International student

Template:Short description

Template:Use British English Template:Use dmy dates International students or exchange students, also known as foreign students, are students who undertake all or part of their secondary or tertiary education in a country other than their own.

In 2022, there were over 6.9 million international students, up from 5.12 million in 2016. The most popular destinations were in the Anglosphere. Three countries in particular received 39% of international students:<ref name="UIS2019"/> the United States (with 1,126,690 international students), Canada (842,760 students), and the United Kingdom (758,855 students).

National definitions

Definitions of "foreign student" and "international student" vary from country to country.<ref>Template:Cite web</ref>

In the US, international students are "[i]ndividuals studying in the United States on a non-immigrant, temporary visa that allows for academic study at the post-secondary level."<ref>Template:Cite web</ref> Most international students in the US hold an F1 Visa.<ref>Template:Cite web</ref>

In Europe, students from countries who are a part of the European Union can take part in a student exchange program called the Erasmus Programme.<ref>Template:Cite web</ref> The program allows for students from the EU to study in other countries under a government agreement.

Canada defines international students as "non-Canadian students who do not have 'permanent resident' status and have had to obtain the authorization of the Canadian government to enter Canada with the intention of pursuing an education."<ref>Template:Cite web</ref> The study permit identifies the level of study and the length of time the individual may study in Canada. Unless it takes more than six months, international students do not need a study permit if they will finish the course within the period of stay authorized upon entry.<ref>Template:Cite web</ref> Canada's first International House (I-House), planned to help international students find housing and community, opened in 1959 at the University of British Columbia.<ref>Template:Cite journal</ref>

In Australia, an international student "is not an Australian citizen, Australian permanent resident, New Zealand citizen, or a holder of an Australian permanent resident humanitarian visa."<ref>Template:Cite web</ref>

According to the Institute of International Education, an international student in Japan is "[a] student from a foreign economy who is receiving an education at any Japanese university, graduate school, junior college, college of technology, professional training college or university preparatory course and who resides in Japan with a 'college student' visa status."<ref>Template:Cite web</ref>

Destinations of foreign students

Student mobility in the first decade of the 21st century has been transformed by three major external events: the September 11 attacks, the 2008 financial crisis, and an increasingly isolationist political order characterized by Brexit in the U.K. and the first presidency of Donald Trump in the U.S.<ref name=":0">Template:Cite journal</ref> Changes to the visa and immigration policies of destination countries impact the availability of employment during and after education.<ref name=":0"/><ref>Template:Cite web</ref> Political developments are often a major consideration; for example, a survey conducted before the 2020 presidential election in the U.S. indicated that a quarter of prospective international students were more likely to study in the country if Joseph R. Biden was elected president.<ref>Template:Cite news</ref>

Traditionally the US and UK have been the most prestigious choices. There is increasing competition from several destinations in East Asia such as China, South Korea, Japan, Taiwan, and Singapore, and other destinations such as Canada, Australia, New Zealand, the UAE, Germany, Norway, Argentina, and Brazil, which are keen to attract foreign students for reputation and demographic reasons.<ref>Template:Cite web</ref>

According to OECD, almost one out of five foreign students is regionally mobile. This segment of regionally mobile students who seek global education at local cost is defined as "glocal" students]. Many "glocal" students consider pursuing transnational or cross-border education which allows them to earn a foreign credential while staying in their home countries.<ref>Template:Cite web</ref> With the increase in tuition cost in leading destinations like the US and the UK along with the higher immigration barriers, many international students are exploring alternative destinations and demanding more "value for money." Recalibrating value for money for international students It is projected that the number of internationally mobile students will reach 6.9 million by 2030, an increase of 51%, or 2.3 million students, from 2015.<ref>Template:Cite web</ref> The affordability of international education is an area of concern not only for international students but also universities and nations interested in attracting them.<ref>Template:Cite journal</ref>

Template:As of, the top 10 countries for foreign student enrollment according to Institute of International Education:<ref>[1]</ref>

