Open research questions in International Student and Expatriate Challenges

What the literature leaves open

• While previous studies on transnational language teachers’ identity development have largely focused on EFL teachers (Liu and Li, 2025), transnational teachers of foreign languages other than English (FLOE) remain critically underexplored (Zhu et al.

  Transnational language teachers’ identity construction in the USA: insights from an intercultural context · 2026 · DOI

• Findings from the limited CA literature suggest that cultural context may influence students' perceptions of distributive fairness; however, the current evidence base is insufficient to support broad conclusions.

  Cross-cultural classroom assessment fairness · 2026 · DOI

• Purpose Despite the growing recognition of academic self-concept as a critical driver of student success, limited research has examined how high-achieving Indigenous students, particularly those from Geographically Isolated and Disadvantaged Areas (GIDA) communities in the Philippines, develop and sustain a positive academic self-concept in the face of systemic discrimination and socioeconomic disadvantage.

  Exploring the development of academic self-concept: a qualitative study of student success among Sama Dilaut University graduates · 2026 · DOI

• Our qualitative data suggest students became more appreciative and aware of cultural differences, a primary goal of this project. Although successful overall, our collaboration was not without challenges. Future virtual exchange collaborations would benefit from additional meeting times and careful consideration of an LMS that is interactive, easy to use, and familiar to students. Nevertheless, our virtual exchange project fostered a unique learning environment that not only asked students to work on and develop their intercultural skills but to challenge and reflect on their own assumptions and biases. While we acknowledge our article is specific to the collaboration between our two institutions and is exploratory in nature, we feel the student perceptions described here are informative to the virtual exchange literature as a whole, which has been dominated by partnerships with institutions in the United States. Our findings are particularly significant because they, to our knowledge, capture student experiences of the first-ever Canadian-Ecuadorian virtual exchange and highlights the voices of students that were underrepresented in previous virtual exchange literature. NOTES 1. Unfortunately, to our knowledge, Ecuadorian-specific statistics have not been reported in the literature. ACKNOWLEDGMENTS We would like to thank Kelsey Harvey for sharing several relevant articles with us. AUTHOR BIOGRAPHIES Michael Wong (Canada) is an assistant professor in the Department of Psychiatry and Behavioural Neurosciences and an instructor in the Honours Health Sciences (BHSc) Program at McMaster University. His research focuses on ways to foster belonging in the classroom. Wong, Michael, Nergiz Turgut, Catherine Anabel Hidalgo Rios, Rose Yakubov, Emma Marsden, María Sol Garcés, and Paul Leegsma. 2026. “Ecuadorian and Canadian Student Perception of a Neuroscience Course- Based Virtual Exchange Project.” Teaching & Learning Inquiry 14: 1–25. https://doi.org/10.20343/teachlearninqu.14.26 19 Wong, Turgut, Hidalgo Rios, Yakubov, Marsden, Garcés, Leegsma Nergiz Turgut (Ecuador) is a professor of psychology in the College of Social Sciences and Humanities at Universidad San Francisco de Quito. Her research focuses on neurorehabilitation, mental and global health, and education. Catherine Anabel Hidalgo Rios (Canada) is a master’s student in the Department of Psychiatry at McGill University. She obtained her undergraduate degree in psychology from Universidad San Francisco de Quito. Rose Yakubov (Canada) is a dual degree MD/MEng student at the University of Toronto. She holds an undergraduate degree in health sciences from McMaster University. Emma Marsden (Canada) holds a master’s degree from the neuroscience graduate program and worked as a research assistant in the Department of Psychiatry and Behavioural Neurosciences at McMaster University.

  Ecuadorian and Canadian Student Perception of a Neuroscience Course-Based Virtual Exchange Project · 2026 · DOI

• The findings of the BeWIL study warrant further investigation. Future research could address all three domains of esteem, connectedness, and efficacy in relation to belongingness within WIL experiences for healthcare professions students. An exploration of student, educator, and university staff perspectives would provide additional context and meaning for different healthcare professions and geographical locations. A particularly important area of future scholarship is to examine differences in belongingness among more racially and ethnically diverse samples. In addition, placement-specific factors, such as racial/ethnic concordance between the student and their WIL supervisor, may also be considered.

