Promote Education and Awareness: It is essential

The gap

Evidence profile

Stated in the limitations and recommendations sections of the source papers, classified as general, spanning 3 journals. Those papers have been cited 1 times in total.

Supporting evidence — 4 representative gaps

• “Now, I have a voice” (2026) · Journal of International Students · doi

  The gender imbalance (only one male participant) could limit the thorough understanding of the role of gender differences in international student mobility. Future work could address a more even distribution of male and female participants. Additionally, the research can enhance the involvement of the 2SLGBTQ+ community in obtaining a broader and more inclusive understanding of international students' lived experiences. The study followed the guidance of basic qualitative methodology (Merriam & Tisdell, 2016) while drawing upon individual interviews and a focus group for data collection. However, participants’ perspective transformation and their rich journeys of IC development could not be reflected through this engagement. I recommend that future research should conduct a longitudinal project to deepen our empathy and understanding of their cross-cultural adventures. CONCLUSION This study explored how international graduate student leaders in Canadian higher education made meaning of their IC development and how their student leadership experiences contributed to a decolonial reframing of the concept. Guided by Engaged Buddhism, the research was grounded in the contemplation of participants' voices as central transformation and decoloniality. With relational and respectful ethics, deep listening, and reflective engagement, the study examined IC by considering participants’ lived to 257 Bùi experiences with the complexities of navigating multiple cultural worlds. Their experiences highlighted their sense of self and connection with their roots. These aspects were often overlooked in Western-centric models of IC (Dervin & R'boul, 2025). Importantly, when enacting leadership, they did not practice authority. Instead, they sought to reclaim their voices compassionately. Their IC and responsive leadership dimensions emphasized approaches for socially just intercultural leadership (Andreotti, 2011b; Khalifa et al., 2016; Liu, 2025). Overall, the study contributes to the ongoing scholarly conversation of critical internationalization (Knight, 2022; Vavrus & Pekol, 2015). It centered international graduate student leaders’ lived experiences and expanded their understanding of IC and student leadership. relational and culturally Looking forward, institutions are encouraged to co-construct environments with international students to lead with authenticity and help these students be empowered to own their identity. This decolonial space will embrace contemplation, reflection, and community connection for international students, as well as other stakeholders, including domestic students, staff, faculty, and administrators, to engage with and learn from diversity. This process lays the foundation for a more human-centered and equitable educational connection across multiple cultures. It helps inform faculty, instructors, and institutional leaders in transforming how they teach and support international students as an action grounded in a deep understanding of reciprocity and interconnectedness.

  generalstated in limitationsevidence 5/5
  Keywords: international students understanding student experiences leadership participants lived leaders connection gender male future community transformation
• “Now, I have a voice” (2026) · Journal of International Students · doi

  The findings provide several actionable implications for practice and policy. First, higher education institutions should integrate IC with leadership training programs. These programs need to emphasize reflective practices, contemplative activities, and student voices. Second, institutions should move beyond conventional IC frameworks by embedding decolonial approaches into curriculum design and academic program development. Diverse content is included to recognize different ways of knowing and learning. This practice enables higher education institutions to construct an academic environment where different student groups can find their voices in relation to one another. Finally, intercultural dialogues should be placed at the heart of their student life programs. These include the initiatives of designing intercultural mentorship programs or developing contemplative workshops. This engagement allows diverse student communities to enjoy meaningful interaction in non-judgmental platforms. They can comfortably share their lived experiences and grow their leadership practice with confidence and compassion. LIMITATIONS AND FUTURE RESEARCH The gender imbalance (only one male participant) could limit the thorough understanding of the role of gender differences in international student mobility. Future work could address a more even distribution of male and female participants. Additionally, the research can enhance the involvement of the 2SLGBTQ+ community in obtaining a broader and more inclusive understanding of international students' lived experiences. The study followed the guidance of basic qualitative methodology (Merriam & Tisdell, 2016) while drawing upon individual interviews and a focus group for data collection. However, participants’ perspective transformation and their rich journeys of IC development could not be reflected through this engagement. I recommend that future research should conduct a longitudinal project to deepen our empathy and understanding of their cross-cultural adventures. CONCLUSION This study explored how international graduate student leaders in Canadian higher education made meaning of their IC development and how their student leadership experiences contributed to a decolonial reframing of the concept. Guided by Engaged Buddhism, the research was grounded in the contemplation of participants' voices as central transformation and decoloniality. With relational and respectful ethics, deep listening, and reflective engagement, the study examined IC by considering participants’ lived to 257 Bùi experiences with the complexities of navigating multiple cultural worlds. Their experiences highlighted their sense of self and connection with their roots. These aspects were often overlooked in Western-centric models of IC (Dervin & R'boul, 2025). Importantly, when enacting leadership, they did not practice authority. Instead, they sought to reclaim their voices compassionately. Their IC and responsive leadership dimensions emphasized approaches for socially just intercultural leadership (Andreotti, 2011b; Khalifa et al., 2016; Liu, 2025). Overall, the study contributes to the ongoing scholarly conversation of critical internationalization (Knight, 2022; Vavrus & Pekol, 2015). It centered international graduate student leaders’ lived experiences and expanded their understanding of IC and student leadership. relational and culturally Looking forward, institutions are encouraged to co-construct environments with international students to lead with authenticity and help these students be empowered to own their identity. This decolonial space will embrace contemplation, reflection, and community connection for international students, as well as other stakeholders, including domestic students, staff, faculty, and administrators, to engage with and learn from diversity. This process lays the foundation for a more human-centered and equitable educational connection across multiple cultures. It helps inform faculty, instructors, and institutional leaders in transforming how they teach and support international students as an action grounded in a deep understanding of reciprocity and interconnectedness.