Rank	Destination country	Numbers of foreign students			Top sending countries
Rank	Destination country	2024	2023	% change	Top sending countries
Template:Nts	Template:Flag	Template:Change	China, India, South Korea
Template:Nts	Template:Flag	Template:Change	India, China, France
Template:Nts	Template:Flag	Template:Change	China, India, Nigeria
Template:Nts	Template:Flag	Template:Change	Morocco, Algeria, China
Template:Nts	Template:Flag	Template:Change	China, India, Nepal
Template:Nts	Template:Flag	Template:Change	China, India, Syria
Template:Nts	Template:Flag	Template:Change	Kazakhstan, China, Uzbekistan
Template:Nts	Template:Flag	208,962		Template:N/A	South Korea, Thailand, Pakistan
Template:Nts	Template:Flag	Template:Change	South Korea, Thailand, Pakistan
Template:Nts	Template:Flag	Template:Change	China, Vietnam, Nepal

Template:As of, the top 10 countries for foreign student enrollment according to UNESCO:<ref name="UIS2019">[2]</ref>

Rank	Destination country	Numbers of foreign students
Rank	Destination country	2024	2023	% change
Template:Nts	Template:Flag		956,923	Template:N/A
Template:Nts	Template:Flag		748,461	Template:N/A
Template:Nts	Template:Flag		467,074	Template:N/A
Template:Nts	Template:Flag		423,197	Template:N/A
Template:Nts	Template:Flag		389,181	Template:N/A
Template:Nts	Template:Flag		336,453	Template:N/A
Template:Nts	Template:Flag		276,217	Template:N/A
Template:Nts	Template:Flag	Template:Change
Template:Nts	Template:Flag	Template:Change
Template:Nts	Template:Flag		181,821	Template:N/A

Asia

China

Template:Main In 2016, China was the third largest receiver of international students globally, with 442,773 international students.<ref name="UIS">Template:Cite web</ref> By 2018 this number had grown to 492,185 (10.49% growth from 2017).<ref name=MOE2018>Template:Cite web</ref>

The number of international students in China has grown steadily since 2003, with apparently no impact from the rise of terrorism or the Great Recession. In contrast to the reported decline of enrollments in the USA<ref>Template:Cite news</ref> and the UK,<ref>Template:Cite web</ref> China's international student market continues to strengthen. China is now the leading destination globally for Anglophone African students.<ref>Template:Cite web</ref>

In 2016, the students coming to China were mostly from Asia (60%), followed by Europe (16%) and Africa (14%). However, Africa had the highest growth rate at 23.7% year-on-year 2015–2016.<ref name=MOE>Template:Cite web</ref>

The top 15 countries sending students to China in 2018 are listed below. African countries are grouped together and show a considerable block of students.<ref name=MOE/><ref name=MOE2017>Template:Cite web</ref><ref name=MOE2018/>

Rank (2018)	Country	Number of Foreign Students			Rank (2017)
Rank (2018)	Country	2018	2017	% of Total (2018)	Rank (2017)
-	All African countries grouped together	81,562	61,594	16.57%	-
1	Template:KOR **	50,600	70,540	10.28%	1
2	Template:THA **	28,608	23,044	5.81%	2
3	Template:PAK **	28,023	18,626	5.69%	3
4	Template:IND **	23,192	18,717	4.71%	5
5	Template:USA **	20,996	23,838	4.27%	4
6	Template:RUS **	19,239	17,971	3.91%	6
7	Template:IDN **	15,050	14,714	3.06%	8
8	Template:LAO **	14,645	-	2.98%	-
9	Template:JPN **	14,230	13,595	2.89%	7
10	Template:KAZ **	11,784	13,996	2.39%	9
11	Template:VNM **	11,299	10,639	2.30%
12	Template:BGD **	10,735	-	2.18%	-
13	Template:FRA **	10,695	-	2.17%	-
14	Template:MNG **	10,158	-	2.06%	-
15	Template:MYS **	9,479	-	1.93%	-

In 2016, international students mostly went to study in the major centers of Beijing (77,234, 17.44%) and Shanghai (59,887, 13.53%). In recent years there has been a decentralization and dispersion of students to other provinces.