  Exploring Belongingness during Work-Integrated Learning for Healthcare Students in International Settings: The BeWIL Study · 2026 · DOI

• RECOMMENDATION AND FUTURE DIRECTIONS Future research should consider longitudinal or diary method interventions to study the trajectory of international students’ PWB over time.

  Psychological adaptation in international students’ migration · 2026 · DOI

• In the context of these insights and limitations, future research should focus on: 206 Journal of International Students 16(4) Effectiveness of Policy Interventions: Investigating the efficacy of specific institutional policies and support programs in mitigating the identified academic, sociocultural, and psychological challenges faced by Chinese international students (e.

  Global perspectives, local impact · 2026 · DOI

• This study’s findings provide a critical foundation for understanding the profound vulnerabilities experienced by South Asian international students in Canada, highlighting key areas for both future research and immediate action by stakeholders. Future research should build on these qualitative insights by employing quantitative and mixed-methods designs with larger, diverse samples across various Canadian regions to more broadly ascertain the prevalence and severity of the identified challenges. Longitudinal studies are crucial for tracking students' experiences from pre-arrival through post-graduation and evaluating the long-term impacts of evolving policies and support interventions. Furthermore, 96 Journal of International Students 16(4) intervention-focused research is needed to rigorously assess the effectiveness of social work services and campus programs explicitly designed around antioppressive and strengths-based frameworks, with a particular focus on how these foster social connection and mental well-being. Academic inquiry should also delve into the experiences of specific vulnerable subpopulations within the international student community who may face exacerbated challenges. In addition to these findings, the findings strongly point toward immediate policy and intervention-related recommendations for various stakeholders. Governments must critically reassess recent immigration policy changes, including study permit caps, proof-of-funds requirements, and post-graduation work permit restrictions, ensuring that policies are ethical, predictable, and supportive of international students' well-being rather than solely focusing on economic metrics. Educational institutions should enhance comprehensive, culturally responsive support services that integrate financial literacy, housing assistance, and equitable employment navigation, actively challenging discriminatory practices and fostering inclusive campus environments. Social work practitioners and allied professionals are uniquely positioned to implement interventions that explicitly recognize and challenge systemic oppression, leverage students' inherent resilience and strengths, and adopt a holistic approach that considers both individual needs and broader systemic factors. This includes prioritizing anti-oppressive and strengths-based frameworks for mental health support, actively working to destigmatize help-seeking, and advocating for policies that prioritize the human rights and well-being of international students.

  Exploring the lived experiences of South Asian international students in Canadian higher education · 2026 · DOI

• This study highlights the capacity of COIL to support intercultural engagement, communication across difference, and global connectivity within a contextually specific collaboration. Building on these insights, several implications emerge for practice, institutional policy, and future research.

  Relational Pedagogies and Student Wellbeing in COIL: Insights from an International Collaboration · 2026 · DOI

• Several avenues merit further exploration, longitudinal research could examine whether connections formed in COIL settings influence identity, intercultural competence, or professional networking beyond the immediate collaboration. Comparative studies across disciplines and international partnerships may shed light on how relational dynamics vary across contexts. Given the central role of language in shaping participation, future research should explore linguistic power and strategies to support equitable multilingual collaboration. Educator perspectives also warrant attention, particularly concerning the © 2026 Journal of Perspectives in Applied Academic Practice 125 Journal of Perspectives in Applied Academic Practice | Vol 14 | Issue 1 (2026) Relational pedagogies and student wellbeing in COIL: Insights from an international collaboration emotional and organisational labour required to sustain COIL initiatives and partnerships, and the institutional conditions that enable or constrain this work. Taken together, these recommendations highlight COIL’s potential as a pedagogical model that extends beyond technological functionality toward a more relationally grounded and culturally responsive approach to internationalisation. When designed thoughtfully and interpreted modestly, COIL can support global learning environments that nurture connection, curiosity, and inclusive participation.

  Relational Pedagogies and Student Wellbeing in COIL: Insights from an International Collaboration · 2026 · DOI

• Future research should explore how teachers modify their teaching practices after implementing the IMAGE model and the challenges they face throughout the process.

