Journal of International Students (JIS) is a Scopus-ranked (Q1) quarterly peer-reviewed publication on international education (Print ISSN 2162-3104 & Online ISSN 2166-3750). As an independent, multilingual journal based in Baltimore, Maryland (USA), we aim to actively engage with the most consequential conversations in international and global education. The journal operates under a rolling issue publication model, publishing multiple issues annually as articles become ready for publication. Each issue includes at least 10-15 peer-reviewed articles.
Need-supportive educational contexts during cultural transitions
International students’ adaptation has become a central focus in global higher education, yet related research remains fragmented across disciplines. This systematic review, guided by Self-Determination Theory (SDT), synthesizes empirical studies published between 2010 and 2024 that examine how international students’ basic psychological needs for autonomy, competence, and relatedness affect their academic adjustment, motivation, and well-being. Following PRISMA guidelines, 35 peer-reviewed studies indicate that challenges related to language, academics, and institutional navigation frequently undermine students’ sense of competence, constrain relatedness, and increase isolation. Across studies, the fulfillment of basic psychological needs consistently predicts greater academic persistence, improved mental health, and more successful cultural and educational adjustment. Nevertheless, the literature remains theoretically fragmented, with limited integration of SDT and cross-cultural perspectives. This review proposes a conceptual model demonstrating how institutional practices and classroom environments interact with SDT needs to shape international students’ learning trajectories and outlines implications for future research.
Global Mobility, Policy, and Internationalization
self-determination theory, relatedness, educational transition, motivation, cultural mismatch, systematic review
Copyright (c) 2026 Yingjing Zhao, Jill D. Salisbury-Glennon https://creativecommons.org/licenses/by/4.0
AI-supported classroom planning, student engagement, and EFL achievement
This study examines the association between AI-based classroom planning and classroom climate and English as a foreign language (EFL) achievement among 240 secondary school students in West Bengal, India, with student engagement as a mediating variable. A single-group pretest–posttest design was employed across a three-week AI-supported intervention. Using SPSS 26 and AMOS 26, paired-sample t tests revealed statistically significant pre to-post improvements in classroom climate (t(239) = −76.90, p < .001, d = −4.96), student engagement (t(239) = −64.46, p < .001, d = −4.16), and EFL achievement (t(239) = −61.77, p < .001, d = −3.99). These effect sizes are unusually large and should be interpreted cautiously given the single-group design, short intervention duration, and potential testing and novelty effects. Structural equation modeling (SEM) confirmed partial mediation via student engagement (β = .479, p = .001, 95% CI [.320, .641]), explaining 63.3% of the variance in EFL achievement. These findings offer a scalable, evidence-based model for AI-supported language pedagogy in underresourced, multilingual EFL contexts in the Global South.
Copyright (c) 2026 Palash Majumder, Nimisha Beri, Narendra Kumar https://creativecommons.org/licenses/by/4.0
The missing social-emotional dimension of internationalization
The rapid increase in international student recruitment in South Korea has raised concerns about social-emotional support within higher education institutions (HEIs). While research emphasizes academic adjustment and cultural adaptation, less attention has been given to how institutional policies shape international students' bicultural identity development. Therefore, this study examines how policy discourse in a Korean HEI supports or constrains such development through the lens of social and emotional learning (SEL). Drawing on Berry's acculturation model and the bicultural identity integration (BII) framework, this study uses critical discourse analysis (CDA) to examine three types of institutional documents. The findings indicate that despite program-level initiatives supporting students’ well-being, policy discourse prioritizes institutional reputation, academic performance, and hierarchical governance, limiting student participation and cross-cultural engagement necessary for bicultural integration. The study calls for higher education policies that more explicitly incorporate SEL principles to support international students' identity formation and well-being.
