Abstract:

The increasing importance of international students in higher education institutions (HEIs) stresses the necessity of understanding the needs and challenges these students face. Related to a multitude of factors inside and outside of the classroom, international students can experience a “culture shock” where they encounter unfamiliar teaching and learning methods and challenges due to the foreign language and the wider socio-cultural environment. In this context, we hereby report on the first phase of the Erasmus+ MODES project, which aims to improve overall the learning experience of international students. Specifically, the issue of culture shock is targeted by creating inclusive classrooms. The first phase consisted of three substudies to develop a baseline of the current situation of international education in HEIs.This baseline will provide focus points for the next phase of the project, in which a methodological guide for teaching will be developed. The first of the studies was desk research into seven HEIs in European Union (EU) countries (Germany, Lithuania, Ireland, Italy, Germany, Netherlands, and Portugal) and seven HEIs in non-EU countries (Thailand, UK, Brazil, USA, Singapore, and Australia). A critical comparison of the current international learning environments of these HEIs and the academic literature shows that the internationalization of higher education is a global trend with regional differences. The learning experience of international students involves different factors, including academic and sociocultural needs, that require to be addressed through teachers and support services. The second study consisted of three focus groups conducted at the three HEIs of the project partners. The focus groups included staff involved with international students at Link Campus University (Italy), Metropolitan College (Greece), and Leiden University (The Netherlands). The findings show that institutions make efforts to improve the situation of international students, for instance, through orientation, mentorship programs, language lessons, and assistance with practical matters. The importance of addressing the specific needs, including, for example, gender-related issues, as well as the ongoing commitment to improving internationalization, was emphasized. The third study was an online survey among international students at the same three HEIs as the focus groups. The results show that international students are strongly motivated, with goals encompassing high-quality education and academic reputation, exposure to diverse cultures and personal growth. They placed significant importance on connections with other students, access to language support, and academic guidance, and were eager to participate in extracurricular activities. Additionally, a notable portion expressed high interest in intercultural experiences and learning about the host country. Taken together, the baseline studies of the first phase stress the multifaceted nature of the experience and needs of the international student. The second phase of the MODES project will integrate these findings in a methodological teaching guide which will equip teachers and other involved staff to provide guidance in academic and practical study components, facilitate connection with peers, and offer language support. Ultimately this broad approach can reduce international students’ culture shock, and allow them an inclusive and educational learning experience.

Keywords:

International students, higher education, inclusive classrooms.