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 peer-reviewed articles.
Learning by lectures in a transnational university in China
This multiyear study investigates how first-year undergraduates make sense of large content lectures during their transition from domestic high schools to a transnational university in China. Grounded in a view of learning and teaching practices as interactional accomplishments, the data collection included lecture observations, focus groups, and interviews with 34 students across three academic years, as well as an additional interview with departmental leadership. A qualitative content analysis revealed how students positioned lectures as knowledge hubs, spaces for sociality, and objects of resistance. While many students valued lectures for their informative qualities and opportunities for socialization, others actively resisted lectures by leveraging the affordances of technology when they perceived lectures as not contributing to their learning. These patterns are interpreted through the lens of the glocal nature of a transnational site and the interactional nature of lectures, where teachers’ and students’ practices intersect. The study contributes to scholarship on lecturing and student transition by highlighting the diversity of student experiences in large content lectures and reframing engagement as an alignment between students’ and teachers’ practices. The study yields practical recommendations for critically rethinking lectures at a transnational site to ensure alignment among all parties involved.
Research Articles (English, regular edition)
Lectures; student experience; transnational education; Sino-foreign cooperative university; attendance; first year transition
Copyright (c) 2026 Mattia Miani https://creativecommons.org/licenses/by/4.0
Limited agency, racialized labor, and the mechanization of Asian international students in U.S. higher education
Over 1 million international students work in U.S. institutions of higher education, with the majority being from Asia. Although previous scholarship has emphasized the cultural and language barriers faced by this population, relatively little is known about the labor conditions of these students and how they may contribute to inequality. Utilizing Bui’s concept of Asian roboticism and literature on racial capitalism, this study investigates the working conditions of Asian international students in various disciplines across the U.S. Drawing on 22 in-depth interviews, the findings revealed three major themes: 1) limited agency in making decisions, 2) racialized labor driven by the model minority myth, and 3) the mechanization of Asian bodies. These conditions negatively affect students’ mental health, physical health, and social well-being. The results underscore the harm perpetuated by racial stereotypes about Asian workers and highlight directions for future research on inequality in higher education.
Transnational Lives, Employment, and Careers
Copyright (c) 2026 Shan Mohammed Siddiqui https://creativecommons.org/licenses/by/4.0
Linguistic capital, phonological dissonance, and international student adaptation
Movement between intra-English contexts can produce significant cognitive and psychological disruption. Research on international student adaptation has extensively examined language proficiency, sociocultural adjustment, and academic integration, yet an underexplored dimension is phonological transition across national varieties of English even among formally fluent speakers. This analytic autoethnography examines the transition from a British English–based educational background to American doctoral study, tracing the cognitive, affective, and identity-related consequences of phonological dissonance. The study conceptualizes phonological adaptation as a matter of epistemic access and symbolic legitimacy. Seven themes emerged: illusion of fluency, phonological shock, listening fatigue, participation hesitation, micro-interactional confidence erosion, accent negotiation, and time as adaptation capital. Findings position phonological decoding as structural to academic integration and offer implications for pre-arrival preparation, institutional practice, and faculty awareness.
linguistic capital, accent adaptation, international students, phonological dissonance, cognitive load, autoethnography, belonging
Copyright (c) 2026 Albert Munyanyi https://creativecommons.org/licenses/by/4.0
Structured AI workflows in Saudi EMI research writing
This mixed-methods case study examines a staged integration of generative AI (GenAI) into a core English course, Research Writing Techniques at a private English-medium university in Saudi Arabia (English-Medium Instruction; EMI) that enrolls predominantly first-year Arabic L1 students. Across three consecutive semesters, the intervention progressed from AI-enhanced instructor materials (Semester 241), to optional student-facing support via a course-specific CustomGPT tutor and short recap videos (Semester 242), to full Week-1 integration of a mandatory homework pipeline in which students consulted the course Guide, practiced with the CustomGPT tutor, reviewed via Quizlet, and completed proctored quizzes through Examplify, alongside a curricular shift in Assignment 1 from an Annotated Bibliography to a Literature Review (Semester 251). Data sources included ExamSoft midterm and final exam scores, quiz gradebooks, aggregate CustomGPT usage metrics, YouTube analytics, student surveys, and brief email interviews. Compared to baseline, Semester 251 students scored higher on homework—even under stricter, proctored conditions (76.00% vs. 94.61%; Hedges’ g = 1.20) and moderate gains on comprehensive final exams (61.36% vs. 70.46%; g = 0.52). A large midterm effect (64.29% vs. 85.01%; g = 1.19) and reduced score variability indicate that the structured workflow promoted deep, more equitable learning in APA citation and research methods.
