculum analysis, the research evaluates the students' understanding and engagement with Sharia Economics principles and financial literacy concepts. The findings reveal the significance of incorporating Sharia Economics and financial literacy education in the curriculum, highlighting improved awareness and comprehension among students. The integration of real-life examples and interactive learning methods enhances students' practical understanding of ethical financial practices within the Islamic framework. In conclusion, this research underscores the importance of promoting Sharia Economics education and financial literacy among students in international schools, emphasizing its role in shaping responsible financial behaviors and fostering a deeper understanding of ethical economic principles. The implications of this study extend beyond the classroom, emphasizing the broader significance of financial education in promoting economic sustainability and ethical financial practices in diverse global contexts.

Academic English Writing Challenges in a Blended EFL and ESL Learning Environment: Insights from Chinese International High School Students

In the wake of China's educational internationalization policy and the technological shifts post-COVID-19, the mode of educational globalization has undergone significant transformations. In this context, this study investigates the academic English writing challenges of Chinese international high school students (CIHSSs) in a blended English as a foreign language (EFL) and English as a second language (ESL) learning environment. Drawing on Vygotsky's sociocultural theory and prior research, the study examines the specific hurdles CIHSSs face in academic writing. Previous research has highlighted various difficulties in academic English writing for international students; however, a significant research gap exists concerning high school students, especially in blended learning context settings. To fill this gap, this qualitative case study explores CIHSSs’ English language learning experiences, focusing particularly on their academic writing challenges in a blended EFL and ESL context. Through semi-structured individual interviews with three CIHSSs, the study conducts a thematic analysis to identify key challenges across five areas: cultural differences, unfamiliarity with academic norms, language proficiency limitations, communication barriers, and technological adaptation issues. The findings emphasize the importance of communication, especially peer support and collaborative learning, underlining the need for effective English language learning strategies (ELLSs). These insights are vital for educators and learners to navigate the complexities of blended EFL and ESL learning environments effectively.

A Study of Coping with Intercultural Interaction Obstacles Between Global and Local Students in International Schools

Intercultural communication has become a vital element in the world today due to globalization. Students are increasingly seeking education in foreign institutions and regions with different cultures. This is a qualitative secondary research with the aim of identifying steps that schools can undertake to cultivate positive intercultural communication between global and local students. Thirty-one peer-reviewed articles were selected after purposive sampling from many sources using desk research using online sources, Google Scholar, the Journal of Communication, and the Journal of Applied Communication Research. The research aimed to answer the general question of: what steps can schools undertake to cultivate positive intercultural communication between global and local students. Therefore, data were collected, and content analysis was conducted to acquire results that were interpreted using the grounded theory. Data analysis was conducted by putting the data into groups based on the questions asked. This ensured that the findings generated were significant and sufficient to make viable and reliable conclusions. The results will be significant in guiding schools and individuals on ways to ensure effective intercultural interactions. These results will ultimately improve the experience for both local and global students. The findings indicated that stereotypes and anxiety are the major obstacles hindering intercultural communication between global and local students. However, learning how to initiate interactions, recognizing cultural differences, and giving more meaning to intercultural social interactions were identified as steps that schools can implement to enhance effective coping.

Utilizing digitally mediated warm-up activities for developing intercultural literacy in young EFL students: An exploratory study

According to recent research, incorporating intercultural elements into digital learning resources used in English-language activities is considered one of the most efficacious approaches for improving intercultural literacy among young learners. However, there is limited knowledge available regarding the utilization of digital materials in developing intercultural literacy during lead-in phrases for young learners. The present study aims to fill this gap by investigating how technology can be used to create intercultural literacy among young EFL students in typical Vietnamese international elementary schools during EFL warm-up activities. This study was carried out in three stages: (1) an informal interview conducted by the researcher with two EFL teachers from two different internal schools about their teaching contexts and knowledge of intercultural literacy; (2) sixteen observations of English lessons over a semester using warm-up activities to enhance young learners’ intercultural literacy (n=65), and (3) in-depth interviews with the same two teachers. The teachers’ interactionally oriented narratives derived from the interviews and the intervened-lesson observations in their classrooms were thematized to specify the types of warm-up activities using digital resources and their functions on activating young learners’ prior knowledge of intercultural features. Meanwhile, the observation checklist was employed to determine whether these embedded features had made changes to the teachers’ teaching methodology. The paper also discussed the implications for enhancing EFL young learners’ intercultural literacy via digital learning paths informed by the teacher’s intercultural language communicative teaching approach.