Cross-Cultural Wellness and Psychological Resilience
Copyright (c) 2026 Sookyung Min, Kinsley Titchener https://creativecommons.org/licenses/by/4.0
This mixed-methods study, which is grounded in sociocultural theory, examines students’ perceptions of pedagogical effectiveness in a U.S.-accredited first-year composition course (ENG 1430) delivered face-to-face at a Sino-American transnational university in China. Survey data (N = 63) and semistructured interviews (n = 15) reveal two equally influential factors shaping student experience and writing development: (1) the instructor as the primary mediational scaffold within the zone of proximal development and (2) curricular and structural design features (class duration, workload distribution, grouping strategy, and assessment clarity). Despite strong writing self-efficacy (M = 5.01/7) and self-directed learning tendencies (M = 4.59/7), course enjoyment remained only moderate (M = 2.78/4), with students attributing this gap to structural constraints rather than instructor quality. Drawing on sociocultural theory and the process approach to writing, this study translates these student-generated insights into transferable design innovations for intensive writing courses in transnational higher education.
Transnational Lives, Employment, and Careers
Copyright (c) 2026 Liam Duffy, Huang Zheming, Zhu Xinyi, Shi Yiheng, Yvonne Cranmer https://creativecommons.org/licenses/by/4.0
Forecasting global international student mobility with artificial intelligence
Forecasting international student mobility is increasingly important for institutional planning, national education policy and equitable internationalisation, yet evidence remains limited on whether artificial intelligence improves upon simple temporal benchmarks. This study develops GlobalStudent-AI, a horizon-dependent framework for forecasting inbound international student shares using global mobility records and socioeconomic, demographic, technological and higher education indicators. The analysis comprised 9,987 exact calendar-aligned observations from 159 countries across one- to six-year forecast horizons. Models were selected using development data from 2021–2023 and evaluated on an untouched 2024 confirmation year. Persistence, drift, historical-mean and pooled linear baselines were compared with direct and persistence-residual machine-learning models using multiple error measures, country-clustered bootstrap confidence intervals, multiplicity-adjusted tests, feature ablation, robustness analysis and conformal uncertainty estimation. Machine learning did not reliably outperform persistence at one year, but gains increased with forecast length. At six years, the persistence-residual Extra Trees model reduced mean absolute error from 3.77 to 2.34, a 38.02% improvement that remained statistically significant after multiplicity correction and robust to exclusions of microstates, extreme changes and countries with limited histories. Several countries showed positive expected changes by 2027, although all conformal intervals crossed zero. Artificial intelligence was therefore most useful for medium- and long-term forecasting.
Keywords international student mobility; artificial intelligence; machine learning; international higher education; global student flows; multi-horizon forecasting; persistence-residual modelling
Copyright (c) 2026 Arjun Rajesh Panicker, Nancy V, Swetha K B, Surya Kant Sharma, Sudheer Choudari, Abhishek K Singh, Asesh Kumar Tripathy, Somaditya Majumdar, Sheifali Gupta, Divya Saleela https://creativecommons.org/licenses/by/4.0
This study examines the role of social media in the adaptation and acculturation experiences of African graduate students in the United States. While research on international students has focused on academic, cultural, and social challenges, limited attention has been given to how digital platforms shape everyday adjustment, particularly among African students. Drawing on social support theory, acculturation theory, and transnational perspectives, this study explores how social media functions within students’ lived experiences of migration. Using a qualitative design, in-depth interviews were conducted with 16 African graduate students from countries such as Ghana, Nigeria, Kenya, Cameroon, and Sierra Leone at a public U.S. university. Thematic analysis revealed that social media supports family connections, emotional coping, information seeking, and network building. The findings suggest that social media enables ongoing transnational engagement, allowing students to remain connected to home while adapting to new environments, highlighting its central role in contemporary adaptation processes.
Copyright (c) 2026 Diane Ezeh Aruah, Obianuju Aliche https://creativecommons.org/licenses/by/4.0
Learning to write in a classroom setting also needs to be examined in relation to different elements surrounding the writing class. Following Cultural-historical activity theory (CHAT), this study examined a thesis writing class for international master’s students in a TESOL program in the U.S. Findings indicate that the diverse mediating tools, such as the shared home language and specialized digital software, empowered students to bridge gaps in their existing knowledge. Framing academic integrity as a rule rather than a punitive measure encouraged students to adopt strategies that improved the quality of their work. The system’s division of labor provided emotional support and fostered a sense of community, which was essential for the successful completion of the capstone project. Ultimately, an activity system approach transforms the daunting task of thesis writing from an isolated cognitive struggle into a supported, collective endeavor, making an individually owned capstone work a social text.
