Journal of International Students
type: channel
description: 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.
publisher: STAR SCHOLARS PRESS
language: en
publication name: Journal of International Students
issn: 2162-3104
copyright: https://creativecommons.org/licenses/by/4.0
items: Learning by lectures in a transnational university in China
items: Limited agency, racialized labor, and the mechanization of Asian international students in U.S. higher education
items: Linguistic capital, phonological dissonance, and international student adaptation
items: Structured AI workflows in Saudi EMI research writing
items: “Filling in all the options”
items: Teaching China to the world
items: Bridging cultures
items: Non-academic support helps international postgraduate researchers succeed in their studies
items: Nonverbal communication and rituals in intercultural friendship development
items: Exploring the factors contributing to the decline in the international student supply chain to UK universities in 2024
items: Acculturation experiences among Chinese international students
items: Employability and mobility of Saudi literature and linguistics graduates in a transforming labor market
items: Exploring the role of large language models during the culture shock phase
items: Acculturation of International Doctoral Students: Perspectives from Students, Staff, and the Institution
items: “Now, I have a voice”
items: Navigating sexual norms abroad
items: Developing next-generation transformational leaders
items: Perceptions of stress and coping strategies among international women of color college students in the United States
items: Between burden and bridge
items: The multifaceted ethical dilemmas of postdoctoral researchers
items: Navigating acculturative stress
items: Navigating intimate partner relationships
items: Empowering grammar acquisition through Copilot AI in higher education
items: Do ethnic roots shape social fit?
items: Navigating cross-cultural experience of international students in traditional Chinese medicine universities
items: Schools as mediators of immigrant children’s cognitive performance
items: Rethinking international student mobility within higher education internationalization
items: MENACrit
items: The diversity business
items: Peer support within academic seminars as a mechanism of academic socialization for international graduates

Learning by lectures in a transnational university in China
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Lectures; student experience; transnational education; Sino-foreign cooperative university; attendance; first year transition
  topic: keywords
creator: Mattia Miani
rights: Copyright (c) 2026 Mattia Miani https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 121
ending page: 140
doi: 10.32674/9va9d022

Limited agency, racialized labor, and the mechanization of Asian international students in U.S. higher education
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: North America
  topic: category
subject: Transnational Lives, Employment, and Careers
  topic: category
subject: labor
  topic: keywords
subject: working conditions
  topic: keywords
subject: international students
  topic: keywords
subject: Asians
  topic: keywords
creator: Shan Mohammed Siddiqui
rights: Copyright (c) 2026 Shan Mohammed Siddiqui https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 141
ending page: 160
doi: 10.32674/q3gens82

Linguistic capital, phonological dissonance, and international student adaptation
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Middle East and North Africa
  topic: category
subject: linguistic capital, accent adaptation, international students, phonological dissonance, cognitive load, autoethnography, belonging
  topic: keywords
creator: Albert Munyanyi
rights: Copyright (c) 2026 Albert Munyanyi https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 295
ending page: 314
doi: 10.32674/fm7beq18

Structured AI workflows in Saudi EMI research writing
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Middle East and North Africa
  topic: category
subject: Virtual Mobility, Virtual Exchange, and Online Learning
  topic: category
subject: generative AI
  topic: keywords
subject: CustomGPT
  topic: keywords
subject: research writing
  topic: keywords
subject: academic integrity
  topic: keywords
subject: microlearning
  topic: keywords
subject: English-medium instruction
  topic: keywords
subject: Saudi Arabia
  topic: keywords
creator: Erick C. W. Nelson
rights: Copyright (c) 2026 Erick C. W. Nelson https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 81
ending page: 102
doi: 10.32674/e7jdhc67

“Filling in all the options”
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: transnational higher education, college choice, rational choice theory; regional college
  topic: keywords
creator: Fanya Wu
creator: Ren Liu
rights: Copyright (c) 2026 Fanya Wu, Ren Liu https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 103
ending page: 120
doi: 10.32674/087h4k47