  generalstated in recommendationsevidence 5/5
  Keywords: student leadership international experiences students understanding practice institutions programs voices lived participants higher education decolonial
• Socio-cultural integration of international students in Europe: A systematic review (2026) · Frontiers The Interdisciplinary Journal of Study Abroad · cited 1× · doi

  Based on the findings of this systematic review, several key recommendations can be made to enhance the socio-cultural integration of international students. First, as international students tend to build stronger networks with co-nationals and other international students while local contacts remain limited (e.g., Brown, 2009; Wang et al., 2012; Li, 2017), structured interventions are recommended. These may include facilitated intercultural events or mixed-nationality teams (e.g., Pedersen, 2010; Sierra- Huedo et al., 2017) or expanding peer-mentoring programs that connect international and local students (Ragavan, 2014). Second, evidence shows that pre‑departure knowledge, awareness of academic differences, and early exposure to host culture norms significantly reduce stress and help students adapt more smoothly (Adisa et al., 2019; Iorga et al., 2020; Peet et al., 2015; Schartner, 2014). Therefore, institutions must provide pre-departure sessions focusing on academic expectations, local cultural norms and navigating institutional structures in the host university (Dongfeng, 2012; Iorga et al., 2020). Third, across the reviewed studies, language proficiency emerges as the strongest predictor of both successful socialisation and reduced stress (McGarvey et al., 2021; Peet et al., 2015; Pitt, 2009; Rębisz & Grygiel, 2018). This calls for continuous language tutoring, expanded use of English as a lingua franca in host institutional settings while supporting acquisition of the local language (Noom-ura, 2017; Sobkowiak, 2019). Additionally, fostering an inclusive campus environment that celebrates cultural diversity will encourage participation in the local community and enrich the student experience. These strategies may involve integrating intercultural pedagogy into the curriculum, training academic and administrative staff in intercultural communication (Li & Pitkänen, 2018) and increasing the visibility and accessibility of international offices, orientation days and culturally diverse student clubs (Yilmaz et al., 2020). This may also ensure that intercultural learning outcomes are developed to a greater extent during the study abroad program (Gondra & Czerwionka, 2018). Finally, institutions should offer tailored psychosocial and academic support to mitigate barriers such as stress, homesickness, and discrimination (Aladegbaiye et al., 2022; Brown, 2009).

  generalstated in recommendationsevidence 5/5
  Keywords: international students local intercultural academic cultural host stress language brown departure norms iorga peet institutions
• Development of Intercultural Competence in the Context of Teaching Spanish as a Foreign Language in China: An Interactive Role-Playing Approach (2026) · Journal of English Language Teaching and Applied Linguistics · doi

  Promote Education and Awareness: It is essential to create educational programs that promote mutual understanding and cultural awareness for both immigrants and natives of the host country. These programs may include workshops, talks, and events that highlight the importance of cultural diversity and mutual respect. Facilitate Intercultural Dialogue: Safe spaces for intercultural dialogue should be created, where immigrants and natives can share their experiences and better understand each other's perspectives. These exchanges can help reduce prejudice and stereotypes. Incorporate Interculturality into Education: Educational programs should integrate intercultural education into the curriculum, from early childhood to higher education. This may include teaching the history and culture of diverse communities, as well as activities that promote intercultural understanding and respect. Promote Empathy: Fostering empathy is crucial. Educational programs and public campaigns can focus on immigrant life stories and promote empathy toward their challenges and achievements. This can help build a more understanding and supportive society.

  generalstated in recommendationsevidence 5/5
  Keywords: promote education programs intercultural educational understanding empathy awareness mutual cultural immigrants natives include respect dialogue

Questions about this gap