Decolonization, Indigenization, and the Politics of Belonging
cultural-historical activity theory (CHAT); activity system; international master’s students; thesis writing
Copyright (c) 2026 Fangzhi He, Yanhong Zuo https://creativecommons.org/licenses/by/4.0
International student mobility has been an important feature of higher education, attracting substantial research attention in recent decades, yet students’ post-graduation mobility remains largely overlooked in literature. Guided by the PRISMA-ScR framework (JBI) and the guidelines by Arksey and O’Malley (2005), this scoping review synthesised data from 65 studies pertaining to factors influencing international students’ post-graduation migratory decisions. Descriptive mapping and thematic analyses revealed six main dimensions of influences: personal, career and employment, societal, connection, policy and political, and cultural factors. The review suggests that students’ decisions are highly contextualised and situational, and go beyond economic considerations of returns on investment. Additionally, the analysis reveals that students’ decisions are consistently evolving, showing fluidity, uncertainty and temporality. This review contributes to a more nuanced understanding of international student mobility and highlights the importance of reframing the theoretical approaches in future research to better reflect the dynamics of international student mobility pathways.
Copyright (c) 2026 Boya Zhao, Samantha Marangell, Chi Baik https://creativecommons.org/licenses/by/4.0
International graduate students face unique linguistic, cultural, and academic challenges in U.S. higher education, and the increasing influence of artificial intelligence (AI) adds new opportunities and adjustments to their learning practices. In this study, we examine how international graduate students interact with AI to navigate learning in their new environment. Findings show that students use AI in various ways as they navigate their new learning environment. These include using AI to summarize readings; proofread writings; help with their writing; adjust to the new learning environment; and collaborate with AI as a friend and learning companion. Though participants recognize that AI can be misleading, they still encourage its critical use. These findings reveal students engage in AI-mediated learning.
Copyright (c) 2026 Rebecca Y Bayeck, Stephen K. Ameko https://creativecommons.org/licenses/by/4.0
Integrating intercultural competence in FL classroom
In recent years, there has been an increasing demand to make students interculturally competent, preparing them to become global citizens. Individuals must have relevant intercultural and communicative competencies to function effectively in multicultural and multilingual environments. One common way to enhance intercultural competence (IC) is through teaching a foreign language (FL). FL teachers promote the acquisition of intercultural competence through a range of teaching materials and techniques; however, there is insufficient research documenting their experiences. This paper explores teachers’ beliefs and practices regarding the integration of intercultural communicative competence (ICC) among adult FL learners. 60 FL instructors from 17 countries, who taught 16 FLs at 29 universities and colleges across the USA, participated in this study. Data were collected through a questionnaire and semi-structured interviews with educators, which were analyzed using a mixed-methods approach. The Likert-scale items were analyzed using descriptive statistics, and the open-ended responses were analyzed using thematic analysis. Byram’s (2020) ICC framework was applied for analyzing the data, suggesting that educators explore all the ICC dimensions, including knowledge, discovery skills, interaction skills, interpreting and relating skills, and critical cultural awareness, to simulate conditions that encourage learners to practice communicating in multilingual and multicultural settings. Respondents reported that learners’ knowledge of the FL culture plays a significant role in their success in learning the target language. They also observed that the use of intercultural input enhanced FL learners’ pragmatic understanding, vocabulary, and speech production. Consequently, they frequently use cultural themes in instructional materials and assessments, which they believe have helped develop learners' overall FL skills.
Intercultural Communicative Competence, FL teaching and assessment methods, Teacher beliefs, Teacher Role
Copyright (c) 2026 Pankaj Narke https://creativecommons.org/licenses/by/4.0
Conventional models predict that Pakistani doctoral students prioritize Western destinations, yet China is their fastest-growing choice. This study examines this contradiction through Giddens' structuration theory and interviews 15 Pakistani PhD students across Chinese universities. The concept of contingent mobility captures trajectories that are neither voluntary nor forced, emerging from structural precarity in Pakistan’s political instability, research deficits, and sociocultural constraints and asymmetric opportunities in China, including scholarships, flexible admissions, and advanced facilities. Students navigate domestic barriers through credentials and peer networks rather than strategic planning. Extending structuration theory, we argue that Giddens' assumption of stable structures requires revision for deteriorating contexts. Contingent mobility has three dimensions: survival and aspiration, pragmatic-to-epistemic motivation, and soft power intersecting with marginalization. Revealing south–south mobility as distinct from south–north flows, this study offers a revised structuration framework for global south academic migration.