Teacher and student interpretations of global citizenship education in international schools

This study explores conceptualisations of global citizenship education expressed by teachers and students in international schools. Using qualitative research, three schools were investigated in the Netherlands, Finland, and Australia. Data for this study was drawn from phenomenological interviews with secondary school students, teachers, and school leaders. The study’s findings show that young people experience global citizenship through feelings of a global community, by participating in curriculum-based community service, within charity frameworks, but also in student activism. Teachers and school leaders displayed conceptual uncertainty of global citizenship education and tended to stay within their comfort zones. The article concludes that international schools could benefit from more social justice oriented approaches to global citizenship education.

Research on the Social Causes Behind the Phenomenon of Studying Abroad in Mainland China - Taking High School Students as an Example

With the rapid development of Chinas economy, the exchanges between China and the outside world are becoming increasingly close, and the exchanges in education are no exception. More and more Chinese families choose to send their children to study abroad, and China has become the largest source of international students in the world. However, for a long time, the difficulty of applying for prestigious universities has increased year by year, and the problems such as the increase in living costs still exist objectively. In order to fully understand the real reasons why high school students choose to study abroad, as well as the fundamental reasons why the number of Chinese students choose to study abroad is not decreasing but increasing during the epidemic period, this study is based on Otterbachs push-pull theory, and adopts literature analysis and interview method to conduct case analysis. The research objects are overseas undergraduate students and international high school students in mainland China. Through the research, it is found that the social causes of Chinese high school students choosing to study abroad mainly stem from two factors: different education systems and students surrounding environment.

An Analysis of the Impact of Social Media on International High School Students Cross-cultural Ability

With globalization and comprehensive development in Chinese society, the importance of cross-cultural competence has become evident. Based on the existing literature, this article discusses the correlation between cross-cultural competence and social media among international high school students. The paper analyzes the significance of cross-cultural competence and explores the impact of internet-mediated social media on two international high school students. The study reveals the crucial role of cross-cultural competence in facilitating communication, understanding, and personal growth and development among high school students. Social media offers opportunities for communication with individuals from diverse cultural backgrounds, enhancing awareness of different cultural values, beliefs, and perspectives, and promoting cross-cultural exchange and interaction. Using social media can strengthen cross-cultural communication and understanding. Key aspects to improve in enhancing cross-cultural competence include cross-cultural communication skills, cultural sensitivity, adaptability, respect for others differences, open-mindedness, and learning about different cultural backgrounds.

An Education in Exploitation

Canada’s international education system is highly unregulated, with many recruitment agencies and homestay services taking agency in providing these services to students, leaving them vulnerable and open to exploitation. Furthermore, many school boards often do not take responsibility in arranging these services for international students, resulting in a lack of accountability that can further contribute to a cycle of deceit and students navigating this process with limited knowledge or oversight. Utilizing international student security (ISS), this article draws on interviews with six Canadian secondary school teachers from and two Chinese international secondary school students all located in Toronto and the Greater Toronto Area (GTA) to reveal the profitability of international students, and the exploitative nature of international student services providers like recruitment agencies and homestay companies. Ultimately, the article identifies responsible key stakeholders and beneficial institutional and policy improvements to better regulate international education and protect these vulnerable international youth.

English Speaking Anxiety in Chinese International High School Students

Speaking anxiety has a wide range of effects on students, notably speaking anxiety in a foreign language, which has a negative impact on students' foreign language learning, but there are fewer investigations on speaking anxiety among Chinese international high school students. This study was completed by the Foreign Language Speaking Anxiety Scale (FLSAS). A survey of students in an international high school in Hubei Province found that students had moderate speaking anxiety, there is no significant correlation be-tween gender and speaking anxiety, not having enough time to reflect before speaking in English and lack of vocabulary are the main causes of speaking anxiety. The article offers recommendations on the causes of speaking anxiety for students, teachers, and school.

Mobility and immobility during COVID-19: A narrative inquiry into the wellness of international high school students in Canada

Through the conceptual and analytical lens of intersectionality, this article explores the wellness of international high school students (IHSS) in Canada during COVID-19. Two research questions guided this study: 1) What does wellness mean to IHSS? and 2) How did the pandemic impact their wellness? We employed narrative inquiry as our methodology and the three commonplaces of narrative inquiry—temporality, sociality, and place—set dimensions for our inquiry. In-depth interviews were conducted with thirty IHSS from 11 different countries and two focus groups with international student coordinators in a public schoolboard in Western Canada. Our research reveals that transnational mobility and pandemic-induced immobility clashed and compounded to generate new layers of understanding of wellness for IHSS through their lived experiences. Anchoring in participants’ understanding of wellness as something that allows one to utilize potentials and thrive in life, we analyzed the impacts of transnational mobility and immobility on their physical, social, mental, and emotional wellness. Our findings show that the immobility incurred by COVID lockdowns crippled an extensive range of learning opportunities for accumulating the intellectual, social, and cultural capitals that IHSS wished to pursue through transnational mobility. It also accentuated and compounded the challenges associated with transnational mobility, which were manifested in social, emotional, mental, and physical dimensions. Implications of the study include practical recommendations for developing educational strategies, resources, and policies at the micro, meso, and macro levels to better support IHSS.