Virtual Mobility, Virtual Exchange, and Online Learning
Copyright (c) 2026 Erick C. W. Nelson https://creativecommons.org/licenses/by/4.0
This study examines the decision-making processes of students when considering transnational higher education (TNHE) programs at regional colleges and universities. Drawing on Rational Choice Theory, the study found that students tend to view TNHE as a means to access specific institutions or majors, rather than being attracted by the unique characteristics of TNHE programs. Furthermore, many students are not fully aware of the potential benefits of TNHE and express concerns about employment prospects after graduation. The study also highlights the influence of social contexts and other factors on students’ decision-making processes. Based on these findings, the study offers recommendations and suggestions for regional colleges and universities to promote TNHE programs better and support students in their decision-making.
transnational higher education, college choice, rational choice theory; regional college
Copyright (c) 2026 Fanya Wu, Ren Liu https://creativecommons.org/licenses/by/4.0
As a compulsory course for international students in China, the Overview of China course helps them understand and adapt to different aspects of China through introductions. However, current research lacks enough focus on its teaching models. This study develops the CAASK teaching model, based on Fantini’s paradigm and the course’s actual situation, to optimize teaching effects. This model comprises both theoretical and practical dimensions: the theoretical dimension includes five concepts, which are cross-cultural awareness, attitude, comparison, knowledge, and skills; and the practical dimension encompasses four methods, which are in-class discussion, group presentation, lecture, and independent learning, as well as three stages, which are preclass self-study, in-class interaction, and postclass consolidation. Over the course of one academic year, this study verified the model’s effects through classroom observations and semistructured interviews in undergraduate, postgraduate, and PhD classes. The cognitive, attitudinal, and behavioral effects of this model were analyzed, all confirming the CAASK model’s usefulness.
Overview of China, teaching model, cultural teaching, cross-cultural awareness, teaching effect, international students
Copyright (c) 2026 Yanhong Fei, Hua Qi https://creativecommons.org/licenses/by/4.0
The internationalization of higher education is a global priority, with international students fostering intercultural awareness and competencies. This study examined English language fluency, acculturative stress, and social connectedness among international students at the University of the Western Cape. A mixed-methods design was employed, including a structured survey of 256 students, focus groups, and stakeholder interviews. Data were analyzed using SPSS version 26 with descriptive and inferential statistics. The participants were predominantly male (53.9%), were aged 30–38 years and were pursuing postgraduate degrees (78.9%). Most lived alone (73.8%) and were unmarried (53.5%). Students reported high English proficiency but experienced moderate challenges with home sickness, discrimination, insecurity, and cultural adjustment. English fluency was negatively correlated with acculturative stress (r = –0.221, p < .05), whereas social connectedness explained 33% of the variance in stress (r = –0.573, p < .05). Language proficiency and social engagement influence adaptation, emphasizing the need for inclusive practices that support academic and emotional well-being.
Cross-Cultural Wellness and Psychological Resilience
International students, Acculturative stress, English language fluency, Social connectedness, Higher education, South Africa
Copyright (c) 2026 Dr Ayorinde Solademi, Olusola Oni, Prof Julie Phillip (Late) https://creativecommons.org/licenses/by/4.0
Non-academic support helps international postgraduate researchers succeed in their studies
International postgraduate researchers (PGRs) are students who undertake postgraduate research in a country other than their country of origin. Following the United States (US), the United Kingdom (UK) is the second most common destination for PGRs. When international PGRs travel for educational purposes, they encounter multiple challenges. This article explores the experiences and needs of international PGRs as they settle into academic life in the UK, offering significant insights for the wider UK Higher Education sector. Using a qualitative design, data were collected through four focus groups. Thematic analysis identified three main themes and three subthemes. The main themes were: “wider factors impact the PhD,” “sense of community empowers the PGR journey,” and “the impact of support.” Subthemes included accommodation challenges, the importance of pastoral support, and employment for income and experience. The findings show that international PGR progression depends on far more than academic support, addressing a critical gap in understanding their settlement challenges. Given that most existing research primarily examines academic needs, this study makes an important contribution to the literature.