Academic mobility, Structuration theory, Contingent mobility, Pakistani PhD students
Copyright (c) 2026 Ayesha Jameel, Zhiyong Zhu https://creativecommons.org/licenses/by/4.0
This study analyzes media discourse on international students in South Korea, comparing university newspapers (n=3,761) and mainstream news (n=38,167) between 1990 and 2025, using topic modeling and sentiment analysis. University news frames international students as integrated community members, emphasizing support, festivals, and cultural exchange with positive tones. Mainstream news portrays them as external risks involving geopolitics, crime, and disease, reflecting negative sentiment. While coverage by institutional media has decreased over time, coverage by mainstream media has increased, leading to heightened public interest in international students. Drawing on framing theory, the analysis shows how mainstream news outlets construct symbolic boundaries, positioning students as outsiders during crises. From a social-ecological perspective, these portrayals operate across interpersonal and institutional layers to shape policy and lived experiences. The findings suggest that universities, policymakers, and the media must coordinate strategies to highlight international students’ contributions to demographic and economic diversity, challenging the negative framing that marginalizes this population and exacerbates social exclusion.
Copyright (c) 2026 Chaeeun Han, Hyojong Song, Juyoung Song, Sou Hyun Jang https://creativecommons.org/licenses/by/4.0
This research examines the reasons why students from Kazakhstan, Kyrgyzstan, Uzbekistan, Turkmenistan, and Azerbaijan choose Türkiye for higher education and their expectations regarding the educational process. Through semi-structured interviews, qualitative data from 26 university students revealed that the factors influencing the choice of Türkiye as a higher education destination cluster into four main themes: academic attractiveness, geographical and social proximity, cultural-historical continuity, and economic accessibility. The findings indicate that the perceived quality of education, program diversity and international recognition of diplomas at Turkish universities constitute significant attraction factors. Geographical location and social structure stand out as complementary factors that facilitate students' adaptation, whereas shared language, history, and cultural ties strengthen the sense of belonging to Türkiye. Furthermore, the relatively low cost of living and the widespread availability of scholarships and financial support make Türkiye an economically accessible option. The research findings indicate that for Türkiye to become a competitive regional higher education destination, it needs to develop sustainable policies that holistically consider the academic, cultural, and economic expectations of international students.
Copyright (c) 2026 Mustafa Taktak https://creativecommons.org/licenses/by/4.0
A stage-specific affordance model of ChatGPT deployment in EFL writing
A stage-specific affordance model of AI-mediated writing instruction predicts that ChatGPT produces qualitatively different learning outcomes. However, this prediction has never been directly tested at the criterion level within a single controlled design. This study tests the model empirically using a quasi-experimental pre-test/post-test design. Eighty-four intermediate-level EFL undergraduates at a Gulf-region university were assigned to three intact classes; ChatGPT as a pre-writing brainstorming scaffold, ChatGPT as a post-drafting written corrective feedback tool, and a conventional instruction. Writing was assessed with an institutionally validated four-criterion rubric. One-way ANCOVA with Bonferroni correction revealed a theoretically coherent reversal; the brainstorming group significantly outperformed the feedback group on Task Response and Organisation, while the feedback group outperformed the brainstorming group on Grammatical Range/ Accuracy and Vocabulary. Both ChatGPT conditions outperformed the control on all criteria. These findings offer a criterion-level validation of a stage-specific affordance model for sequencing ChatGPT in L2 writing.
