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.
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.
Research Articles (English, regular edition)
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.
Transnational Lives, Employment, and Careers
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.
Cross-Cultural Wellness and Psychological Resilience
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.
Virtual Mobility, Virtual Exchange, and Online Learning
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
The case of international student enrollment and ethnic migration to Kosovo
Approximately 8% of students in the Republic of Kosovo’s public universities bachelor’s-level study programs are international students. As a young nation (Kosovo declared independence in 2008), and one with weak higher education coordination, domestic and international accreditation challenges, and persistent political influence in university affairs, these structural conditions do not necessarily inspire international student enrollment. Nevertheless, with a consistent flow of international students entering programs in Kosovo, we ask: What are the characteristics of international students who are enrolling in Kosovo’s public universities? And, how do Kosovo’s international students fare academically? – Is their relative success shaped by their country of origin? Using a longitudinal sample of 69,867 students starting from 2012 (the earliest available data on Kosovo’s public higher education following adoption of the Law on Higher Education in 2011), we describe patterns of international students, and use blocked logistic regression to model their success, and relative failure.
Copyright (c) 2026 Dr. Cassie L. Barnhardt, Dr. Shinji Katsumoto, Dr. Nicholas R. Stroup, Dr. Molly E. Hall-Martin, Gordon Louie, Celine Fender https://creativecommons.org/licenses/by/4.0
The role of adjustment to university life in the academic performance of international students
Australian universities have seen a significant increase in Asian international students. In the current higher education environment, these students encounter various challenges in their adjustment to a new university environment, making it necessary to monitor their academic progress. The current study predicted a positive relationship between university adjustment and academic performance among first-year Asian international students in Australia. An online survey was used to collect data from 64 first-year undergraduate Asian international students at Monash University, Australia. The results revealed that adjustment to university is a significant predictor of academic performance. This supports past findings that students are negatively impacted academically if they struggle to adjust socially and emotionally to university and highlights the need for universities and home country schools to offer additional interventions to help Asian international students.
Copyright (c) 2026 Tasneem Usman, Chris Siva, Swati Mujumdar https://creativecommons.org/licenses/by/4.0
Reimaging internationalization in higher education in the post-COVID era
This study explores the internationalization of student mobility at higher education institutions (HEIs), specifically in the post-COVID era. The opportunities and challenges in the internationalization of student mobility for non-degree-seeking students are examined through a systematic literature review (SLR) using the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) framework. During and after the pandemic, HEIs worldwide have faced major challenges in reimplementing internationalization within student mobility. The objective of this study is to employ the matrix system of Webster and Watson (2002) to categorize the identified literature. Facilitating the identification of essential columns that are considered indispensable in the post-COVID era. The findings of these studies provide a foundation for further research approaches and offer recommendations and implications to support HEIs in developing strategies to increase the number of international students at the international level.
internationalization, higher education, student mobility, international students, post-COVID era
Copyright (c) 2026 Sina Heidtke https://creativecommons.org/licenses/by/4.0
This study examined factors influencing academic success among international students at Hohai University using survey data from 262 students. Analysis via SPSS 26 and PLS-SEM revealed strong measurement model reliability (composite reliability: 0.84–0.91; factor loadings: 0.72–0.88; AVE > 0.50). Hierarchical regression explained 74% of graduation success variance (R² = 0.74). Significant positive predictors included commitment to graduate (β = 0.35, p < 0.001), time management (β = 0.28, p < 0.001), language proficiency (β = 0.26, p < 0.001), and cultural adaptation (β = 0.20, p = 0.002). Study suspension history (β = −0.24, p < 0.001) and emotional difficulties negatively impacted outcomes. PLS-SEM confirmed academic barriers (β = −0.42, p < 0.001) and social barriers (β = −0.31, p < 0.001) reduced success, while institutional support facilitated it (β = 0.38, p < 0.001). Findings underscore needs for language support, cultural integration, and targeted interventions.
Education, International Students, Challenges, Barriers, Graduation, China
Copyright (c) 2026 Dong Haijun, Asim Zubair, Sonia Fatima https://creativecommons.org/licenses/by/4.0
Assessing the future of African student mobility
The global education landscape is transforming, with African nations playing a key role in international academic exchanges. However, future trends in African student mobility remain unclear. This study employs statistical, deep learning, and ensemble forecasting models to analyze migration patterns across regions: Central and Eastern Europe, Central Asia, East Asia and the Pacific, Latin America and the Caribbean, North America and Western Europe, South and West Asia, Sub-Saharan Africa, and the Arab States. Historical data reveals regional variations, with North America and Western Europe as top destinations, while East Asia, the Pacific, and the Arab States see rising enrollments. Intra-regional mobility within Sub-Saharan Africa highlights regional academic collaborations. These insights help institutions and policymakers anticipate trends, refine recruitment strategies, and enhance access to global education for African students, fostering knowledge exchange, skill development, and international collaboration.