Copyright (c) 2026 David J. Gilbert, Keren Poliah, Hannah Helm, Maggie Milburn, Katherine Yates https://creativecommons.org/licenses/by/4.0
Nonverbal communication and rituals in intercultural friendship development
This longitudinal study explores the roles of nonverbal communication and cultural rituals in the development of intercultural friendships between Chinese and international students at a Chinese university. Spanning three semesters, the research investigates how students navigate cultural differences using nonverbal strategies such as silence, body language, proxemics, and shared rituals like gift-giving and communal meals. Findings show that nonverbal communication is essential for building trust, managing conflict, and regulating emotions. Silence is used for emotional reset and conflict avoidance, while shared rituals create a "third culture" that transcends cultural boundaries. The study extends symbolic interactionism by incorporating embodied nonverbal rituals and reinterpreting Face Negotiation Theory to demonstrate how these rituals function as facework. The concept of "third culture building" highlights how intercultural friendships evolve into shared cultural spaces. The results emphasize the importance of informal, student-driven practices and recommend that universities support these nonverbal strategies to foster inclusive environments.
Copyright (c) 2026 Syed Waqas Anjum, Wang Jinquan https://creativecommons.org/licenses/by/4.0
Exploring the factors contributing to the decline in the international student supply chain to UK universities in 2024
International student numbers continue to rise, and the UK was historically among the top five English-speaking destinations. However, in 2024, it experienced a significant decline in international student enrollment, with Australia overtaking it in global rankings. This decline, contemporaneous with a spike in the UK’s anti-immigration political consensus, particularly owing to changes in student visa policies and restrictions on dependents, poses serious economic risks to UK universities, which rely heavily on international tuition fees, the local economies of university towns, and the UK’s long-term global reputation. This systematic mapping review explores causative factors from 32 published news articles categorized through the political, economic, social, technological, legal, and environmental (PESTLE) framework. The findings show that political, economic, social, and legal/regulatory issues—such as visa restrictions, increased costs, and stricter immigration rules—are key drivers. The results offer actionable insights and recommendations for UK policymakers and higher education institutions.
Immigration and education policy, International student enrolment, International student supply chain, Student visa policy, UK higher education.
Copyright (c) 2026 Ziad Hunaiti, Lubna Sultan Altamimi https://creativecommons.org/licenses/by/4.0
Acculturation experiences among Chinese international students
Chinese international students (CIS) are among the largest and most mobile student populations globally, yet their acculturative experiences in host countries remain complex and underexplored. This systematic literature review synthesizes qualitative research on the acculturation experiences and stressors faced by CIS in foreign universities. Drawing on 16 peer-reviewed studies (2014-2024), the review explores the psychological outcomes and key stress domains: linguistic, academic, social, financial, and environmental. While some students reported personal growth and academic enrichment, the majority experienced significant challenges shaped by structural misalignments between their cultural-educational backgrounds and host country systems. These interrelated stressors often compound negative impacts on mental health and academic performance. This review addresses a gap by centering qualitative insights into how CIS navigate context-dependent transitions. By illuminating systemic and interpersonal dynamics underlying acculturative stress, the study offers a reflective lens for students, institutions, and policymakers seeking more equitable and supportive international education environments.
Copyright (c) 2026 Wei Zhao, Norsafatul Aznin A. Razak, Azmawaty Mohamad Nor https://creativecommons.org/licenses/by/4.0
Employability and mobility of Saudi literature and linguistics graduates in a transforming labor market
This empirical study integrates national labor market data with primary research to assess employability and mobility among Saudi Literature and Linguistics graduates under Vision 2030. Considering National Labor Observatory reports for benchmarks on employment rates, transition duration, and salary levels, the study combines these indicators with survey data from 200 graduates, employer evaluations from 50 employers, and qualitative focus groups. Descriptive statistics, logistic regression, t tests, and thematic analysis were conducted. In the sample, 37% of graduates were employed at the time of data collection, with a mean job search duration of 285 days and starting salaries below the national average. Internship participation and willingness to relocate were significant predictors of employment status. Employers rated graduate preparedness significantly lower than graduates’ self-assessments, particularly in digital literacy and applied bilingual proficiency.
