This study investigates the integration of intercultural competence within AI-based learning frameworks, focusing on its transformative potential in global education. Utilizing a narrative inquiry design, it examines the experiences of seven international students who used AI-driven tools to learn Indonesian in a higher education setting in Indonesia's culturally diverse contexts. The research employs emotional geography, as proposed by Hargreaves (2001), to explore the emotional dynamics of interactions among students, AI systems, and educators, and transitivity analysis to examine how language in AI-mediated instruction represents cultural identities, values, and relationships. The findings showed that AI tools reduce students' moral distance and provide space for cultural trial and error when AI fails to capture the Indonesian politeness manner (Unggah ungguh), leading to frustration and stress. The study offers practical guidance for AI developers to prioritize cultural empathy. It provides theoretical insights by bridging emotional geography with techno culture to sustain human-mediated AI.
While the adoption of AI is growing in a variety of domains, including education, healthcare, governance, and creative industries and the workplace, most of the research to date frames this phenomenon through the lens of technological adoption and views individuals primarily as users of technology. The large body of work on technology adoption typically classifies individuals as adopters or resisters of technology in a simplistic fashion. However, viewing human–AI interactions through the prism of technological adoption fails to capture the complexity of human behavior in such interactions. It oversimplifies the experiences of individuals using AI. Rather than seeing individuals primarily as users of technology, it is more productive to see individuals as negotiators of AI and how they negotiate, shape, reinterpret, regulate, and contest AI technologies within the social, ethical, cultural, and institutional structures in which they live. This article draws on a wide range of literature, including Science and Technology Studies, critical AI studies, the digital humanities, the philosophy of technology, and sociological theories of agency, to develop the Human-AI Negotiation Framework (HANF). This framework explains how negotiation functions as an ongoing process between AI's technological capabilities and the human values of accountability, creativity, and democratic society.
This mixed-methods study, which is grounded in sociocultural theory, examines students’ perceptions of pedagogical effectiveness in a U.S.-accredited first-year composition course (ENG 1430) delivered face-to-face at a Sino-American transnational university in China. Survey data (N = 63) and semistructured interviews (n = 15) reveal two equally influential factors shaping student experience and writing development: (1) the instructor as the primary mediational scaffold within the zone of proximal development and (2) curricular and structural design features (class duration, workload distribution, grouping strategy, and assessment clarity). Despite strong writing self-efficacy (M = 5.01/7) and self-directed learning tendencies (M = 4.59/7), course enjoyment remained only moderate (M = 2.78/4), with students attributing this gap to structural constraints rather than instructor quality. Drawing on sociocultural theory and the process approach to writing, this study translates these student-generated insights into transferable design innovations for intensive writing courses in transnational higher education.
Learning to write in a classroom setting also needs to be examined in relation to different elements surrounding the writing class. Following Cultural-historical activity theory (CHAT), this study examined a thesis writing class for international master’s students in a TESOL program in the U.S. Findings indicate that the diverse mediating tools, such as the shared home language and specialized digital software, empowered students to bridge gaps in their existing knowledge. Framing academic integrity as a rule rather than a punitive measure encouraged students to adopt strategies that improved the quality of their work. The system’s division of labor provided emotional support and fostered a sense of community, which was essential for the successful completion of the capstone project. Ultimately, an activity system approach transforms the daunting task of thesis writing from an isolated cognitive struggle into a supported, collective endeavor, making an individually owned capstone work a social text.
Many international students engage in paid employment while studying. This research explores the employment experiences, working conditions, and understandings of the workplace rights of international students in Australia. Semistructured interviews were conducted with ten international students aged over 18 years who were enrolled in an Australian higher education institution. The data were analyzed using reflexive thematic analysis. Three themes were identified: navigating employment; awareness, knowledge, and ability to act on workplace rights; and financial challenges. Participants typically worked because of financial necessity and often had limited awareness of their workplace rights. Many were reluctant to report unfair treatment because they feared job loss or visa consequences and experienced cultural norms that discouraged them from speaking out. The findings suggest that some employers might be hesitant to hire international students, influenced by visa restrictions and cultural perceptions. The study highlights the need for employers, universities, and policymakers to be better supported in asserting their workplace rights and accessing fair employment opportunities.