Various factors combine to make China a desirable destination for international students.

China boasts a significant number of world-class universities.<ref>Template:Cite web</ref>
Universities in China are attractive research centers.<ref>Template:Cite web</ref>
It costs relatively less than studying in developed countries.<ref name=studyabroad>Template:Cite web</ref>
There is a huge diversity of universities and programs.<ref name=studyabroad/>
There are more career opportunities due to China's growing economic strength.<ref name=studyabroad/>
Many graduate and postgraduate programs are offered in English.
A huge number of scholarships (49,022 in 2016) are on offer from the Chinese government.<ref name=MOE/>

China is openly pursuing a policy of growing its soft power globally, by way of persuasion and attraction. Attracting international students, especially by way of scholarships, is one effective way of growing this influence.<ref>Template:Cite web</ref><ref>Template:Cite web</ref>

India

In 2019, India was hosting over 47,000 overseas students, and aims to quadruple the number 200,000 students by 2023. India has most its international students and targets from South, Southeast, West Asia and Africa and is running various fee waiver and scholarship programs.<ref>Template:Cite news</ref><ref>Template:Cite web</ref>

2019-20 academic year<ref name = "india">Template:Cite web</ref>
Rank	Country	Number of Students	% of Total
1	Template:NEP	13,880	28.1%
2	Template:AFG	4,504	9.1%
3	Template:BAN	2,259	4.6%
4	Template:BHU	1,851	3.8%
5	Template:SUD	1,758	3.6%
6	Template:USA	1,627	3.3%
7	Template:NGR	1,525	3.1%
8	Template:YEM	1,437	2.9%
9	Template:MYS	1,353	2.7%
10	Template:UAE	1,347	2.7%
Share of top 10 countries		31,533	63.9%
Others		17,815	36.1%
Total		49,348	100%

Iran

Iran had 55000 studying in 2018 .<ref>Template:Cite web</ref> In 2021 it doubled to more than 130000 with half of them enrolled in Azad University and Payamnoor.<ref>Template:Cite web</ref> Iran Signed up PMF Iraqi Popular Mobilization Forces to study at University of Tehran.<ref>Template:Cite web</ref> By 2023 there were students from 15 countries such as Lebanon, Iraq, Russia, Syria, Pakistan and African countries. They study humanities sciences, law, medicine, construction, accounting.<ref>Template:Cite web</ref><ref>Template:Cite web</ref>

Japan

Japan is perceived as an evolving destination for international students. Japan has around 180,000 overseas students studying at its institutions and the government has set targets to increase this to 300,000 over the next few years.<ref>Template:Cite web</ref> According to the Japan Student Services Organization (JASSO), the number of international students on 1 May 2024 was 336,708 people.<ref>Template:Cite web</ref><ref>Template:Cite web</ref>

Malaysia and Singapore

Malaysia, Singapore and India are emerging destinations for international students. These three countries have combined share of approximately 12% of the global student market with somewhere between 250,000 and 300,000 students having decided to pursue higher education studies in these countries in 2005–2006.<ref name="World Education Services">Template:Cite web.</ref>

South Korea

Template:Main In April 2024, the number of international students studying at universities and colleges in South Korea was 208,962.<ref>Template:Cite web</ref> As of 2024, the most common nationalities of international students were countries from Asia, Europe, North America, Africa, and South America. Among the students, 69.8% were degree students, and 30.2% were non-degree students such as exchange students or language students. The number of students attending universities in the Seoul Metropolitan Area was 56% of the total.<ref>Template:Cite news</ref>