Copyright (c) 2026 Saeed Saleh Alkahtani, SYED NAEEM AHMED, Saeed Abdullah Alzahrani, Kholoud Saeed Alghamdi, Eman Abdulrahman Alharbi https://creativecommons.org/licenses/by/4.0
Exploring the role of large language models during the culture shock phase
International students face cultural challenges during culture shock, leading to distress and social isolation. University support lacks personalization, leaving students to rely on informal tools such as translation apps and social media that perform poorly in complex situations. Large Language Models offer multilingual support, yet their role in international students’ cultural adaptation remains underexplored. This study examines how LLMs support culture-related everyday tasks in Japan, where implicit institutional norms intensify difficulties. We conducted a two-phase study: a pre-survey (N = 103) identified barriers and informed four scenarios (hair appointments, clinic visits, bank account opening, and garbage classification), followed by a user study (N = 40) comparing GPT-4o, Claude, Gemini, and Google Translate. Results show that breakdowns stemmed less from vocabulary than from uncertainty about institutional expectations and appropriate action. Participants used LLMs not only for translation but also for reassurance and sensemaking.
Copyright (c) 2026 ChunPi Hsieh, Yoichi Ochiai, Ichiro Matsuda, Tatsuki Fushimi, Jingjing Li https://creativecommons.org/licenses/by/4.0
Acculturation of International Doctoral Students: Perspectives from Students, Staff, and the Institution
This qualitative case study examines international doctoral students’ acculturation from the perspectives of students, a Midwestern U.S. university, and university staff. Fourteen students completed a survey and participated in two rounds of interviews. Using social categories and the experiential domain in Núñez’s (2014) multilevel model of intersectionality, students, grouped by acculturation strategies and cultural background, described distinct acculturative stressors and coping strategies. Additionally, five university staff members were interviewed about perceptions of international doctoral students’ acculturation and the services they provided. Observations of two orientation sessions organized by the University were also conducted. Data were analyzed through the organizational, intersubjective, and experiential domains of Núñez’s (2014) model and revealed effective support and structural gaps in services provided by staff and the University, which remain underexplored in prior research. This study adapts Núñez’s (2014) model and offers implications for researchers and educators to provide tailored and responsive support for international students.
international doctoral students in the U.S.
Copyright (c) 2026 Bing Gao https://creativecommons.org/licenses/by/4.0
This study reimagines international education by exploring how international graduate student leaders develop intercultural competence (IC) through a decolonial lens. While IC is often framed within Western-centric paradigms, this research repositions IC via a non-dominant perspective illuminated by Thich Nhat Hanh’s Engaged Buddhism (Thich, 2020). Guided by an innovative, contemplative, and mindfulness-based inquiry, the study examined the perspectives of eight international student leaders from two Canadian institutions. From this foundation, an original Lotus framework emerges through the integration of transformative learning (Mezirow, 1978, 1997) and story-based exploration (Drake, 2010; Drake et al., 1992). The framework advances existing IC scholarship by bridging contemplative epistemologies and decolonial perspectives to reconceptualize IC as a relational and reflective process. This creates a path for IC to (re)construct from the lived experiences of marginalized individuals rather than from a predefined set of competencies.
Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
Intercultural competence, decoloniality, international graduate student leaders, lived experiences, voice
Copyright (c) 2026 Tram-Anh Bui https://creativecommons.org/licenses/by/4.0
International students often navigate unfamiliar sexual norms and limited access to context-specific sex education while studying abroad. This study examines how traditional sexual values and inadequate sex education shape sexual behaviors and vulnerability to sexual victimization among international students in China. Using a mixed-methods design, data from 482 students and 20 interviews were analyzed. Findings reveal a paradox: traditional values were linked to lower sexual activity but also reduced awareness of safe sex practices. Inadequate sex education was associated with greater sexual risk behaviors. Both factors increased vulnerability to sexual victimization, with sexual behavior mediating these relationships. The findings underscore the need for culturally responsive sex education, consent awareness, and targeted support services for international students.