  Exploring the IMAGE Model to Decenter Stereotypes among Students about Cultural Practices · 2026 · DOI

• Future research should focus on developing tools that offer more guidance, for example by clarifying the analytical aspects of the Intercultural Pendulum and providing personalized advice that meets individual needs effectively. One limitation of the intervention approach in this study, comprising a brief explanation of the Intercultural Pendulum followed by a reflective assignment, is that students may be overwhelmed or unprepared in grappling with the broader implications of their intercultural development.

  Making meaning of intercultural experiences: Exploring the effectiveness of the intercultural pendulum for education abroad students · 2026 · 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).

  Socio-cultural integration of international students in Europe: A systematic review · 2026 · DOI

• I can place a work of art, monument or building in time, taking into account its physiognomy, meaning, and historical context I can identify, analyze, and compare artistic examples from other cultures I can express my own opinions about art and I am able to discuss them with my friends or with my host family I can carry out my own academic research using the techniques and tools explained in the course At the end of the module, instructors and students filled out the rubric, assessment and self-assessment results were compared, and instructors advised students on their next steps. From there, each student defined their next goals, which they could achieve thanks to the course assignments. Immediately after this first attempt, we realized the failure of this assessment method, due to several causes: the rubric did not establish a clear sequence of difficulty and therefore hindered mentoring; since each weekly rubric focused on a specific subject content, it made iterative practice difficult; and students found the rubric concepts confusing and did not know how to 78 Frontiers: The Interdisciplinary Journal of Study Abroad 38(1) Infante Mora et al. create goals that would help them progress based on their results. We understood that the adaptation of the CEFR method was not appropriate and that mentors needed a new rubric that was consistent and actionable. To create it, we used backward design (see Table 2) (Wiggins & McTighe, 2005). We had evidence that the iteration of behaviors associated with intercultural research produced intercultural learning, as assessed by the adaptation of the AACU rubric at the end of the semester. Therefore, we made an exhaustive list of demonstrated examples of learning outcomes, collected from student capstone projects in previous years (See Table 2, STEP 1, for an example); for each behavior we described how students could show evidence in their course assignments (STEP 2); then, based on these observable behaviors, we identified the behavioral skills the student had displayed (STEP 3); finally, we classified the behaviors into the appropriate stage of the investigation (STEP 4). TABLE (2) STEPS OF RUBRIC BACKWARD DESIGN STEP 1 ► STEP 2 ► STEP 3 ► STEP 4 DEMONSTRATED LEARNING OUTCOME “In the three supermarkets that are closest to my apartment there are many signs of their marketing or their sales. They have a lot of space, but with many aisles of products and meals. Instead of a counter, there are some boxes. Another interesting observation about supermarkets is the behavior of buyers: they are very independent while looking for these things, and unless they go to buy meat or bread, they usually do not need or expect help until the time to pay. Usually, employees only help buyers when asked. The main exception is when paying. There are a multitude of boxes and ATMs to make the experience seem more efficient and faster.”

  Assessing intercultural learning in study abroad: An authentic, aligned approach for better outcomes · 2026 · DOI