Australia and Oceania

Template:Main

Australia has the highest ratio of international students per head of population in the world, with 775,475 international students enrolled in the nation's universities and vocational institutions in 2020.<ref>Template:Cite web</ref><ref name="unconventional">Template:Cite web</ref> In 2019, international students represented 27% of the student bodies of Australian universities. International education is one of the country's largest exports and has a pronounced influence on the country's demographics as many students remain in Australia after graduation.<ref>Template:Cite news</ref>

Europe

France and Germany

In 2023-24, France received 412,087 international students.<ref name=":3">Template:Cite web</ref> Germany received 469,485 international students in 2023-24.<ref>Template:Cite web</ref> Since the 2016/17 academic year, the number of foreign students attending university in Germany has constantly risen, climbing from 358,895 students five years ago to 411,601 students last year.<ref>Template:Cite web</ref>

With the Franco-German University, the two countries have established a framework for cooperation between their universities, enabling students to participate in specific Franco-German courses of study across borders.<ref>Template:Cite web</ref>

The top 10 countries sending students to France in 2022-23 are listed below.<ref name=":3" />

Rank	Country	Number of Students	% of Total
1	Template:MAR	45,162	11.2%
2	Template:DZA	32,147	8.0%
3	Template:CHN	25,605	6.3%
4	Template:ITA	20,028	5.0%
5	Template:SEN	15,251	3.8%
6	Template:TUN	14,291	3.5%
7	Template:ESP	11,594	2.9%
8	Template:LBN	11,527	2.9%
9	Template:CIV	10,691	2.7%
10	Template:CMR	9,767	2.4%

The top 10 countries sending students to Germany in 2023-24 are listed below.<ref>Template:Cite web</ref>

Rank	Country	Number of Students	% of Total
1	Template:IND	49,008	10.4%
2	Template:CHN	38,687	8.2%
3	Template:TUR	18,084	3.9%
4	Template:AUT	15,379	3.3%
5	Template:IRN	15,159	3.2%
6	Template:SYR	13,379	2.8%
7	Template:RUS	10,593	2.3%
8	Template:FRA	10,154	2.2%
9	Template:UKR	9,914	2.1%
10	Template:PAK	9,873	2.1%

United Kingdom

Template:Main

The top 15 countries and regions sending students to the United Kingdom in 2023/24 are listed below.<ref name=domicile>Template:Cite web</ref>

Rank	Place of origin	Number of Students	Percent of Total
1	Template:Flag	166,310	22.7%
2	Template:Flag	149,855	20.5%
3	Template:Flag	57,505	7.9%
4	Template:Flag	45,720	6.2%
5	Template:Flag	23,250	3.2%
6	Template:Flag	17,250	2.4%
7	Template:Flag	12,760	1.7%
8	Template:Flag	12,715	1.7%
9	Template:Flag	12,285	1.7%
10	Template:Flag	9,690	1.3%
11	Template:Flag	9,680	1.3%
12	Template:Flag	8,680	1.2%
13	Template:Flag	8,535	1.2%
14	Template:Flag	7,840	1.1%
15	Template:Flag	7,160	1.0%
Others		183,020	25.0%
Total		732,285	100%

Italy

The top 15 countries and regions sending students to Italy in 2023/24 are listed below.[3]

Rank	Place of origin	Number of Students
1	Template:Flag	14,000
2	Template:Flag	13,000
3	Template:Flag	6,000
4	Template:Flag	6,000
5	Template:Flag	4,000
6	Template:Flag	3,000
7	Template:Flag	2,000
8	Template:Flag	2,000
9	Template:Flag	2,000
10	Template:Flag	2,000
11	Template:Flag	2,000
12	Template:Flag	2,000
13	Template:Flag	2,000
14	Template:Flag	1,000
15	Template:Flag	1,000
15	Template:Flag	1,000
Others		183,020
Total		732,285

Netherlands

As of 2017, 81,000 international students studied in the Netherlands, compromising 12% of the higher education student population. Of these students, 12,500 students or 15.4% were Dutch nationals who had studied elsewhere previously. Three-fourths of international students in the Netherlands come from European Union countries, with the largest segment of that population coming from Germany. Of the non-EU students, the largest portion is composed of Chinese students. Two-thirds of all international students come to the Netherlands for their bachelor's degree.<ref>Template:Cite web</ref>