Copyright (c) 2026 Zahra Zargaran, Saif Said Bakhit Aldhahli https://creativecommons.org/licenses/by/4.0
In higher education, quality of service has been recognized as an essential element for achieving student satisfaction and loyalty. This study analyzed the influence of service quality on the satisfaction and loyalty of 140 international students from 26 countries, from three South American universities. The dimensions of the SERVQUAL showed high internal consistency (a= 0.816-0.892), while Satisfaction (a=0.95) and Loyalty (a=0.902) showed high reliability. The SEM with DWLS estimator showed satisfactory adjustment indices (CFI=0.996; TLI=0.995; RMSEA=0.077), as the quality of the service positively and significantly influenced Satisfaction (b=0.679; R2=0.461), which influenced Loyalty (b=0.889; R2=0.859); on the other hand, quality did not impact it (b=0.055), unlike the high indirect effect mediated by satisfaction (b=0.603); results that confirm how relevant satisfaction is in the formation of institutional loyalty in internationalized contexts.
Copyright (c) 2026 Jazmin Inaguazo, Dania Fabiola Chavez Porras, Carlos Daniel Machaca Evangelista, Jose Eber Paz Vilchez, Carlos William Marín, Harold Mendivelso Carrillo https://creativecommons.org/licenses/by/4.0
Human capital, institutional revenue, and university prestige
This study examines the economic and institutional contributions of international students to U.S. higher education amid recent federal immigration policy changes. Using ordinary least squares regression and 2023–2024 data from major educational and economic sources, the study investigates (1) international students' per capita contributions to state GDP and institutional revenues, (2) their influence on university national rankings, and (3) the determinants of international student enrollment, including institutional rank, employment opportunities, acceptance rates, graduation rates, geographic accessibility, and state immigration flows. The results indicate that international students significantly increase state GDP and university revenues, contributing an average of $39,181 per student, after controlling for acceptance and graduation rates. National university rankings, employment opportunities, and acceptance rates emerge as significant drivers of enrollment. However, restrictive immigration policies, including higher visa fees and sanctions, may reduce these benefits, thus threatening institutional diversity, financial sustainability, and U.S. competitiveness in global higher education.
Copyright (c) 2026 Meghna Laha, Tiberio Garza https://creativecommons.org/licenses/by/4.0
Exploring cross-cultural communication strategies and solutions of international students in academic environments through communication accommodation theory
This study investigates the communication hurdles that international students face in academic environments filled with ongoing interactions. Using Communication Accommodation Theory (CAT) as a guide, it highlights the experiences of eleven international students along with the strategies they employ to overcome these challenges. The data were analysed thematically, classifying communication approaches based on CAT's concepts of convergence and divergence. The results show that international students struggle with language proficiency, varied cultural expectations, and concerns regarding cultural competence and inclusivity. Participants shared their techniques, such as active listening, note-taking, expanding their vocabulary, and utilizing language-learning resources effectively. The study wraps up with suggestions based on participant feedback, including promoting inclusive interaction practices and creating an intercultural training program.
Copyright (c) 2026 Wendy K Yeboah https://creativecommons.org/licenses/by/4.0
The role of AI on the entrepreneurial and innovative mindset of university students in MENA and Canada and the overall impact on the student's readiness
Since the beginning of 2023, we have been exposed extensively to a new feature of Revolution 4.0 called artificial intelligence (AI). Recently, AI has been extensively implemented in different sectors and industries. Accordingly, AI has become a core component of different business processes and sectors. Among these sectors in which AI is disrupted are the entrepreneurship and education sectors. This study investigates how university students in the United Arab Emirates (UAE) and Canada view innovation and entrepreneurship in relation to AI. AI has the potential to revolutionize how students approach innovation, creativity, and opportunity recognition as it becomes more integrated into business processes, education, and entrepreneurship. Through the application of a cross-sectional comparative quantitative methodology, the study evaluates how AI improves students' ideation, prototyping, and market analysis skills, thereby increasing their preparedness for the workforce. Surveys were used at universities in both regions to gather data, with an emphasis on the opinions and experiences of students using AI-driven tools. This study contributes to the continuing academic conversation on the role of AI in forming future entrepreneurs by offering insights into regional variations in AI adoption and its implications for educational programs.
