Abstract:

Growing internationalization in higher education has intensified the need for structured, evidence-based strategies that support the academic integration and well-being of international students. At the University of Aveiro (UA), a pedagogical intervention is being developed to design bridging and leveling courses tailored to the needs of incoming students, particularly in key areas such as Mathematics and Chemistry, as previously identified by the Medical Sciences department. To support this effort, a systematic review and a diagnostic questionnaire are being conducted to ensure that future courses align closely with students’ academic preparation, learning difficulties, preferred support formats, and well-being, ultimately contributing to dropout prevention.

The systematic review explores international practices in bridging and leveling programs, focusing on their implementation and impact on student mental health. A total of 2,092 studies published between 2015 and 2025 were retrieved from ERIC, Scopus, and Web of Science, from which 58 studies were selected for full analysis. Complementing this review, a diagnostic questionnaire is being developed to capture the experiences of international students at UA, focusing on academic adaptation, preparedness in foundational subjects, emotional well-being, and expectations regarding academic support. Together, these findings will inform us of the structure and content of the bridging courses, ensuring alignment with students' real needs.

This abstract presents preliminary findings based on the first six extracted articles. The studies analyzed so far show a wide range of interventions, including redesigned chemistry modules that integrate multimedia tools, short-term remedial English programs, intensive grammar-focused foundation courses, critical literacy frameworks, and multi-year disciplinary bridging programs delivered across different countries. Despite this diversity, early results reveal consistent trends: most interventions report academic improvements, such as higher test scores, better conceptual understanding, increased motivation, and greater engagement. Some studies also report significant reductions in anxiety, improved confidence, and more positive learning experiences. However, a subset of programs shows limited effects when prior academic performance is controlled for, highlighting the importance of personalized and context-sensitive instructional design. Still, since these insights come from only six studies, the findings remain preliminary and cannot yet be generalized.

By triangulating the evidence from the systematic review with the questionnaire responses, the project aims to identify concrete gaps in students’ prior knowledge, clarify the main sources of academic stress, and map the formats and pedagogical strategies students consider most effective. These combined insights will directly inform the structure and delivery of UA’s bridging and leveling courses, ensuring that they are empirically grounded, culturally responsive, and aligned with students’ academic and psychological needs. The evidence gathered will support the development of structured bridging courses, combining theoretical foundations with practice-oriented learning activities and formative assessment tools. Ultimately, the initiative seeks to promote smoother academic transitions, reduce dropout risk, and foster a more inclusive and equitable learning environment for international students.

Keywords:

Leveling courses, international students, academic integration, student mental health.