Copyright (c) 2026 Jinyu Liang, Mahathir Yahaya https://creativecommons.org/licenses/by/4.0
Developing next-generation transformational leaders
This study explores how students construct their understanding of transformational leadership through reflective inquiry in a leadership and change management in a global business course within an international business program in Thailand. Drawing on 120 reflective journals, the study examines how students interpreted lessons from 25 transformation leaders in Thailand and applied leadership and change theories to make sense of leadership in culturally situated contexts. Using theory-informed thematic analysis and a transformational leadership capability framework, the study traces shifts in students’ conceptions of leadership over time. The findings show movement from leader-centric and performance-focused assumptions toward more relational, ethical, and adaptive understandings of leadership, highlighting trust-building, culturally responsive communication, and inclusive change practices. The study contributes by demonstrating how reflective inquiry grounded in locally embedded leadership examples can support contextually grounded leadership learning in internationalized classrooms while promoting equity, belonging, and global engagement in global business and higher education contexts.
Copyright (c) 2026 Dr. Saifon Singhatong, Dr. Wallapa Suengkamolpisut https://creativecommons.org/licenses/by/4.0
Perceptions of stress and coping strategies among international women of color college students in the United States
International women of color in U.S. higher education institutions may experience unique stressors, which can affect their mental health and academic performance. This research examined perceptions of stressors influencing health and the coping strategies employed by international women of color in college to inform tailored approaches that better support their well-being and academic achievement. In-depth interviews were conducted with 20 international women of color at a large public Midwestern university. Data were analyzed using inductive thematic analysis to identify emergent themes. Participants described stressors, including uncertainty about the future, financial strain, academic pressures, immigration constraints, and sociocultural challenges. These stressors were reported to interfere with their well-being, increasing anxiety and impacting academic engagement. Coping strategies included social support, self-care activities, and structured planning, with participants preferring informal coping mechanisms. The findings reveal distinct support needs and opportunities to enhance culturally responsive systems for student well-being and success.
Copyright (c) 2026 Olutosin A Sanyaolu, Laura Nabors, Brandy Reeves-Doyle, Keith King, Samuel Adabla https://creativecommons.org/licenses/by/4.0
Learning a new language is central to both the academic and sociocultural adjustment of international students. Accent, in particular, represents a key site of emotional and identity negotiation. Drawing on conceptual metaphor theory (Lakoff & Johnson, 1980) and framing theory (Goffman, 1974), this study explores how international students in China conceptualize and experience their Mandarin accent. On the basis of metaphor-elicitation interviews with 25 international students from diverse linguistic backgrounds, the findings suggest the presence of two dominant and contrasting metaphorical frames; the ‘Burden/Barrier’ frame is associated with anxiety, frustration, and perceived social distance, whereas the ‘Bridge/Tool’ frame reflects meanings of access, identity, and agency. These metaphorical framings appear to shape how learners interpret their communicative experiences, negotiate identity, and position themselves socially. The results of this study suggest that accents may function as a cognitive filter through which aspects of the international students’ experiences are interpreted.
international students, accent, China, higher education, language learning
Copyright (c) 2026 Awaisuddin, Haitao Miao, Amjad Saleem https://creativecommons.org/licenses/by/4.0
The multifaceted ethical dilemmas of postdoctoral researchers
International postdoctoral mobility is framed as a pathway to academic development, career advancement, and global collaboration. However, for many early-career researchers, the decision to pursue a postdoctoral position abroad involves navigating conflicts between competing values: ethical dilemmas. This study identifies and examines ethical dilemmas through 40 in-depth interviews with Israeli postdoctoral researchers in the humanities and social sciences: 20 who pursued postdoctoral training abroad and 20 who remained in Israel. The findings identify recurring ethical dilemmas shaped by tensions between collective and individual values, including family stability versus professional self-fulfillment, community belonging versus professional development, and national or religious identity versus cosmopolitan academic opportunities. By conceptualizing these tensions as ethical dilemmas rather than barriers/challenges, the article offers a new lens for understanding inequality in postdoctoral mobility. The study develops a multidimensional model of ethical dilemmas and highlights the need for equitable policies that recognize family, cultural, and social contexts.
