Abstract:

Background:
In contemporary times, there has been a shift in the global higher education landscape, with internationalization taking on a preeminent role. Central to this evolution is the significant contribution made by international students to enhance academic, cultural, economic, and technological advancements and augment the global proficiency and prestige of their host countries and universities. However, despite universities' focus on inclusivity, diversity, and equity to maintain this stream of international students, scant attention has been devoted to comprehending international students' challenges in adapting to new learning styles. This literature review aims to (1) identify the major obstacles that international students face that may impact their academic success; (2) explore the strategies and recommendations that have been used successfully to alleviate the challenges.

Methodology:
The methodology for this study involved conducting a search of major databases and gray literature to identify relevant articles published in English-language, peer-reviewed journals from 2010 to 2023. The investigation used a combination of search terms related to international students and strategies to find relevant studies. The PRISMA and QualSyst systems were used to appraise the methodological quality and bias of the included articles. Studies were included if they met specific criteria, such as being concerned with international students, conducted in the United States, and assessing or targeting factors that impact international students. Two research team members independently reviewed the articles to determine their eligibility, with discrepancies resolved through joint agreement.

Results:
The findings of this study revealed that out of the initial 971 articles identified, 57 were included in the review after applying inclusion and exclusion criteria. These articles indicated that various factors impact international students' academic success, including those related to students (e.g., independence, critical thinking, and language barriers), faculty (e.g., teaching style, knowledge and expertise, and feedback and assessment), domestic peers (e.g., stereotyping and discrimination), pedagogy (e.g., the complexity of the curriculum, lake of knowledge on proper ways of referencing), domain of study (e.g., discipline-specific knowledge), technology (e.g., limited access and familiarity with technological tools), and the university (such as support services, financial and scholarships, and policies pertaining to GPA).

Discussion and Conclusion:
The challenges faced by international students in Western universities can negatively impact their mental well-being and academic outcomes, leading some to resort to unethical practices. Teachers and domestic students must adapt to their presence, and international students can alleviate stress by adopting strategies that promote critical thinking and metacognitive practices. Effective support programs are necessary to ensure the academic success of international students.

Study Impact:
Study offers insights to support international students in adapting to new learning styles in the US, urging educators and institutions to create inclusive and supportive learning environments to enhance their success both academically and personally.

Keywords:

Trends and Issues in Education, Education and Globalization, Multicultural Education, Barriers to Learning.