Vol. 16 No. 5 (2026): Journal of International Students

View Vol. 16 No. 5 (2026): Journal of International Students

This 2026 Vol. 16 No. 5 brings together global scholarship that reimagines international education in the context of post-pandemic transformation, digital innovation, inclusive leadership, and the development of global citizenship. The featured articles examine expatriate academics’ experiences in China, international student engagement in Canada and the United States, reverse acculturation in Saudi Arabia, Indigenous identity formation, inclusive education reform, COIL initiatives in Ibero-America, and data-driven strategies for global student success.  The issue advances critical conversations on resilience, equity, academic mobility, and institutional responsibility in a rapidly changing world. We extend our sincere appreciation to the Co-Editors and Scientific Committee for their scholarly leadership, and to their respective institutions for supporting this important international collaboration.

Co-Editors
Dr. Muhammad Imran, College of Humanities and Sciences, Prince Sultan University, Saudi Arabia
Dr. Norah Almusharraf, College of Humanities and Sciences, Prince Sultan University, Saudi Arabia

Scientific Committee
Dr. Fabio De Leonardis, Shanghai International Studies University, China
Dr. Jana Ho, The University of Saint Joseph, Macau
Dr. Liza Sharmin, Daffodil International University, Bangladesh
Dr. Muhammad Afzaal, Shanghai International Studies University, China

Published: 2026-02-15

Special Issue: Rethinking International Education

  • Job satisfaction among expatriate academics at China’s offshore campuses Post-COVID challenges and cross-cultural dynamics

    Liam P. Duffy
    1-22
    DOI: https://doi.org/10.32674/f32efw39

  • Beyond silence and fluency Rethinking Chinese international students’ class participation and engagement in Canadian higher education

    Chenkai Chi, Beibei Xiang
    23-42
    DOI: https://doi.org/10.32674/tdf4pc71

  • Reverse acculturation among returnees Saudi male students A hermeneutic phenomenological study

    Ebtesam Mohammed Alqahtani
    43-62
    DOI: https://doi.org/10.32674/cp52e413

  • Language, power, and gender in transnational education A feminist critical discourse analysis of women’s representation in We Need New Names

    Hassan Mahmood, Aasia Nusrat, Ahmed Al Shlowiy, Abdul Khalique Khoso
    63-78
    DOI: https://doi.org/10.32674/5yaadr98

  • Breaking the academic silence A cross-database analysis of early-career international scholars

    ZiYang Wang, Azlin Norhaini Mansor, Salleh Amat
    79-100
    DOI: https://doi.org/10.32674/1pryg622

  • Fostering global citizenship and SDG integration through COIL in Ibero- America

    Marina Falasca, Elena de Prada, María Cruz Cuevas Alvarez
    101-120
    DOI: https://doi.org/10.32674/fznjny10

  • Navigating crisis Graduate international students' academic experiences and faculty support at HBCUs during COVID-19

    Ashleigh Brown-Grier
    121-140
    DOI: https://doi.org/10.32674/fgf6gy52

  • Rethinking Inclusive Education in Saudi Arabia Implementation and Cultural Contexts

    Abdulmalik Alkhunini
    141-160
    DOI: https://doi.org/10.32674/80t5dx84

  • From segregation to diversity Professional identity formation among indigenous minority students

    Aref Abu-Gweder, Adnan Gribiea
    161-180
    DOI: https://doi.org/10.32674/zzfex722

  • Enhancing global student success through data-driven session design in online education

    Muhammad Atif Saeed, Syed Muhammad Naeem, Muhammad Imran, Saim Ahmed, Norah Almusharraf, Ahmad Taher Azar
    181-204
    DOI: https://doi.org/10.32674/wzmzf922