Russia

Russia, since the Soviet times, has been a hub for international students, mainly from the developing world. It is the world's fifth-leading destination for international students, hosting roughly 300 thousand in 2019.<ref name="Russia">Template:Cite web</ref>

The top 10 countries sending students to Russia in 2019 are listed below.<ref name="Russia"/>

Rank	Country	Number of Students
1	Template:KAZ	71,368
2	Template:TKM	27,889
3	Template:UZB	27,397
4	Template:TJK	21,397
5	Template:UKR	21,609
6	Template:CHN	18,531
7	Template:IND	12,501
8	Template:BLR	11,614
9	Template:AZE	10,946
10	Template:KGZ	7,291

North America

Canada

Template:Main Immigration, Refugees and Citizenship Canada (IRCC) reckons that as of December 2023, there were 1,040,985 international students which is a 29% increase from the previous year. In 2023, 26.8% of the international students in Canada were from India and 5.6% were from China.<ref>Template:Cite web</ref> The newest Canadian government International Education Strategy (IES) for the period 2019-2024 includes a commitment to diversify inbound students and distribute them more equally across the country rather than having a strong concentration in a few cities.<ref name=":1">Template:Cite web</ref>

The top 15 countries and regions sending students to Canada in 2023 are listed below.<ref>Template:Cite web</ref>

Rank	Country/Territory	Number of Students	Per cent of Total
1	Template:Flag	278,860	26.8%
2	Template:Flag	58,430	5.6%
3	Template:Flag	37,675	3.6%
4	Template:Flag	33,945	3.3%
5	Template:Flag	15,985	1.5%
6	Template:Flag	15,540	1.5%
7	Template:Flag	14,780	1.4%
8	Template:Flag	11,435	1.1%
9	Template:Flag	10,805	1.0%
10	Template:Flag	10,530	1.0%
11	Template:Flag	10,510	1.0%
12	Template:Flag	10,410	1.0%
13	Template:Flag	9,535	0.9%
14	Template:Flag	9,385	0.9%
15	Template:Flag	7,900	0.8%
Others		535,725	51.5%
Total		1,040,985	100%

United States

Template:Main 1,126,690 foreign students enrolled in American colleges in 2023–24. The largest number, 331,602, came from India.<ref>Template:Cite web</ref>

US colleges and universities have welcomed students from China. 10 million students throughout China take the national college entrance test, competing for 5.7 million university places. Because foreign undergraduates typically fail to qualify for US federal aid, colleges can provide only limited financial help. Now, thanks to China's booming economy in recent years, more Chinese families can afford to pay.

Chinese international students face other challenges besides language proficiency. The Chinese educational structure focuses on exam-oriented education, with educational thinking and activities aimed towards meeting the entrance examination. Students become more focused on exam performance, and teachers are inclined to focus on lecturing to teach students what may be on the test. In addition, "parents are also convinced that the more students listened to the lectures, the better they would score on the finals."<ref name="A First-Person Explanation of Why Some International Students Are Silent in the U.S. Classroom">Template:Cite web</ref> With more than 304,040 Chinese students enrolled in the US in 2014/15, China is by far the leading source of international students at American universities and colleges; however, there are three waves of growth in Chinese students in the US.<ref>Template:Cite web</ref>

Each of the three waves differs in terms of needs and expectations and corresponding support services needed. Unfortunately, many higher education institutions have not adapted to the changing needs.<ref>Template:Cite web</ref> It is no surprise that many Chinese students are now questioning if it is worth investing in studying abroad.<ref>Template:Cite web</ref>

Requirements

Prospective foreign students are usually required to sit for language tests before they are admitted. Tests notwithstanding, while some international students already possess an excellent command of the local language upon arrival, some find their language ability, considered excellent domestically, inadequate for the purpose of understanding lectures, and/or of conveying oneself fluently in rapid conversations. A research report commissioned by NAFSA: Association of International Educators investigated the scope of third-party providers offerings intensive English preparation programs with academic credit for international students in the United States.<ref>Template:Cite web</ref> These pathway programs are designed to recruit and support international students needing additional help with English and academic preparation before matriculating to a degree program.