• I can read a work of art, monument or building using the methods I have learned, from an iconological perspective I can place a work of art, monument or building in time, taking into account its physiognomy, meaning, and historical context I can identify, analyze, and compare artistic examples from other cultures I can express my own opinions about art and I am able to discuss them with my friends or with my host family I can carry out my own academic research using the techniques and tools explained in the course At the end of the module, instructors and students filled out the rubric, assessment and self-assessment results were compared, and instructors advised students on their next steps. From there, each student defined their next goals, which they could achieve thanks to the course assignments. Immediately after this first attempt, we realized the failure of this assessment method, due to several causes: the rubric did not establish a clear sequence of difficulty and therefore hindered mentoring; since each weekly rubric focused on a specific subject content, it made iterative practice difficult; and students found the rubric concepts confusing and did not know how to 78 Frontiers: The Interdisciplinary Journal of Study Abroad 38(1) Infante Mora et al. create goals that would help them progress based on their results. We understood that the adaptation of the CEFR method was not appropriate and that mentors needed a new rubric that was consistent and actionable. To create it, we used backward design (see Table 2) (Wiggins & McTighe, 2005). We had evidence that the iteration of behaviors associated with intercultural research produced intercultural learning, as assessed by the adaptation of the AACU rubric at the end of the semester. Therefore, we made an exhaustive list of demonstrated examples of learning outcomes, collected from student capstone projects in previous years (See Table 2, STEP 1, for an example); for each behavior we described how students could show evidence in their course assignments (STEP 2); then, based on these observable behaviors, we identified the behavioral skills the student had displayed (STEP 3); finally, we classified the behaviors into the appropriate stage of the investigation (STEP 4). TABLE (2) STEPS OF RUBRIC BACKWARD DESIGN STEP 1 ► STEP 2 ► STEP 3 ► STEP 4 DEMONSTRATED LEARNING OUTCOME “In the three supermarkets that are closest to my apartment there are many signs of their marketing or their sales. They have a lot of space, but with many aisles of products and meals. Instead of a counter, there are some boxes. Another interesting observation about supermarkets is the behavior of buyers: they are very independent while looking for these things, and unless they go to buy meat or bread, they usually do not need or expect help until the time to pay. Usually, employees only help buyers when asked. The main exception is when paying. There are a multitude of boxes and ATMs to make the experience seem more efficient and faster.”

  Assessing intercultural learning in study abroad: An authentic, aligned approach for better outcomes · 2026 · DOI

• Future research should investigate the difficulties and constraints students face while creating metaverse exhibitions, thereby allowing for the optimization of this approach. The exploration of metaverse content creation’s role in facilitating EFL learning invites further investigation into its application for cultural education.

  Cultivating Students’ Intracultural Awareness Through Creating Metaverse Exhibition · 2026 · DOI

• However, it was developed for traditional face-to-face interac- tions and did not account for the multimodal, platform-based, and real-time nature of CBEC com- munication.

  Developing a cross-cultural competence model for cross-border e-commerce practitioners: Empirical validation and implications for entrepreneurial education · 2026 · DOI

• Despite a carefully designed experimental design, this study has several limita- tions that must be considered when interpreting the results. − Small sample size. The experiment was conducted with only 25 students, limiting the generalisability of the findings to a wider population. To improve statistical reli- ability and external validity, a larger sample size will be necessary. − Short-term nature of the exposure. The exposure lasted ten days, which may be insuf- ficient for lasting changes in perceptions and attitudes toward other cultures. The effect recorded immediately after the study’s completion may be temporary. The Journal of Education Culture and Society №1_2026 848 − Algorithmic specificity of the platform. Despite manual content selection, students may have simultaneously received similar videos through their own Instagram feeds. This reduces control over the “purity” of the experimental effect and may influence the results. − Peculiarities of Reels’ perception. The short and entertaining nature of the videos itself imposes limitations: culture is often presented fragmentarily, which can form superficial associations and stereotypes. In this study, this limitation is inevitable, as it is related to the nature of the platform itself. − Subjectivity of self-reports. The diagnostic apparatus relies on questionnaires and stu- dent self-assessment. There is a risk of socially desirable responses, when participants formulate their positions in a way they consider correct or expected. − Uneven attractiveness of regions. Different cultural regions have different degrees of “exoticism” or emotional appeal to students. This may impact engagement and interest regardless of content quality, distorting the results of intergroup comparisons. Therefore, while the experiment allows us to identify certain trends and patterns, its results should be considered preliminary and require further testing in broader and more diverse settings.