Teaching China to the world
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Overview of China, teaching model, cultural teaching, cross-cultural awareness, teaching effect, international students
  topic: keywords
creator: Yanhong Fei
creator: Hua Qi
rights: Copyright (c) 2026 Yanhong Fei, Hua Qi https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 239
ending page: 254
doi: 10.32674/72r3rh14

Bridging cultures
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: International students, Acculturative stress, English language fluency, Social connectedness, Higher education, South Africa
  topic: keywords
creator: Ayorinde Solademi
creator: Olusola Oni
creator: Julie Phillip
rights: Copyright (c) 2026 Dr Ayorinde Solademi, Olusola Oni, Prof Julie Phillip (Late) https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 197
ending page: 218
doi: 10.32674/rdkzkq36

Non-academic support helps international postgraduate researchers succeed in their studies
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Europe
  topic: category
subject: International postgraduate researchers
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Foreign students
  topic: keywords
creator: David J. Gilbert
creator: Keren Poliah
creator: Hannah Helm
creator: Maggie Milburn
creator: Katherine Yates
rights: Copyright (c) 2026 David J. Gilbert, Keren Poliah, Hannah Helm, Maggie Milburn, Katherine Yates https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 55
ending page: 80
doi: 10.32674/51qbn076

Nonverbal communication and rituals in intercultural friendship development
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Critical Conversations
  topic: category
subject: Nonverbal communication
  topic: keywords
subject: intercultural friendships
  topic: keywords
subject: cultural rituals
  topic: keywords
subject: Third Culture Building
  topic: keywords
subject: emotional regulation
  topic: keywords
creator: Syed Waqas Anjum
creator: Wang Jinquan
rights: Copyright (c) 2026 Syed Waqas Anjum, Wang Jinquan https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 179
ending page: 196
doi: 10.32674/1mw64w10

Exploring the factors contributing to the decline in the international student supply chain to UK universities in 2024
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Europe
  topic: category
subject: Immigration and education policy, International student enrolment, International student supply chain, Student visa policy, UK higher education.
  topic: keywords
creator: Ziad Hunaiti
creator: Lubna Sultan Altamimi
rights: Copyright (c) 2026 Ziad Hunaiti, Lubna Sultan Altamimi https://creativecommons.org/licenses/by/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 161
ending page: 178
doi: 10.32674/3hzsxh31

Acculturation experiences among Chinese international students
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: international students
  topic: keywords
subject: acculturation
  topic: keywords
subject: acculturative stress
  topic: keywords
creator: Wei Zhao
creator: Norsafatul Aznin A. Razak
creator: Azmawaty Mohamad Nor
rights: Copyright (c) 2026 Wei Zhao, Norsafatul Aznin A. Razak, Azmawaty Mohamad Nor https://creativecommons.org/licenses/by/4.0
date: 2026-06-09
publication date: 2026-06-09
starting page: 313
ending page: 340
doi: 10.32674/chh31297

Employability and mobility of Saudi literature and linguistics graduates in a transforming labor market
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Middle East and North Africa
  topic: category
subject: Transnational Lives, Employment, and Careers
  topic: category
subject: Virtual Mobility, Virtual Exchange, and Online Learning
  topic: category
subject: employability
  topic: keywords
subject: employer perceptions
  topic: keywords
subject: graduate mobility
  topic: keywords
subject: labor market transitions
  topic: keywords
subject: language and linguistics graduates
  topic: keywords
subject: Saudi Arabia
  topic: keywords
creator: Saeed Saleh Alkahtani
creator: Syed Naeem Ahmed
creator: Saeed Abdullah Alzahrani
creator: Kholoud Saeed Alghamdi
creator: Eman Abdulrahman Alharbi
rights: 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
date: 2026-06-07
publication date: 2026-06-07
starting page: 253
ending page: 272
doi: 10.32674/f4cccm33