Student visa

Generally, foreign students as citizens of other countries are required to obtain a student visa, which ascertains their legal status for staying in the second country.<ref>Template:Cite web</ref> In the United States, before students come to the country, the students must select a school to attend to qualify for a student visa. The course of study and the type of school a foreign student plans to attend determine whether an F-1 visa or an M-1 visa is needed. Each student visa applicant must prove they have the financial ability to pay for their tuition, books and living expenses while they study in the states.<ref>Template:Cite web</ref>

Higher education marketing

Marketing of higher education is a well-entrenched macro process today, especially in the major English-speaking nations: Australia, Canada, New Zealand, the UK, and the USA. One of the major factors behind the worldwide evolution of educational marketing could be globalization, which has dramatically shrunken the world. Due to intensifying competition for overseas students amongst MESDCs, i.e. major English-speaking destination countries, higher educational institutions recognize the significance of marketing themselves, in the international arena.<ref>Template:Cite web</ref> To build sustainable international student recruitment strategies Higher Education Institutions (HEIs) need to diversify the markets from which they recruit, both to take advantage of future growth potential from emerging markets, and to reduce dependency on – and exposure to risk from – major markets such as China, India and Nigeria, where demand has proven to be volatile.<ref>Template:Cite web</ref> For recruitment strategies, there are some approaches that higher education institutions adopt to ensure stable enrollments of international students, such as developing university preparation programs, like the Global Assessment Certificate (GAC) Program, and launching international branch campuses in foreign countries.

Global Assessment Certificate (GAC) Program

The Global Assessment Certification (GAC) Program is a university preparation program, developed and provided by ACT Education Solution, Ltd., for the purpose of helping students to prepare for admission and enrollment overseas.<ref name="Open Doors Report">Template:Cite web</ref> The program helps students from non-English speaking backgrounds to prepare for university-level study, so they are able to successfully finish a bachelor's degree at university. Students who complete the GAC program have the opportunity to be admitted to 120 so called Pathway Universities, located in destinations including the United States, the United Kingdom, and Canada.<ref>Template:Cite web</ref> Mainly, the program consists of curriculums, such as Academic English, Mathematics, Computing, Study Skills, Business, Science and Social Science. Moreover, the program also provides the opportunity to get prepared for the ACT exam and English Proficiency tests like TOEFL and IELTS.<ref>Template:Cite web</ref>

Foreign branch campuses

Opening international branch campuses is a new strategy for recruiting foreign students in other countries in order to build strong global outreach by overcoming the limitations of physical distance. Indeed, opening branch campuses plays a significant role of widening the landscape of the higher education. In the past, along with high demand for higher education, many universities in the United States established their branch campuses in foreign countries.<ref>Template:Cite web</ref> According to a report by the Observatory on Borderless Higher Education (OBHE), there was a 43% increase in the number of foreign branch campuses in the worldwide scale since 2006. American higher education institutions mostly take a dominant position in growth rate and the number of foreign branch campuses, accounting for almost 50% of current foreign branch campuses.<ref>Template:Cite journal</ref> However, some research reports have recently said foreign branch campuses are facing several challenges and setbacks, for example interference of local government,<ref>Template:Cite web</ref> sustainability problems, and long-term prospects like damage on academic reputations and finance.

