International student

 ( Student Exchange ) 

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.

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. 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. The affordability of international education is an area of concern not only for international students but also universities and nations interested in attracting them.

, the top 10 countries for foreign student enrollment according to Institute of International Education:[1]

, the top 10 countries for foreign student enrollment according to UNESCO:[2]

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 and the UK, China's international student market continues to strengthen. China is now the leading destination globally for Anglophone African students.

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.

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.

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.

1. China boasts a significant number of world-class universities.
2. Universities in China are attractive research centers.
3. It costs relatively less than studying in developed countries.
4. There is a huge diversity of universities and programs.
5. There are more career opportunities due to China's growing economic strength.
6. Many graduate and postgraduate programs are offered in English.
7. A huge number of scholarships (49,022 in 2016) are on offer from the Chinese government.

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.

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.

The top 10 countries sending students to France in 2022-23 are listed below.

The top 10 countries sending students to Germany in 2023-24 are listed below.

The top 10 countries sending students to Russia in 2019 are listed below.

The top 15 countries and regions sending students to Canada in 2023 are listed below.

On the other hand, international students have faced suspicions of involvement in economic and industrial espionage.

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. 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.

US colleges and universities have long welcomed students from China, whose higher education system cannot meet the demand. 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.

US colleges also face challenges abroad. Worries about fraud 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. 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." 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.

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. It is no surprise that many Chinese students are now questioning if it is worth investing in studying abroad.

International students also face cross-cultural barriers that hinder their ability to succeed in a new environment. 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.

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.

Plagiarism is the most serious offense in academia. Plagiarism has two subtle forms, one of which includes the omission of elements required for proper citations and references. 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. 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.

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. 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. International students are also more likely to rely on peers for support through their transition than teachers or adult peers. 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. 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.

Language and communication barriers have been noted to add to student anxiety and stress. 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.

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

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. 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.