Exploring the role of large language models during the culture shock phase
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Large Language Models
  topic: keywords
subject: Cultural Shock Phase
  topic: keywords
subject: Cultural Adaptation
  topic: keywords
subject: International Student
  topic: keywords
subject: Japan Life Support
  topic: keywords
creator: ChunPi Hsieh
creator: Yoichi Ochiai
creator: Ichiro Matsuda
creator: Tatsuki Fushimi
creator: Jingjing Li
rights: Copyright (c) 2026 ChunPi Hsieh, Yoichi Ochiai, Ichiro Matsuda, Tatsuki Fushimi, Jingjing Li https://creativecommons.org/licenses/by/4.0
date: 2026-06-08
publication date: 2026-06-08
starting page: 273
ending page: 304
doi: 10.32674/2q8f1w40

Acculturation of International Doctoral Students: Perspectives from Students, Staff, and the Institution
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: North America
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: international doctoral students in the U.S.
  topic: keywords
subject: acculturative stressors
  topic: keywords
subject: coping strategies
  topic: keywords
subject: university staff members
  topic: keywords
subject: institutional support
  topic: keywords
creator: Bing Gao
rights: Copyright (c) 2026 Bing Gao https://creativecommons.org/licenses/by/4.0
date: 2026-06-08
publication date: 2026-06-08
starting page: 305
ending page: 326
doi: 10.32674/n32drt58

“Now, I have a voice”
type: item
description: 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.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: Region
  topic: category
subject: Intercultural competence, decoloniality, international graduate student leaders, lived experiences, voice
  topic: keywords
creator: Tram-Anh Bui
rights: Copyright (c) 2026 Tram-Anh Bui https://creativecommons.org/licenses/by/4.0
date: 2026-05-22
publication date: 2026-05-22
starting page: 235
ending page: 266
doi: 10.32674/mt89w886

Navigating sexual norms abroad
type: item
description: 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.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: East Asia
  topic: category
subject: Traditional values
  topic: keywords
subject: Sex education
  topic: keywords
subject: Sexual behavior
  topic: keywords
subject: Sexual risk
  topic: keywords
subject: Sexual assault
  topic: keywords
subject: International students
  topic: keywords
subject: China
  topic: keywords
subject: Structural equation modeling
  topic: keywords
creator: Jinyu Liang
creator: Mahathir Yahaya
rights: Copyright (c) 2026 Jinyu Liang, Mahathir Yahaya https://creativecommons.org/licenses/by/4.0
date: 2026-05-22
publication date: 2026-05-22
starting page: 267
ending page: 314
doi: 10.32674/x9ssv541

Developing next-generation transformational leaders
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Central and South Asia
  topic: category
subject: East Asia
  topic: category
subject: Transformational leadership
  topic: keywords
subject: leadership development
  topic: keywords
subject: reflective inquiry
  topic: keywords
subject: student sensemaking
  topic: keywords
subject: leadership education
  topic: keywords
subject: global business education
  topic: keywords
creator: Wallapa Suengkamolpisut
creator: Saifon Singhatong
rights: Copyright (c) 2026 Dr. Saifon Singhatong, Dr. Wallapa Suengkamolpisut https://creativecommons.org/licenses/by/4.0
date: 2026-05-28
publication date: 2026-05-28
starting page: 273
ending page: 304
doi: 10.32674/zsb1h380

Perceptions of stress and coping strategies among international women of color college students in the United States
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: North America
  topic: category
subject: international students
  topic: keywords
subject: women of color
  topic: keywords
subject: stress and coping
  topic: keywords
subject: mental health
  topic: keywords
creator: Olutosin A Sanyaolu
creator: Laura Nabors
creator: Brandy Reeves-Doyle
creator: Keith King
creator: Samuel Adabla
rights: Copyright (c) 2026 Olutosin A Sanyaolu, Laura Nabors, Brandy Reeves-Doyle, Keith King, Samuel Adabla https://creativecommons.org/licenses/by/4.0
date: 2026-05-31
publication date: 2026-05-31
starting page: 305
ending page: 326
doi: 10.32674/tfbg6f81

Between burden and bridge
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: international students, accent, China, higher education, language learning
  topic: keywords
creator: Awaisuddin
creator: Haitao Miao
creator: Amjad Saleem
rights: Copyright (c) 2026 Awaisuddin, Haitao Miao, Amjad Saleem https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 273
ending page: 292
doi: 10.32674/n95zz482