Challenges

Template:Essay

Language

Most foreign students encounter difficulties in language use. Such issues make it difficult to gain familiarity with the local culture. Sometimes, these language barriers can subject international students to ignorance or disrespect from native speakers.<ref>Template:Cite journal</ref> Most international students also lack support groups in the country where they are studying. Although all colleges in North America that are in student exchange programs do have an International Student Office. The more students a particular college has who come from the same country, the better the support is for getting involved in the new culture.<ref>Template:Cite journal</ref>

Foreign students face several challenges in their academic studies at North American universities. Studies have shown that these challenges include several different factors: inadequate English proficiency; unfamiliarity with North American culture; lack of appropriate study skills or strategies; academic learning anxiety; low social self-efficacy; financial difficulties; and separation from family and friends.<ref>Template:Cite journal</ref> Despite the general perception that American culture is diverse rather than homogenous, the American ideology of cultural homogeneity has been alleged to imply an American mindset that because Eurocentric cultures are superior to others, people with different cultures should conform to the dominant monocultural canon and norms.<ref>Template:Cite journal</ref>

Economic impact

Research from the National Association of Foreign Student Advisers (NAFSA) shows the economic benefits of the increasing international higher-education enrollment in the United States. According to their 2021–2022 academic year analysis, nearly one million international students contributed $33.8 billion to the US economy and 335,000 jobs. This represents almost a 19% increase in dollars compared to the previous year. International students contribute more than job and monetary gains to the economy. "The increase in economic activity is certainly positive news but it should be kept in perspective: it shows we've only regained about half the ground lost in the previous academic year," said Dr. Esther D. Brimmer, NAFSA executive director and CEO. "We must not be complacent that this upward trend will automatically continue.<ref> Template:Cite web</ref> According to NAFSA's research, their diverse views contribute to technological innovation has increased America's ability to compete in the global economy.

International students crowding out domestic students has been observed, particularly at selective programs.<ref>Template:Cite report</ref>

Some international students have faced suspicions of involvement in economic and industrial espionage.<ref> Template:Cite news</ref>

Barriers

International students also face cross-cultural barriers that hinder their ability to succeed in a new environment.<ref>Template:Cite web</ref> For example, there are differences in terms of receiving and giving feedback, which influences academic engagement and even the job and internship search approach of international students.<ref>Template:Cite web</ref>

Transparency is an issue that international students face when coming across activities within class, specifically when it comes to group discussions, it may be a bigger obstacle. Firstly, the issue of how topics being discussed may not need further elaboration when it comes to local students and for an international student, the ability of the student to be able to understand and contribute may diminish in return. This may be due to the feeling of dismissal via the appearance of lack of interest in their opinion. Another would be the failure of expected scaffolding during group discussions when it comes to international students. This is due to the need for a developed understanding of local culture, or "cultural facts" as represented by Kim. This represents the knowledge of humor, vernacular, or simple connotations in speech that may allow international students to further develop an understanding of a given topic.<ref>Template:Cite journal</ref>

Plagiarism and fraud

Worries about academic dishonesty on test scores and transcripts make occasional headlines. And even Chinese students who score highly on an English-language proficiency test may not be able to speak or write well enough to stay up to speed in a US classroom, where essay writing and discussions are common.<ref name="Number of Chinese students applying for a US Visa increases">Template:Cite web</ref>

Plagiarism is the most serious offense in academia.<ref>Template:Cite web</ref> Plagiarism has two subtle forms, one of which includes the omission of elements required for proper citations and references.<ref>Template:Cite web</ref> The second form is unacknowledged use or incorporation of another person's work or achievement. Violation of either form can result in a student's expulsion. International students from some cultures lack the concept of plagiarism.<ref>Template:Cite web</ref> Most of them are unfamiliar with American academic standards and colleges are not good about giving a clear definition of the word's meaning. For example, many international students don't know using even one sentence of someone else's work can be considered plagiarism. Most colleges give students an E on their plagiarized assignments and future offenses often result in failing class or being kicked out of university.