Copyright (c) 2026 Ayman Moustafa, Nada Rabie, Sami Mejri, Mozah Alshehhi https://creativecommons.org/licenses/by/4.0
Faculty Perspective on Curriculum Internationalization
Curriculum internationalization in higher education affects faculty, as they design and then deliver curricula. Therefore, experiences of faculty who navigate these changes are important to consider for an effective internationalization process. This research aims to explore faculty insights, including challenges they face, their identity, and opportunities of curriculum internationalization. Narrative interviews were implemented to collect the data. Faculty narratives were then transcribed, and inductive coding was used for analysis. To critically discuss the power dynamics, a radical feminist lens was used. Key findings demonstrate institutional barriers, including stigmatized sensitive topics that limit open discussions and hierarchies within the universities. Faculty positionality and their identities also affect their pedagogical practices and approaches, as well as their perception of curriculum internationalization. However, despite the challenges, faculty discuss opportunities for inclusion, raising global awareness, and curriculum decolonization. The findings highlight the need for institutional support and critical approaches in pedagogy.
Ranking, Internationalization and Emerging Issues
Copyright (c) 2026 Evgeniya Khegay, Brittany Smotherson https://creativecommons.org/licenses/by/4.0
Enhancing international students’ learning of Chinese cultural artifacts through immersive virtual reality
This study investigated the effects of immersive virtual reality (IVR) on international students’ learning of Chinese cultural artifacts. A 2 × 2 true experimental factorial design was employed, with 146 international students from East Asian and Southeast Asian backgrounds recruited from a comprehensive university in China and randomly assigned to either an immersive VR or nonimmersive VR (NVR) condition. Learning achievement and self-efficacy were assessed using validated instruments. Two-way ANOVA revealed a significant main effect of learning mode on both achievement and self-efficacy, with higher scores in the IVR condition than in the NVR condition (p < .001). No significant main or interaction effects were observed for student regional background, indicating that the effects of IVR were consistent across groups. Overall, the findings indicate that immersive VR is an effective and inclusive instructional approach for culturally situated learning among international students.
International student (East Asia vs. Southeast Asia)
Copyright (c) 2026 Xin Li, Chau Kien Tsong Chau, Wan Ahmad Jaafar Yahaya, Yueling Guo https://creativecommons.org/licenses/by/4.0
Rethinking international student mobility within higher education internationalization
The internationalization of higher education has become a priority for institutions worldwide, as it enhances academic quality, promotes global knowledge exchange, and strengthens institutional credibility. Within this context, international students play a central role in driving cross-border mobility and shaping global education systems. However, research shows that, in developing economies, the proportion of international students who participate in mobility remains lower than that in developed countries. A review of the literature further reveals a lack of research examining the interconnections among international student mobility, sustainability, and internationalization within the Sustainable Development Goals framework. To address these gaps, the present study conducts a systematic literature review of 79 research articles indexed in Scopus and Web of Science.
Copyright (c) 2026 Anushka Sinha, Dr. Adya Sharma, Nehajoan Panackal https://creativecommons.org/licenses/by/4.0
Development of professional competencies among psychology interns
The postpandemic rise in mental health disorders has intensified the demand for well-trained clinical psychologists, underscoring the importance of rigorous professional preparation. This study examined the preparedness of psychology interns completing accredited programs by assessing professional competencies across general hospitals, mental health clinics, and neuropsychological medical settings. Competency attainment was evaluated using five core domains established by the American Psychological Association’s accreditation guidelines (Version 3.0): theoretical foundations, scientific thinking, values in psychological science, effective communication, and personal and professional development. The sample comprised 630 evaluations of psychology interns in Colombia (63% female) aged 22–35 years (M = 27.5, SD = 5.30). The results indicated that competency levels varied by clinical setting. Interns achieved the highest scores in general hospitals, reflecting greater readiness to address diverse clinical demands. In contrast, the lowest scores were observed in neuropsychological centers, highlighting the need to strengthen diagnostic skills and specialized communication.