  Short Videos as a Tool for Developing Intercultural Competence · 2026 · DOI

• • Considering that students participate in the ERASMUS program not only for their personal and academic development but also to enhance cultural awareness and acquire intercultural competence, the mobility experience could be enriched through the workshops, courses, and extracurricular activities organized at the host institution to bring participants from different countries together. • Considering that ERASMUS mobility is perceived as contributing to future career prospects, career support programs specifically designed for ERASMUS students could be organized at the end of their mobility period. • Since travel opportunities are perceived as contributing to students’ personal and cultural development, universities may collaborate with local businesses and other institutions to design travel plans within the mobility period, enabling students to explore the host country as well as neighboring countries more effectively. 51 A Comprehensive Examination of ERASMUS Mobility… • Given that one of the key factors influencing the choice of city or country for ERASMUS mobility is the cost of living, and that students from low-income families or countries tend to prefer destinations with lower costs, additional financial support beyond standard grants could be offered to economically disadvantaged students. Such measures may help prevent students from abandoning mobility opportunities in their desired destinations due to financial constraints. • To mitigate the challenges often encountered at the beginning of the mobility period due to cultural differences, pre-departure preparatory programs similar to the orientation sessions provided at host universities could also be organized by home universities before departure. • To address the difficulties arising from the lack of proficiency in the local language—particularly in non-academic settings—and to strengthen integration into the host culture, compulsory language courses related to the host country could be implemented. This would not only allow students to earn academic credits but also support their adaptation to daily life and minimize potential challenges. • To reduce language barriers encountered in non-academic settings on campus (e.g., cafeterias, dormitories), universities could strengthen the recruitment of English-speaking staff across all relevant units to better support international students. Implications and Limitations of The Study It should be noted that the findings discussed in the study are applicable merely to incoming students who joined short-term ERASMUS mobility for the first time in a particular city in Czechia. Therefore, it could be inferred that the outcomes of research conducted on long-term students, ERASMUS participants with previous mobility experience, or those attending in a different city might vary. Despite the limitations, it is believed that these findings may reveal students’ motives to join the program, reasons to choose a particular location for short-term ERASMUS mobility, and the benefits and challenges of their ERASMUS mobility experience.

  A Comprehensive Examination of ERASMUS Mobility: Motivations, Destination Preferences, and Experienced Outcomes -The Sample of Czechia · 2026 · DOI

• The study should be interpreted in light of several limitations. First, the findings are drawn from a small, context-specific sample of U.S. undergraduate students in one study abroad program in Western Switzerland, and most participants identified as White. However, the findings are not intended to be statistically generalizable to all study abroad contexts, and the study still contributes by allowing closer analysis of how students interpreted intercultural encounters. Second, the analysis relies on retrospective self-reports from semi-structured interviews conducted after the abroad experience. These accounts reflect participants’ remembered and interpreted experi- ences rather than direct observation of interaction in real time. However, because the study examines how students made sense of intercultural willingness, accommodation, and competence over time, reflecting on this experience after the fact may have allowed participants to articulate deeper insights. Third, the study did not examine linguistic proficiency or language barriers in depth, even though lan- guage likely shaped some encounters. This analytic choice helped keep the focus on the intergroup, relational, and psychological dimensions of engagement, but future research could extend this work by examining how linguistic and nonlinguistic accommodation operate together in shaping intercultural engagement and participants’ accounts of competence.

  Engagement across the cultural divide: Accommodative communication in the study abroad context · 2026 · DOI

• One area of concern for this study is its focus on a specific educational setting and a relatively homoge- neous group of EFL learners, which could restrict the broader applicability of the findings. Also, future research could include control groups not exposed to the curriculum to attribute changes more accu- rately in IC to the intervention. Likewise, future research could incorporate a broader demographic, including nationality or cultural background variations, employing various assessment methods and comparing multiple platforms. This approach would enrich our understanding of intercultural learning processes in diverse educational contexts. Additionally, examining the role of technology, like Virsody, in facilitating intercultural learning could provide insights into optimizing virtual platforms for educa- tional purposes.

  Promoting intercultural competence through SDGs-integrated PBL curriculum: A virtual exhibition peer feedback approach · 2026 · DOI

• First, future research should explore how novice teachers negotiate identity when first introduced to IC teach- ing, especially in under-resourced or peripheral institutions.