Mental wellness

International students studying in a foreign country face a life-altering event which can cause distress that can potentially affect their mental wellness. Many students report homesickness and loneliness in their initial transition, experience isolation from peers and struggle with understanding cultural differences while staying abroad. In certain cultures, mental illness is seen as a sign of weakness. Because of this, international students believe they can prevail through their struggles alone without help, which can lead to a decrease in mental wellness.<ref>Template:Cite journal</ref>

There are two common symptoms among international students from China in particular: 45% of the students faced depression and 29% of the students faced anxiety.<ref>Template:Cite web</ref> Stressors that lead international students to struggle with anxiety are rooted in numerous causes, including academic pressures, financial issues, adapting to a new culture, creating friendships, and feelings of loneliness.<ref>Template:Cite news</ref> International students are also more likely to rely on peers for support through their transition than teachers or adult peers.<ref>Template:Cite journal</ref> If the student is unable to make friends in their new environment, they will struggle more with their transition than an international student who has established relationships with their peers.<ref name="psycnet.apa.org">Template:Cite journal</ref> During the COVID-19 pandemic, many international students started remote learning and had to overcome time differences to take classes online, which further led to sleep disruption, social isolation, and thus, higher rates of mental health symptoms.<ref name=":2">Template:Cite journal</ref>

Language and communication barriers have been noted to add to student anxiety and stress.<ref>Template:Cite journal</ref> International students face language discrimination, which may exacerbate mental health symptoms. Evidence has not conclusively shown that language discrimination is a greater risk factor than discrimination against foreigners. However, there has not been any conclusive evidence to show whether language discrimination plays a significantly larger role than simple foreigner discrimination.<ref name="psycnet.apa.org"/>

Since international students are less likely to use individual counseling provided by the university.<ref>Template:Cite journal</ref> and may experience even more intense stigmas against seeking professional help,<ref>Template:Cite journal</ref> group-oriented ways of reaching students may be more helpful.<ref>Template:Cite journal</ref> Group activities, like collaborative workshops and cultural exchange groups, can introduce a sense of community among the students.<ref>Template:Cite journal</ref><ref>Template:Cite journal</ref> In addition, efforts can be placed to improve awareness and accessibility to mental wellness resources and counseling services.<ref name=":2" /><ref>Template:Cite journal</ref> Social workers, faculty, and academic staff can be educated beforehand to provide an adequate support for them.<ref>Template:Cite journal</ref>

Housing

Accommodation is a major factor that determines study abroad experience.<ref>Template:Cite book</ref><ref>Template:Cite book</ref> Increases of students has been associated with less affordable housing in some areas.<ref>Template:Cite journal</ref>

Study abroad

Studying abroad is the act of a student pursuing educational opportunities in a country other than one's own.<ref>Template:Cite web</ref> This can include primary, secondary and post-secondary students. A 2012 study showed number of students studying abroad represents about 9.4% of all students enrolled at institutions of higher education in the United States<ref>Template:Cite web</ref><ref>Template:Cite web</ref> and it is a part of experience economy.<ref name=handbook>Template:Cite book</ref><ref>Template:Cite book</ref>

Studying abroad is a valuable program for international students as it is intended to increase the students' knowledge and understanding of other cultures. International education not only helps students with their language and communicating skills. It also encourages students to develop a different perspective and cross-cultural understanding of their studies which will further their education and benefit them in their career.<ref>Template:Cite journal</ref><ref>Template:Cite journal</ref> The main factors that determine the outcome quality of international studies are transaction dynamics (between the environmental conditions and the international student), quality of environment, and the student's coping behavior.

Coping with studying abroad

Affectivity is an emotional disposition: people who are high on positive affectivity experience positive emotions and moods like joy and excitement, and view the world, including themselves and other people, in a positive light. They tend to be cheerful, enthusiastic, lively, sociable, and energetic. Research has found that students studying abroad with a positive emotional tendency have higher satisfaction and interaction with the environment; they engage in the staying country's citizenship behaviours.<ref name=handbook/><ref>Template:Cite journal</ref>

Being relevant to research on coping by international students, the concept of adjustment to a foreign work environment and its operationalisation has been the subject of broad methodological discussion.<ref>Template:Cite journal</ref><ref>Template:Cite book</ref>

References

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External links

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