Copyright (c) 2026 Yosef Katanov, Prof. Orly Shapira-Lishchinsky , Dr. Annette Bamberger https://creativecommons.org/licenses/by/4.0
A considerable number of international students are enrolled in Pakistani universities. This research seeks to examine the psychological experiences of international students in Pakistan. A meticulously chosen cohort of overseas students engaged in semi-structured interviews. Data were gathered from six different institutions in Pakistan. The data analysis used the interpretative phenomenological analysis as outlined by Smith et al. (2009). The research identified ten prominent themes among individuals facing mental health challenges: perceived cultural disparities, communication barriers, academic difficulties, social hindrances, psychological issues, physical health problems, diminished life satisfaction, lowered self-esteem, financial limitations, and insufficient coping strategies. The international students having better mental health were identified with ten significant themes: perceived cultural disparities, communication obstacles, academic apprehensions, social issues, psychological challenges, increased life satisfaction, heightened self-esteem, perceived optimism, personal drive, and effective coping strategies. The findings have significant relevance for both practitioners and scholars involved with international students.
Copyright (c) 2026 Muhammad Akram Riaz, Rafia Rafique, Muhammad Naveed Riaz https://creativecommons.org/licenses/by/4.0
Navigating intimate partner relationships
Background: This qualitative study explored how first-time international graduate students in marital relationships navigate relational, academic, and cultural transitions while pursuing higher education in the United States. Grounded in ecological and cross-cultural adaptation frameworks, the study examined how students balance multiple roles and construct meaning within new social and institutional contexts. Methods: 25 students from a large public university in the southeastern U.S. completed demographic surveys and 60-minute semi-structured interviews focused on adjustment, coping, and support. Data were analyzed using reflexive thematic analysis. Results: Six themes emerged: (1) adjustment to a new environment, (2) cultural differences and social belonging, (3) marital relationships in transition, (4) stress, coping, and well-being, (5) community and institutional support, and (6) quality of life and satisfaction. Conclusions: Marital relationships functioned as both resilience factors and stress points. Findings highlight the importance of support, culturally familiar networks, and family-inclusive institutional practices to promote international students’ well-being.
Copyright (c) 2026 Ms. Fatima A. Leghari, Mr. Dhikrullah Mudathir, Dr. Teresa A. Granger https://creativecommons.org/licenses/by/4.0
Empowering grammar acquisition through Copilot AI in higher education
This research aimed to thoroughly investigate the impact of using Copilot AI within and outside the classroom on the language learning process and to compare the results with those of traditional in-class training without technological access. To collect the required data, 99 college students with intermediate proficiency levels were divided into a control group with traditional face-to-face training, an experiment 1 group with in-class training and using Copilot AI for grammar training, and an experiment 2 group with in-class training and using Copilot AI outside of the class, with the same number of students in each class. Researcher developed tests were designed to compare scores across groups. The findings initially revealed that all groups progressed in the posttest; however, the group in experiment 1, which used Copilot AI in class, performed significantly better than the two other groups did, followed by the group in experiment 2, and the control group.
Copyright (c) 2026 Ali Al Ghaithi, Behnam Behforouz, Salah Al-Hanshi https://creativecommons.org/licenses/by/4.0
As the number of Indonesian students in China increases, understanding the determinants of their adaptation and sense of social fit (SSF) becomes essential. SSF is one of the key predictors of psychological well-being and academic success. This study had two aims: (1) to identify factors influencing SSF among Indonesian students, and (2) to examine ethnic roots (Chinese vs. Non-Chinese Indonesians) in shaping SSF in China. Using a quantitative design, survey data were collected from Indonesian students across China. Finding show students of Chinese descent reported higher SSF than Non-Chinese descent, and higher Mandarin Chinese proficiency was modestly but significantly associated with stronger SSF. These findings suggest that process-oriented factors especially communicative competence and cultural-linguistic proximity are more consequential for social fit than static status attributes, underscoring the need for sustained language and cross-cultural engagement programs targeting Indonesian and other international students in China.
Copyright (c) 2026 Min Hajul Abidin, Xiuquan Gong https://creativecommons.org/licenses/by/4.0
Navigating cross-cultural experience of international students in traditional Chinese medicine universities
As China emerges as a leading destination for global higher education, its universities of traditional Chinese medicine (TCM) have seen a surge in international enrollment. This study aims to explore the learning experience of international students within such culturally embedded, discipline-specific institutions. Using purposive sampling, 20 international undergraduate students participated in semistructured interviews, which were analyzed using conventional content analysis. Three themes emerged: academic experiences, social experiences, and institutional support systems. While students valued integrated TCM-Western training, clinical exposure, and cultural exchange, they faced challenges related to language barriers, discipline-specific curriculum demands, and institutional support. International students in TCM universities experience both enrichment and strain during their cross-cultural and motivational adaptation process. Reforms emphasizing bilingual instruction, culturally responsive teaching, and enhanced student support could foster greater inclusion and engagement in China’s specialized higher education context.