  Identity positioning in teaching Intercultural Communication: A case study of Chinese EFL teachers · 2026 · DOI

• Our study clearly showed that integrating ICC instruction into educational units can improve forced migrants’ perceptions of their communicative skills and their ability to attain their communicative goals. Its strengths also included adding knowledge to ICC training specifically for forced migrants and a female-only population. In addition, the intervention design, rather than the observational approach used in other studies, provides evidence for the importance of explicit training in enhancing ICC development. However, this study does have limitations. First, it is unclear whether a minimum level of proficiency in the host country's language(s) might be necessary for some of these communicative strategies to be implemented by migrants. Further research is needed to test proficiency against ICC instructional gains and communicative goal attainment. It would also be important to test whether some of these communicative models and techniques are easier to incorporate at different proficiency levels. In addition, this study used a subjective measure based on participants’ self-reflection on the growth of their communicative skills. Other studies might incorporate more behavioral research methods to empirically test how this type of instruction improves in a more controlled setting, such as discourse completion tasks or other methodologies that might provide clearer measures of gains in ICC. Despite these limitations, this study shows a clear connection between ICC and communicative success for these forced migrant women living in Germany. It also emphasizes that it is not strictly L2 ability alone, in terms of grammatical knowledge and vocabulary, that enhances communicative outcomes, but rather an additional growing awareness of pragmatic norms of one’s self and the host country that enables forced migrants to develop into effective communicators who can navigate their new host country and host community. The stakes for effective communication for forced migrants, as previously mentioned, are high, and programs like InQua, which support sociolinguistic development vis-à-vis ICC, are necessary for forced migrants to integrate and participate in their new surroundings.

  Forced-Migrant Women’s Intercultural Communicative Competency Development in German as a Second Language · 2026 · DOI

• One major limitation of this study is the small number of participants ultimately recruited to recall their lockdown experiences, which may limit generalisability to other migrant communities and obscure heterogeneity within international migrant populations (e.g., gender and age). To address these issues in future research, it is recommended to implement a snowball sampling strategy that begins with a diverse set of initial contacts and motivates them to refer individuals across various backgrounds. This approach can better capture underrepresented groups and increase the overall sample size, thereby enhancing representativeness. While this study’s focus on WeChat extends literature on digital resilience and social media affordances, it overlooks international migrants’ broader cross-platform engagement and other enabling conditions of resilience, such as institutional and policy support. Future research can adopt comparative and polymedia approaches to better understand how digital resilience is developed across diverse digital media platforms and migrant groups. Additionally, building on the framing of social media as a language-learning environment and an intercultural space (Barrot, 2022), studies could further examine digital resilience and technological design from a multicultural perspective. Acknowledgement Statement: The authors would like to thank all participants who took part in this study. We also sincerely thank the anonymous reviewers for their constructive comments and suggestions, which greatly helped to improve the quality of this manuscript. Conflicts of interest: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. Authors contribution statements: Author 1 contributed to Conceptualisation, Methodology, Data collection, Formal analysis, and Writing–Original Draft, and Author 2 contributed to Conceptualisation, Methodology, Data collection, Formal analysis, and Writing–Review & Editing. Funding statements: The author(s) received no financial support for this article’s research, authorship, and/or publication of this article. Data availability statement: The interview data is not publicly available because it may contain information that could compromise the privacy of research participants. Ethical Consideration Statement: Ethical approval (Ref. 2024-19581-34334) was granted by the School Ethics Committee on 18 April 2024. Disclaimer: The views and opinions expressed in this article are those of the author(s) and contributor(s) and do not necessarily reflect JICC's or editors' official policy or position. All liability for harm done to individuals or property as a result of any ideas, methods, instructions, or products mentioned in the content is expressly disclaimed. Declaration of generative AI and AI-assisted technologies in the writing process: During the preparation of this work, the author(s) used ChatGPT for copy-editing. After using this tool/service, the author(s) reviewed and edited the content as needed and take(s) full responsibility for the content of the publication.

  Navigating Digital Resilience: High-Skilled International Migrants’ WeChat Use During The 2022 COVID-19 Shanghai Lockdown · 2026 · DOI

• Future research could explore intercultural participation with other groups of sojourners in other types of sojourning, such as migration. However, generalizability is limited by the study's sample and institutional focus, so further research is needed to assess its applicability in broader contexts. A limitation of this study is that the context is restricted to Chinese MA students at a UK university.

  A Multi-dimensional Rhythm Framework for Intercultural Experiences in Higher Education · 2026 · DOI

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