The multifaceted ethical dilemmas of postdoctoral researchers
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Middle East and North Africa
  topic: category
subject: Transnational Lives, Employment, and Careers
  topic: category
subject: Ethical Dilemmas
  topic: keywords
subject: internationalization
  topic: keywords
subject: International Academic Mobility
  topic: keywords
subject: International Students Mobility
  topic: keywords
subject: Postdoctoral Research
  topic: keywords
subject: Higher Education
  topic: keywords
subject: International Students
  topic: keywords
creator: Yosef Katanov
creator: Orly Shapira-Lishchinsky
creator: Annette Bamberger
rights: Copyright (c) 2026 Yosef Katanov, Prof. Orly Shapira-Lishchinsky , Dr. Annette Bamberger https://creativecommons.org/licenses/by/4.0
date: 2026-05-21
publication date: 2026-05-21
starting page: 295
ending page: 322
doi: 10.32674/s76ctc44

Navigating acculturative stress
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Central and South Asia
  topic: category
subject: East Asia
  topic: category
subject: Acculturative Stress
  topic: keywords
subject: Lived Experiences
  topic: keywords
subject: International Students
  topic: keywords
subject: Phenomenological Study
  topic: keywords
creator: Muhammad Akram Riaz
creator: Rafia Rafique
creator: Muhammad Naveed Riaz
rights: Copyright (c) 2026 Muhammad Akram Riaz, Rafia Rafique, Muhammad Naveed Riaz https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 233
ending page: 252
doi: 10.32674/0pdsg735

Navigating intimate partner relationships
type: item
description: 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.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: Central and South Asia
  topic: category
subject: Middle East and North Africa
  topic: category
subject: Sub-Saharan Africa
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: married international graduate students
  topic: keywords
subject: Cross-cultural adjustment
  topic: keywords
subject: Qualitative Research
  topic: keywords
subject: International Students
  topic: keywords
subject: higher education
  topic: keywords
subject: Cultural Adaption
  topic: keywords
creator: Fatima Akmal Leghari
creator: Dhikrullah Mudathir
creator: Teresa Ann Granger
rights: Copyright (c) 2026 Ms. Fatima A. Leghari, Mr. Dhikrullah Mudathir, Dr. Teresa A. Granger https://creativecommons.org/licenses/by/4.0
date: 2026-05-22
publication date: 2026-05-22
starting page: 315
ending page: 338
doi: 10.32674/xc0jqc37

Empowering grammar acquisition through Copilot AI in higher education
type: item
description: 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.
subject: Rethinking Mobility, Belonging, and the Role of International Students in Global Societies
  topic: section
subject: Middle East and North Africa
  topic: category
subject: Virtual Mobility, Virtual Exchange, and Online Learning
  topic: category
subject: Grammar
  topic: keywords
subject: Artificial Intelligence
  topic: keywords
subject: Copilot AI
  topic: keywords
subject: Higher Education
  topic: keywords
creator: Ali Al Ghaithi
creator: Behnam Behforouz
creator: Salah Al-Hanshi
rights: Copyright (c) 2026 Ali Al Ghaithi, Behnam Behforouz, Salah Al-Hanshi https://creativecommons.org/licenses/by/4.0
date: 2026-05-22
publication date: 2026-05-22
starting page: 339
ending page: 356
doi: 10.32674/za5eta42

Do ethnic roots shape social fit?
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: Cross-Cultural Wellness and Psychological Resilience
  topic: category
subject: Novas Voces
  topic: category
subject: Sense of social fit
  topic: keywords
subject: Indonesian students
  topic: keywords
subject: Chinese-Indonesian
  topic: keywords
subject: ethnic roots
  topic: keywords
subject: international students in China
  topic: keywords
creator: Min Hajul Abidin
creator: Xiuquan Gong
rights: Copyright (c) 2026 Min Hajul Abidin, Xiuquan Gong https://creativecommons.org/licenses/by/4.0
date: 2026-05-21
publication date: 2026-05-21
starting page: 225
ending page: 246
doi: 10.32674/qd439x42