Correlation between the Use of Short-Form Video and Everyday Life Attention in Thai High School Students

The short-form video has emerged as one of the most popular social media content among Gen Z and millennials. Generally, video content that does not exceed 3 minutes is considered short-form. So, we conducted a study to determine the relation between the increase in short-form video consumption and a decrease in attention capacity. A questionnaire was sent to Thai and international high school students via a Google Forms link. The questionnaire contained 39 questions, asking participants about their demographic data and short-form video use rate, as well as the attention assessment. On the results, 52% of participants were identified as male and 45% as female. 85% received the top grades (3.5-4.0). Regarding usage, 35% continually watched multiple short-form videos for over 1 hour, and 70% uploaded their videos on the platform at least once. Instagram was the most frequently used among students. The purpose of watching short-form videos included relieving stress (72%), having leisure when feeling bored (64%), and keeping up with trends (39%). Most of them showed average to high attention level in both males and females. Although one-fourth strongly agreed that they wanted to watch short-form videos during the study period, the data analysis revealed no correlation between the use of short-form videos and attention in everyday life. This suggests that everyday life attention in Thai high school students is likely to be affected by other factors.

Matthew Effect and Achievement Gap in Rwandan Basic Education

Education is considered a vital cog in a country’s economic engine in terms of training, research and development. Accordingly, a formal education system remains a mode of rationing opportunities, differentiation and the allocation of individuals into various positions within a society’s social stratification structure. Certainly, the obtainment of educational credentials has been linked to occupational, trajectory, income, and attendant life chances. In light of this, the achievement gap remains an important issue since an education provided in a more equal and equitable manner could be an important tool to bridge the gap between the rich and poor citizens within a country. This study aimed to ascertain the Matthew effect and its contribution to students’ academic achievement gap in the basic education schools of Rwanda. The study was guided by descriptive and correlational research design, stratified and systematic random sampling as well as purposive sampling were used to select 350 participants, including 51.4% males and 48.6% females, mostly aged 30 to 40 years. Quantitative and qualitative data were collected through questionnaire and interviews. The collected data were descriptively analysed using IBM-SPSS 21. The study established that socio-economically disadvantaged students mostly enrol in under-resourced and low-performing schools i.e. public and government-aided schools. Furthermore, the study identified that private and international school students outperform their counterparts enrolled in public or government-aided schools. Moreover, a significant (p-value .011) low degree of positive correlation (r= .159) was established between the students’ academic achievement and their parents’ socio-economic category. In conclusion, the Rwandan aim of ensuring access to quality, equitable and effective education for all is facing a bleak foreseeable future due to the existing academic achievement gap influenced by the Matthew effect. Recommendations were therefore formulated with a view to eradicating the Matthew effect in the basic education schools of Rwanda.

Intercultural sensitivity as a mediator in the relationship between implicit intercultural identification and emotional disturbance-An exploratory study of international high school students.

Intercultural adaptation is always associated with emotional disturbances. Intercultural communication competence, as an important competence of intercultural adaptation, involves implicit intercultural identification and intercultural sensitivity. Competence in these areas promotes the process of intercultural adaptation. Little is known about the relationship between intercultural communication competence and emotional disturbances in new students attending international high schools. The intercultural adaptation process of this population requires attention because of the increasing number of high school students attending international schools, and the fact that most of these teenagers are immersed in intercultural contexts for the first time. This study aimed to investigate the prevalence of emotional disturbance in new students in an international high school and confirm the relationship among implicit intercultural identification, intercultural sensitivity, and emotional disturbances. Study 1 was an investigation of the prevalence of emotional disturbance in 105 students in their 1st year at an international high school using the Self-rating Depression Scale and Self-rating Anxiety Scale. Of these students, 34 were invited to participate in Study 2 to further explore the relationship between intercultural sensitivity, implicit intercultural identification, and emotional disturbances using the Intercultural Sensitivity Scale and Single Category Implicit Association procedure. Study 1 indicated that 15.24% of students were affected by apparent depression and 10.48% had anxiety symptoms. Study 2 revealed that emotional disturbances significantly correlated with intercultural sensitivity (p < 0.01) and implicit intercultural identification (p < 0.01). The openness factor from intercultural sensitivity mediated the relationship between implicit intercultural identification and depression (ratio of indirect effect = 41.04%, p < 0.05) and anxiety symptoms (ratio of indirect effect = 34.65%, p < 0.05). The study revealed that a significant proportion of students in the 1st year of international high school are affected by emotional difficulties. However, intercultural communication competence is a protective factor. Enhancing the international communication competence of senior students in international high schools is important to mitigate mental health challenges.