Copyright (c) 2026 Journal of International Students https://creativecommons.org/licenses/by-nc-nd/4.0
Quality assurance in Saudi higher education
Over the past decade, Saudi Arabia has invested heavily in higher education reforms, positioning Quality Assurance (QA) as a central pillar of Vision 2030. This study investigates how these reforms are reshaping institutional practices while bureaucratic compliance cultures and the tensions between external accreditation models and local educational needs. Using a mixed-methods sequential explanatory design, survey data were collected from 248 faculty, administrators, and QA officers across four regions, complemented by 40 semi-structured interviews and systematic document analysis in two contrasting institutions. Findings show that QA is widely prioritized in strategic planning and leadership discourse, although faculty expressed greater skepticism than administrators. Leadership, technological integration, and faculty development emerged as key enablers, while resistance to change and bureaucratic compliance constrained innovation. Institutional documents demonstrated uneven alignment with Vision 2030 benchmarks, and cross-institutional comparisons revealed that the transferability of reforms depends on leadership style, institutional maturity, and faculty engagement.
Copyright (c) 2026 Dr. Musa Alghamdi,, Dr. Shafiq ur Rehman, Dr. Syed Naeem Ahmed, Ms. Krista Jack https://creativecommons.org/licenses/by/4.0
This study explores the thesis-writing experiences of international PhD students in UK universities, with particular attention to the challenges they encounter and their use of ChatGPT as an academic writing support tool. Drawing on qualitative data from semi-structured interviews with 19 international doctoral students across four UK institutions, the study employs thematic analysis using NVivo to examine both writing practices and perceptions of AI-assisted tools. The findings indicate that the primary challenges are not linguistic but cognitive and rhetorical in nature, including difficulties with idea development, structuring coherent arguments, engaging in critical analysis, and articulating an academic voice. Participants generally viewed ChatGPT as a useful tool, particularly for editing and brainstorming; however, they also expressed concerns about its potential long-term effects on independent thinking and academic writing development. Uncertainty regarding the ethical boundaries of AI use, especially in relation to academic integrity, further complicated their engagement with the tool.
International PhD students, Academic writing, Chatgpt
Copyright (c) 2026 Karim Karmi https://creativecommons.org/licenses/by/4.0
A quantitative comparative analysis of incoming and outgoing students' perceptions in international student mobility
International student mobility is essential to higher education internationalization, yet comparative quantitative research on incoming and outgoing students remains limited. In this study, motivations and attitudes toward cross-border education were analyzed by comparing 329 international students in China and 303 Chinese outgoing students using questionnaires. Data were examined via reliability and validity tests, mean comparisons, and structural equation modeling (SEM), with acceptable model fit indices. The findings show that incoming students prioritized postgraduate employment and scholarships, whereas outgoing students focused on cultural exploration and personal growth. Incoming students held more optimistic attitudes toward career benefits, policy support, and leadership engagement. Both groups supported peer mentoring but were neutral toward extended language courses and online learning. This study enriches theoretical frameworks and provides practical implications for universities and policy makers to design tailored strategies that improve student satisfaction and support sustainable international mobility.
international student mobility; incoming students; outgoing students; cultural adjustment; educational experiences; social cohesion; student perception.
Copyright (c) 2026 Zongsheng Chen, Cristinel Petrisor Constantin, Christos Kelepouris https://creativecommons.org/licenses/by/4.0
Conscientiousness as a protective factor in academic success in international university students
This study examines the role of conscientiousness as a protective factor in the academic success of international undergraduate students, who often face distinct academic and cultural adjustment challenges. Using a cross-sectional design, data were collected from a sample of international students enrolled in Australian universities. Participants completed an online questionnaire assessing conscientiousness and reported their weighted average mark (WAM) as an indicator of academic performance. The findings revealed a statistically significant positive relationship between conscientiousness and academic achievement, suggesting that higher levels of conscientiousness are associated with better academic outcomes among international students. These results highlight the importance of personality traits as consistent predictors of academic success across cultural contexts and suggest that universities and educators should foster learning environments and interventions that promote conscientious behaviors to enhance both academic performance and student well-being.