Copyright (c) 2026 Jharitza Pullchz, Dayana Restrepo, Martha Benitez-Barraza https://creativecommons.org/licenses/by/4.0
Dubbing artificial intelligence in scaffolding
This systematic review examines how artificial intelligence (AI) aligns with Vygotsky’s sociocultural framework to enhance ESL/EFL pedagogy through integrated feedback models combining AI-mediated input, peer scaffolding, and Gibbs’ guided self-reflection. Thematic synthesis of empirical literature (2015–2026) across Asia-Pacific contexts reveals that AI effectively scaffolds learners within their Zone of Proximal Development, improving peer feedback quality, self-regulation, and writing proficiency. However, challenges persist, including AI overreliance, variable feedback quality across proficiency levels, and tensions between automated efficiency and human-mediated dialog. The findings indicate that theoretical alignment with sociocultural principles is robust, yet pedagogical efficacy requires a deliberate instructional design that preserves relational engagement and positions AI as a complementary mediator. Successful implementation demands targeted educator training in AI literacy and ethically grounded integration strategies. Future research should prioritize longitudinal designs and cross-contextual investigations to develop scalable, equitable frameworks for autonomous language learning.
Virtual Mobility, Virtual Exchange, and Online Learning
Copyright (c) 2026 Asyraf Shuib, Saifolruddin Khalid Mahzan, Aizan Yaacob https://creativecommons.org/licenses/by/4.0
This study examines Artificial Intelligence (AI) as a cultural mediator within an Internationalisation at Home (IaH) framework, exploring how technology facilitates cross-border collaboration and global competence. Through a six-week Collaborative Online International Learning (COIL) project, undergraduate students from Thailand and Germany co-created an AI-mediated intercultural cookbook, utilising recipes as a medium to negotiate cultural boundaries and synthesise collective culinary narratives. Employing a mixed-methods approach, including surveys, rubric evaluations and thematic analysis, the research found that AI, embedded within a Project-Based Learning (PBL) structure, effectively scaffolded multilingual communication and critical engagement with cultural authenticity. Results indicated significant quantitative advancements in multicultural competency and collaborative adaptability, while qualitative data revealed a profound shift towards critical AI literacy. Ultimately, this study expands the discourse on internationalised curricula, demonstrating how AI-enhanced virtual environments can cultivate the essential cultural awareness and technical literacies required for global citizenship in the 21st century.
Collaborative Online International Learning (COIL)
Copyright (c) 2026 Jirajittra Higgins https://creativecommons.org/licenses/by/4.0
This study investigates how host-university support influences the perceived employability of Generation Z Chinese international students in Malaysia. Navigating a dual labor-market paradox—host-country mobility restrictions and home-country hyper-competition—these students require robust cross-cultural adaptation. Grounded in Social Cognitive Career Theory, we examined the serial mediating roles of career decision self-efficacy and career adaptability. Data from 412 final year undergraduates were analyzed using CB-SEM. Results reveal that university support significantly predicts perceived employability directly and indirectly through individual and serial mediation, explaining 43.3% of the variance. Theoretically, institutional support acts as a vital acculturative buffer internalized via a cognitive-to-adaptive sequence, establishing cognitive confidence as a prerequisite for adaptive resource mobilization. Practically, this study advocates a "confidence-first, adaptability-second" intervention strategy to help international graduates overcome systemic barriers and enhance global competitiveness.
University Support; Perceived Employability; Generation Z; International Students; Quality Education
Copyright (c) 2026 Sha Xu, Azlin Norhaini Mansor , Salleh Amat https://creativecommons.org/licenses/by/4.0
Culture, language, and professional identity
International medical electives provide unique learning experiences, but little research has been conducted on South-to-South exchange experiences using narrative inquiry or the impact of reflection on professional identity development. This study explores an Indonesian medical student’s experiences in terms of cultural differences, language barriers, and professional relations during a one-month exchange at a Taiwanese hospital’s dermatology department. Using narrative inquiry as a self-study qualitative methodology, the author employed daily journal writing and reflective practice on, in, and for action, with thematic analysis focusing on temporality, sociality, and place. Three themes emerged: (1) cultural adaptation highlighting the paradox of Taiwanese social warmth toward visitors coexisting with social distance experienced by long-term international students; (2) professional identity shaped by observation of excellent clinical practice; and (3) language functioning as both a barrier and a bridge. This study contributes valuable insights into intra-Asian medical exchanges and reflective practices among Indonesian medical students.