The Influence of Fan Economy on the Consumption Behavior of Senior High School Students

Following the universal prevalence of mobile Internet, the learning life of minors has also become inseparable from the Internet. As a main component of the Internet economy, the fan economy has also subconsciously influenced the consumption behavior of minors, especially the senior high school students who fall in the adolescent stage. On the basis of the fundamental information, study situation, knowledge of fan economy, consumption situation and consumption concept of senior high school students by means of a questionnaire survey, this paper carries out a comparative analysis on the consumption behaviors of senior high school students in international schools and ordinary senior high school students to probe the influence of fan economy on the consumption behaviors of senior high school students.

The Invisibility of Chinese International High School Students: Perceived Support and Wellness during a Pandemic

Asian youth in the US had the highest self-reports of poorer cognitive and emotional health during the COVID-19 pandemic. With Chinese international high school students comprising one of the top three sending countries in the US, understanding the offerings and utilization of school support during the pandemic is less known. This qualitative study addresses Chinese international high school student perspectives of the identified in- and out-of-school supports, along with in depth interviews to understand how these supports are being leveraged.  Results indicate a range of identified offerings in- and out-of-schools–with social networks being the largest source of connectivity. Re-examination of current structures, in-school support, and communication with international students and families are needed. Recommendations include private schools leveraging cultural assets to provide greater connections between students and schools.

Belongingness and identity of international school students in Hong Kong: A case study

This study explores international school students’ sense of belonging and sense of identity to and in relation to Hong Kong. The interviewing of students from both Chinese speaking and non-Chinese speaking backgrounds offered greater insight as to how international school students position themselves in Hong Kong society and the manner in which they do so. It finds that international school students’ perceived lack of proficiency in Cantonese, diverse ethnic, cultural and national background, as well as upbringing and education in an international school encourage them to conceptualise their belongingness identity beyond the physical borders of Hong Kong. It also finds that, despite a sense of difference to Hong Kong society albeit to differing degrees, these students view home as where they had grown up, made memories and established relationships; for many of them, it was Hong Kong. The implications for local cultural education and intermingling between students of different school systems are also explored. The findings of this study contributes to the limited literature on the impacts of international schooling on youth’s ideation of identity in relation to their host societies.

Development and implementation of a new product development course combining experiential learning, simulation, and a flipped classroom in remote learning

New product development (NPD) learning is considered essential for business students. Recent research emphasizes the need to design NPD courses that meet practical demands. Our study aims at creating a bridge between NPD learning and practice. We developed a new learning approach for teaching NPD courses, which combines remote learning, traditional and flipped classrooms, collaboration with startups, teamwork, and simulation-based training. This new approach was implemented in two classes of international business school students from universities that are members of the Global Network for Advanced Management (GNAM). The study found that the new learning approach helped business students understand NPD methodologies, tools, and techniques discussed during the course. This research also found that the collaboration helped some startups in their initial development phase. The results of this study shed light on how experiential learning and university-industry collaboration contributes to NPD courses and startups.

The influence of gender stereotypes on Chinese international high school students’ perception of self-competence in STEM subjects: A qualitative study

Although gender stereotypes in the STEM fields have been robustly studied, the research targets have rarely included international high school students in China. This study aims to explore how gender stereotypes influence Chinese international high school students' perception of self-competence in STEM majors. Six students of grade 11 in an international school in Hangzhou, China, were interviewed to collect detailed knowledge of their perception of self-competence in STEM fields and the influence their parents, teachers, textbooks and social media have on their ability perception in these fields and career aspirations. The change of which factors may ameliorate the self-competence of high school students will also be analyzed. This study discovered that girls' parents more frequently hold gender-stereotypical opinions regarding girls' abilities in STEM subjects. This stereotype will significantly undermine a girl's self-competence and prevent her from delving deeper into STEM fields. For girls, same-gender teachers typically hold fewer gender stereotypes regarding their STEM capacities and can serve as great STEM role models that inspire and boost girls' confidence. The international students perceived almost no gender stereotypes in their teachers. The learner profiles emphasized by the IB diploma programme in school have helped students develop prominent critical thinking abilities and allowed them to rationally evaluate gender stereotypes related to female STEM competence in social media and textbooks. Based on the results, several suggestions to help eliminate the influence of gender stereotypes regarding STEM competence on students and create an equal development environment for them are also provided.