Copyright (c) 2026 Sarah Teperman, Chris Siva, Swati Mujumdar https://creativecommons.org/licenses/by/4.0
Learning mode, university students’ mental health, and acculturative stress
This study examines the association between the learning mode and the mental health of Chinese international students (CIS) in Australia and the potential mediating role of acculturative stress. One hundred and twenty-two CIS were recruited through an online survey and assigned to either the in-person or hybrid learning group according to their mode of learning. Depression, anxiety, and acculturative stress were assessed using the Patient Health Questionnaire-9 (PHQ-9), the General Anxiety Disorder-7 (GAD-7), and the Acculturative Stress Scale for Chinese College Students (ASSCS), respectively. The results indicated that compared with participation in in-person learning, participation in hybrid learning was associated with higher levels of self-reported symptoms of depression and anxiety. Acculturative stress was found to play a mediating role in this association.
Copyright (c) 2026 Peixin Zuo, Ann Gowing, Anurika De Silva, Harry Minas https://creativecommons.org/licenses/by/4.0
The positioning and negotiation of ethnic identities for young Chinese immigrants in an Australian context
This exploratory pilot study examines how three young Chinese immigrants in Melbourne negotiate their ethnic identities. Using semistructured interviews and thematic analysis within a positioning theory framework, we examined participants’ dual cultural perspectives. Three interrelated themes emerged: linguistic positioning, peer/community belonging, and intergenerational expectations. Participants described hybrid, hyphenated identities and fluidly navigated between Chinese heritage and Australian culture. They balanced language skills and diaspora networks to affirm their heritage, while everyday social interactions sometimes signaled outsider status, highlighting tensions between family expectations and a sense of belonging. Our findings highlight the contextual, agentive nature of identity negotiation. This study contributes in-depth insight into the complex identity processes of young Chinese immigrants, with implications for multicultural understanding and immigrant integration.
Copyright (c) 2026 Yanxi Li, Nish Belford https://creativecommons.org/licenses/by/4.0
This qualitative research examined the academic and social integration of international students at a Central European university by conducting in-depth, semi-structured interviews in the 2023-2024 academic year. Via purposive sampling, thirty participants were selected, and a typology based on their integration experiences was developed through thematic analysis. Herein, we identified four distinct and well-defined student types: (1) focused scholars, prioritizing academics with scant social interaction; (2) engaged achievers, who maintain a balance between academic and social life; (3) overwhelmed isolates, who struggle in both areas, mainly due to cultural disconnectedness and stress; and (4) resilient networkers, who, despite several academic challenges, cope by leaning on their social connections. The results highlight the complex interplay among individual traits, cultural influences, academic demands and pressures, and institutional support in shaping integration outcomes.
Copyright (c) 2026 Jennyfer Paola Casas Trujillo, Ilona Dabney-Fekete https://creativecommons.org/licenses/by/4.0
Indigenous knowledge and curriculum internationalization for sustainability
This study presents a global scientometric analysis of how Indigenous Knowledge (IK) is integrated into higher-education curricula for internationalization and sustainability (2016–2025). Using Scopus data and science-mapping tools (Bibliometrix/Biblioshiny and VOSviewer), the analysis examines annual publication trends, leading countries and institutions, collaboration patterns, and the field’s conceptual structure. Findings reveal limited activity until 2018, followed by steady growth and a sharp rise after 2022. The United States, Australia, Canada, South Africa, Brazil, and Indonesia emerge as primary contributors. Keyword and thematic analyses identify tightly connected clusters centered on IK, sustainability, higher education, teacher education, climate change, and curriculum decolonization. The study shows that IK is evolving from a locally bounded practice into a globally networked knowledge domain that supports Sustainable Development Goals 4.7 and 13 while redefining internationalization through epistemic plurality and curriculum justice, providing an empirical foundation for policy and practice in internationalized, sustainability-oriented higher education.
Ranking, Internationalization and Emerging Issues
Sustainability, Climate Change, and Ecological Consciousness
Copyright (c) 2026 Vinodh Kumar, Khusbu Thakur https://creativecommons.org/licenses/by/4.0
Dilemmas of social justice in the practice of internationalization at an Irish university
Policies advancing social inclusion in Irish higher education face new challenges with increased recruitment of students from the Global South. This study explores how staff at a University of Sanctuary in Ireland navigate tensions between internationalization and social justice. Using reflective thematic analysis of interviews with 11 staff and senior managers, two main themes emerged: (1) paradoxes of internationalization (as a tool for diversity, humanitarianism, or commodification) and (2) dilemmas of social justice and sustainability. Participants highlighted border-bound definitions of inclusion and critiqued extractive models of internationalization that reinforce colonial and unsustainable practices. We argue, in line with critical internationalization studies, that different models of internationalization are needed to promote sustainable education, equity, and social justice in higher education.
Decolonization, Indigenization, and the Politics of Belonging
Copyright (c) 2026 Leticia Scheidt, Anca Minescu https://creativecommons.org/licenses/by/4.0