Copyright (c) 2026 Dinnisa Haura Zhafira Hidayat https://creativecommons.org/licenses/by/4.0
Resistance training, perceived motor function, and injury preventive behavior among international students in Shanghai
This study investigates the interplay among resistance training, perceived motor function, injury-prevention behavior, and the quality of training supervision among international college students in Shanghai, positioning resistance training as a health-related adaptation practice influenced by factors such as training background, language access, institutional support, and recreational systems. Utilizing a quantitative cross-sectional survey design, data were collected from 412 international students via a structured questionnaire employing 5-point Likert scales. Analysis was conducted through partial least squares structural equation modeling to evaluate measurement quality, mediation, moderation, and explained variance. Perceived motor function and injury prevention behavior are positively associated with resistance training. Additionally, perceived motor function is positively correlated with injury prevention behavior and partially mediates the relationship between resistance training and injury prevention behavior. Training supervision quality is also positively associated with injury-prevention behavior, reinforcing the connection between resistance training and injury prevention.
Copyright (c) 2026 Chang Xu, Hazwani Binti Ahmad Yusof Hanafi https://creativecommons.org/licenses/by/4.0
Comparative analysis of digital learning tools’ impact on STEM education outcomes in Asian and European classrooms
The study used a mixed method, combining quantitative data from student test scores and participation surveys with qualitative insights from interviews with educators and students, to explore the impact of digital learning tools on STEM education outcomes in Asian and European classrooms, focusing on their effectiveness in enhancing student engagement and academic performance. The findings reveal that the integration of digital tools significantly improves both engagement and learning outcomes. Specifically, students demonstrated a over 4.3% increase in test scores across various STEM subjects, and engagement levels rose by over 26%. However, the study also finds that the effective implementation of digital learning tools faces the challenges of regional differences in access to digital infrastructure and the lack of continuous teacher training and technical support.
Digital Learning Tools, STEM Education, Student Engagement, Technology Integration, Teacher Training
Copyright (c) 2026 Yazhou Li, Zhanyong Qi, Tingting Zhang, Kaile Liu, Chunmei Huang https://creativecommons.org/licenses/by/4.0
Collaborative online international learning (COIL) on Laudato Si’
The concept of Integral Ecology, introduced in Laudato Si’, highlights the interdependence of humanity, society, and nature, calling for shared global responsibility and sustainable lifestyles. In this context, forty-six communication students and four professors from Ecuador and Argentina participated in a six-week collaborative online international learning (COIL) project, “University Laudato Si’” (2023), integrating the service learning (SL) methodology. Participants were able to co-design and implement an international sustainability campaign adapted to diverse cultural and social contexts. The study adopts a qualitative design, analyzing students’ videos, final presentations, and written reflections. This triangulation identified learning outcomes and collaborative dynamics in both international and local campaigning. The findings indicate that international teamwork enhanced participation, interaction, and intercultural understanding while empowering students to assume leadership roles as promoters of global citizenship committed to sustainability and social responsibility.
COIL, Laudato Si’, Global Citizenship Education, Communication Studies, Ecuador, Argentina, Sustainability
Copyright (c) 2026 Veronica Yepez-Reyes, Danilo Mettini https://creativecommons.org/licenses/by/4.0
The doctoral stage is often described as an isolating and individualistic journey, making belonging particularly challenging. Sense of belonging is closely linked to doctoral persistence, especially in the early stages, when marginality is heightened. As first-generation and international doctoral populations grow, understanding how belonging develops in the first year becomes increasingly important. This study draws on autoethnography and is informed by Van Gennep’s rites-of-passage framework to explore the first-semester experience of an international, first-generation PhD student. Through iterative reflection and interpretive analysis, the study traces how belonging emerges through moments of uncertainty, interaction, and adjustment. The findings show that belonging is a dynamic, processual experience that is unevenly negotiated across shifting academic, social, and cultural contexts. The study develops a process-oriented mapping of early belonging formation, extending the literature by foregrounding temporality and transition.
Copyright (c) 2026 Anyi Ma https://creativecommons.org/licenses/by/4.0