Forecasting international student mobility is increasingly important for institutional planning, national education policy and equitable internationalisation, yet evidence remains limited on whether artificial intelligence improves upon simple temporal benchmarks. This study develops GlobalStudent-AI, a horizon-dependent framework for forecasting inbound international student shares using global mobility records and socioeconomic, demographic, technological and higher education indicators. The analysis comprised 9,987 exact calendar-aligned observations from 159 countries across one- to six-year forecast horizons. Models were selected using development data from 2021–2023 and evaluated on an untouched 2024 confirmation year. Persistence, drift, historical-mean and pooled linear baselines were compared with direct and persistence-residual machine-learning models using multiple error measures, country-clustered bootstrap confidence intervals, multiplicity-adjusted tests, feature ablation, robustness analysis and conformal uncertainty estimation. Machine learning did not reliably outperform persistence at one year, but gains increased with forecast length. At six years, the persistence-residual Extra Trees model reduced mean absolute error from 3.77 to 2.34, a 38.02% improvement that remained statistically significant after multiplicity correction and robust to exclusions of microstates, extreme changes and countries with limited histories. Several countries showed positive expected changes by 2027, although all conformal intervals crossed zero. Artificial intelligence was therefore most useful for medium- and long-term forecasting.
In recent years, there has been an increasing demand to make students interculturally competent, preparing them to become global citizens. Individuals must have relevant intercultural and communicative competencies to function effectively in multicultural and multilingual environments. One common way to enhance intercultural competence (IC) is through teaching a foreign language (FL). FL teachers promote the acquisition of intercultural competence through a range of teaching materials and techniques; however, there is insufficient research documenting their experiences. This paper explores teachers’ beliefs and practices regarding the integration of intercultural communicative competence (ICC) among adult FL learners. 60 FL instructors from 17 countries, who taught 16 FLs at 29 universities and colleges across the USA, participated in this study. Data were collected through a questionnaire and semi-structured interviews with educators, which were analyzed using a mixed-methods approach. The Likert-scale items were analyzed using descriptive statistics, and the open-ended responses were analyzed using thematic analysis. Byram’s (2020) ICC framework was applied for analyzing the data, suggesting that educators explore all the ICC dimensions, including knowledge, discovery skills, interaction skills, interpreting and relating skills, and critical cultural awareness, to simulate conditions that encourage learners to practice communicating in multilingual and multicultural settings. Respondents reported that learners’ knowledge of the FL culture plays a significant role in their success in learning the target language. They also observed that the use of intercultural input enhanced FL learners’ pragmatic understanding, vocabulary, and speech production. Consequently, they frequently use cultural themes in instructional materials and assessments, which they believe have helped develop learners' overall FL skills.
International graduate students face unique linguistic, cultural, and academic challenges in U.S. higher education, and the increasing influence of artificial intelligence (AI) adds new opportunities and adjustments to their learning practices. In this study, we examine how international graduate students interact with AI to navigate learning in their new environment. Findings show that students use AI in various ways as they navigate their new learning environment. These include using AI to summarize readings; proofread writings; help with their writing; adjust to the new learning environment; and collaborate with AI as a friend and learning companion. Though participants recognize that AI can be misleading, they still encourage its critical use. These findings reveal students engage in AI-mediated learning.
The COVID-19 pandemic exposed significant vulnerabilities in higher education internationalisation, thereby highlighting the need for more resilient, equitable and crisis-responsive approaches to global engagement. This study examines how higher education institutions (HEIs) can strengthen institutional reputation and internationalisation strategies in the post-pandemic era through the concept of institutional waypower. Adopting a constructivist grounded theory approach, the study employed qualitative documentary analysis for peer-reviewed literature, institutional reports, policy documents and international briefs published between 2020 and 2024. The analysis identified eight interrelated structural adjustment constructs that underpin crisis-resilient internationalisation: crisis-prepared learning management systems (LMSs), technology investment and digital infrastructure, student support and well-being services, internationalisation strategy and intercultural competence, institutional stability and agile governance, ethical stewardship and community engagement, curriculum innovation and responsiveness, and resource development and diversification.
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.
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.
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.
This study examines alumni perspectives on the long-term impact of a Sino-U.S. joint-venture university. Qualitative interviews (n=13) and a supplementary survey (n=63) reveal that the institution functions as a strategic stepping stone to graduate education (88.9%) and fosters a global mindset. However, its effectiveness is moderated by persistent prestige deficits, inadequate career preparation (M=2.66/5), and underdeveloped alumni networks, reflecting tensions between American-modeled ideals and local realities. Applying Bourdieu's framework of capital conversion, we find that PAU successfully facilitates cultural capital acquisition for graduate mobility but struggles with capital convertibility in domestic labor markets. As one of the first studies to center long-term alumni outcomes in Chinese transnational higher education, it offers critical insights for policymakers and practitioners navigating a post-pandemic landscape of constrained mobility and geopolitical uncertainty.