Navigating cross-cultural experience of international students in traditional Chinese medicine universities
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: East Asia
  topic: category
subject: higher education
  topic: keywords
subject: international students
  topic: keywords
subject: China
  topic: keywords
creator: Edward N Duo
creator: Pengding Lei
creator: Yazhuo Gao
creator: Xuehua Zhu
rights: Copyright (c) 2026 Edward N Duo, Pengding Lei, Yazhuo Gao, Xuehua Zhu https://creativecommons.org/licenses/by/4.0
date: 2026-05-21
publication date: 2026-05-21
starting page: 247
ending page: 268
doi: 10.32674/wsdmvm58

Schools as mediators of immigrant children’s cognitive performance
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Europe
  topic: category
subject: Immigration Politics, Policy, and Human Rights
  topic: category
subject: Virtual Mobility, Virtual Exchange, and Online Learning
  topic: category
subject: school resources
  topic: keywords
subject: immigrant students
  topic: keywords
subject: second language learners
  topic: keywords
subject: cognitive performance
  topic: keywords
subject: case study
  topic: keywords
creator: Sandra Figueiredo
rights: Copyright (c) 2026 Sandra Figueiredo https://creativecommons.org/licenses/by/4.0
date: 2026-05-21
publication date: 2026-05-21
starting page: 269
ending page: 294
doi: 10.32674/pm2b3f94

Rethinking international student mobility within higher education internationalization
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Region
  topic: category
subject: transnational mobility
  topic: keywords
subject: higher education
  topic: keywords
subject: internationalisation
  topic: keywords
subject: sustainability
  topic: keywords
creator: Anushka Sinha
creator: Dr. Adya Sharma
creator: Nehajoan Panackal
rights: Copyright (c) 2026 Anushka Sinha, Dr. Adya Sharma, Nehajoan Panackal https://creativecommons.org/licenses/by/4.0
date: 2026-05-21
publication date: 2026-05-21
starting page: 323
ending page: 354
doi: 10.32674/a63m8h33

MENACrit
type: item
description: 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
subject: Research Articles (English, regular edition)
  topic: section
subject: Immigration Politics, Policy, and Human Rights
  topic: category
subject: MENA
  topic: keywords
subject: CRT
  topic: keywords
subject: Immigration
  topic: keywords
subject: Immigration Policies
  topic: keywords
subject: International Students
  topic: keywords
subject: Discrimination
  topic: keywords
subject: Arab international students
  topic: keywords
creator: Hannah Mesouani
rights: Copyright (c) 2026 Hannah Mesouani https://creativecommons.org/licenses/by/4.0
date: 2026-03-10
publication date: 2026-03-10
starting page: 131
ending page: 144
doi: 10.32674/w0fyav25

The diversity business
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: North America
  topic: category
subject: Diversity rationales
  topic: keywords
subject: Internationalization
  topic: keywords
subject: International student
  topic: keywords
subject: recruitment
  topic: keywords
creator: Natasha Marie Unruh
creator: Nigel Mantou Lou
rights: Copyright (c) 2026 Natasha Marie Unruh, Nigel Mantou Lou https://creativecommons.org/licenses/by/4.0
date: 2026-05-12
publication date: 2026-05-12
starting page: 229
ending page: 250
doi: 10.32674/gzqh8w85

Peer support within academic seminars as a mechanism of academic socialization for international graduates
type: item
description: 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.
subject: Research Articles (English, regular edition)
  topic: section
subject: Central and South Asia
  topic: category
subject: Sub-Saharan Africa
  topic: category
subject: Academic seminar
  topic: keywords
subject: Academic socialization
  topic: keywords
subject: International graduates
  topic: keywords
subject: international students
  topic: keywords
creator: Theogene Ntirenganya
creator: Francoise Mugeni
creator: Florien Uwizeyimana
rights: Copyright (c) 2026 Theogene Ntirenganya, Francoise Mugeni, Florien Uwizeyimana https://creativecommons.org/licenses/by/4.0
date: 2026-04-29
publication date: 2026-04-29
starting page: 153
ending page: 178
doi: 10.32674/j8pbrd35