Copyright (c) 2026 Edward N Duo, Pengding Lei, Yazhuo Gao, Xuehua Zhu https://creativecommons.org/licenses/by/4.0
Schools as mediators of immigrant children’s cognitive performance
This study investigates whether such disparities account for notable differences in students’ academic performance. Using a multiple-case study design, we examined the impact of school-level variables and available educational resources—particularly language proficiency testing—on the performance of 36 immigrant learners across three custom-developed tasks: verbal reasoning, vocabulary, and writing. Data were analyzed through structural equation modeling (SEM) and confirmatory factor analysis (CFA) in AMOS to assess whether students’ outcomes were significantly influenced by school characteristics and the presence of targeted resources. The findings indicate that institutional practices and tailored resources significantly affect students’ academic outcomes. Students attending schools without structured support measures and differentiated instruction for low-proficiency learners exhibited lower performance across all tasks. While nationality and mother tongue were relevant predictors when the school factor was controlled, socioeconomic status (SES) demonstrated predictive power only within the confirmatory analysis.
Immigration Politics, Policy, and Human Rights
Copyright (c) 2026 Sandra Figueiredo 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
The United States has a centuries-long history of restricting immigration policies in response to perceived threats from global communities of color. Much like the Irish and Chinese were socially vilified and legally persecuted throughout the 19th and 20th centuries, the global MENA (Middle Eastern and North African) community faces discriminatory processes and deep-seated suspicion as they engage with the United States. International students from the MENA region are particularly vulnerable to these practices as they come to a new country to pursue an education that promises a financially secure future, often not just for them but for their loved ones back home. Without due consideration, international MENA students’ experiences with the double standards of their conditional whiteness are neither examined nor prioritized in scholarship or university processes and procedures. T
Copyright (c) 2026 Hannah Mesouani https://creativecommons.org/licenses/by/4.0
The ways universities frame international recruitment reflect core institutional values and influence efforts toward equity and inclusion. Previous research on racial diversity in the US suggests that institutions tend to rely on instrumental rationales (i.e., justify diversity in terms of institutional and economic benefits) over moral rationales (i.e., affirm diversity as an intrinsic value). We examined international recruitment narratives across 28 Canadian university websites and internationalization plans, yielding a total of 174 statements containing 338 rationales. We found that recruitment websites often featured diversity-related justifications, whereas internationalization plans primarily framed recruitment through broader economic and academic motivations. Across recruitment websites and internationalization plans, instrumental rationales significantly outweigh moral ones. Additionally, a negative correlation between instrumental and moral rationales suggests institutions tend to prioritize instrumental rationales over moral ones. Canadian universities frame international diversity in ways that align with institutional and majority-group interests, raising concerns about structural inequities for international students.
Copyright (c) 2026 Natasha Marie Unruh, Nigel Mantou Lou https://creativecommons.org/licenses/by/4.0
Peer support within academic seminars as a mechanism of academic socialization for international graduates
Academic seminars are pivotal to graduate education but are underexamined as sites of peer-mediated academic socialization, particularly beyond Western contexts. This qualitative case study explores how peer support within seminars facilitates the academic socialization of international graduate students in China. Drawing on Bandura’s social learning theory, peer support is conceptualized as a dynamic process of observation, modeling, and reciprocal engagement through which disciplinary norms are internalized. Triangulated data from 12 seminar observations, 10 semistructured interviews, and reflective journals were thematically analyzed. The findings indicate that seminars unfold across four structured phases—planning, presentation, discussion, and evaluation—in which peer support is embedded. Such interactions enhance psychological well-being by fostering a sense of belonging and mitigating isolation while advancing academic development through feedback, topic refinement, and improved scholarly writing. Seminars thus emerge as strategic pedagogical spaces for cultivating inclusive, collaborative, and socially grounded academic integration.
Copyright (c) 2026 Theogene Ntirenganya, Francoise Mugeni, Florien Uwizeyimana https://creativecommons.org/licenses/by/4.0