Aligned with the ASEAN Economic Community’s (AEC) vision for regional integration and sustainable development, universities are expected to advance internationalization through mobility, research, and community engagement. However, the sustainability learning outcomes of short-term mobility programs remain underexplored. This case study examines a six-week hybrid mobility initiative between an Indonesian private university and a Singaporean partner. Using a grounded theory approach and discussions with students and staff, the study explores how program design and institutional support shape outcomes. The findings indicate that students gained modest benefits, including social connections and introductory sustainability, but learning was constrained by compressed timelines and unclear roles. Staff highlighted the need for clearer prioritization and stronger alignment with institutional goals. The study proposes a model in which outcomes depend on the alignment of strategy, program management, and pedagogy, offering a framework to strengthen short-term hybrid mobility programs in ASEAN higher education and beyond.
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.
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.
The experiences of international counseling psychology students (ICPS) across multiple domains of training and their professional identity development were under-investigated. To address this gap, this study used autoethnography to explore the implications of international student identity for one ICPS with a lower socioeconomic background and first-generation college student status. Guided by an open-ended research question, this autoethnography was developed through an iterative, narrative-driven process. Personal and professional sources supported the writing process. Three recurring areas of experience emerged: (1) Adjustment Challenges Related to International Student Identity, (2) Strengths Tied to International Student Identity, and (3) Developing a Social Justice-Oriented Professional Identity through Lived Experience and Training as an ICPS. The findings highlight minority stress experienced by ICPS and the dialectical coexistence of challenges and strengths in their training. Recommendations are provided to professional organizations, training programs, and mentors to enhance culturally responsive training for ICPS.
This study investigates the challenges international students in China face in accessing healthcare services using a mixed-methods approach. Data from 384 students at Nanjing universities and 22 interviewees reveal that health-related difficulties are driven primarily by language barriers (89% agreement; M = 1.8, SD = 0.9) and financial constraints (73%; M = 1.9, SD = 0.8). Additionally, 56% of participants expressed dissatisfaction with the mandatory insurance system (p < 0.001), particularly regarding limited coverage for specialized care. Students also reported challenges in navigating traditional Chinese medical practices (M = 2.3/5), which further restricted healthcare utilization. While university medical facilities are generally viewed positively (78%), their effectiveness is constrained by inconsistent English proficiency among staff and limited mental health support. A significant proportion of students (70%; r = 0.62; p < 0.001) rely on peers for healthcare guidance, highlighting informal support networks. The findings underscore the need for expanded insurance coverage, improved multilingual and culturally competent services, and formalized peer support systems to promote equitable healthcare access for international students in China.
What were the graduation outcomes of the international undergraduates enrolled at an American West Coast public university throughout the coronavirus pandemic (COVID-19)? The present exploratory study compared the university’s international undergraduates entering in fall 2019 (FA19; pandemic cohort) with counterparts entering in fall 2013 (FA13; prepandemic baseline); the FA13 cohort was the final cohort whose undergraduate enrollment completed before COVID-19’s spring 2020 onset. FA19 transfers’ cumulative two-year graduation rate was significantly better and their times to degree were somewhat better than FA13 counterparts’ (76.2% vs. 61.6%; 2.2 vs. 2.4 academic years). FA19 first-time undergraduates’ cumulative six-year rates were similar to and times to degree significantly better than FA13 counterparts’ (69.5% vs. 71.7%; 4.3 vs. 4.8). These findings suggest that this university’s FA19 cohort unexpectedly had mostly better graduation outcomes than the FA13 baseline despite the disruptions coinciding with COVID-19. Implications for the research literature’s generalizations about international undergraduates are discussed.
The doctoral stage is often described as an isolating and individualistic journey, making belonging particularly challenging. Sense of belonging is closely linked to doctoral persistence, especially in the early stages, when marginality is heightened. As first-generation and international doctoral populations grow, understanding how belonging develops in the first year becomes increasingly important. This study draws on autoethnography and is informed by Van Gennep’s rites-of-passage framework to explore the first-semester experience of an international, first-generation PhD student. Through iterative reflection and interpretive analysis, the study traces how belonging emerges through moments of uncertainty, interaction, and adjustment. The findings show that belonging is a dynamic, processual experience that is unevenly negotiated across shifting academic, social, and cultural contexts. The study develops a process-oriented mapping of early belonging formation, extending the literature by foregrounding temporality and transition.
