A Phenomenological Study of International Students’ Adaptation to Cultural Diversity

Muhammad Izal Mahendra, Maulina Maulina, Rahmat Nasruullah, Tasman S

Abstract


In an era of increasing global student mobility, understanding cross-cultural adaptation is essential to ensure international students’ academic success, psychological well-being, and social integration. However, limited studies specifically explore Indonesian students’ lived experiences in short-term credit transfer programs within Southeast Asian contexts. This study investigates Indonesian students in the International Credit Transfer (ICT) program and their cross-cultural adaptation to cultural diversity in the Philippines. Using a qualitative phenomenological approach, data were collected through in-depth semi-structured interviews and analyzed thematically. The findings reveal that adaptation is a gradual process influenced by personal communication, host and ethnic interactions, environmental factors, and individual predispositions. Although students initially experienced language anxiety and low confidence, continuous English exposure, buddy systems, and inclusive campus environments facilitated academic and social adjustment. Ethnic networks provided emotional support while enabling integration with the host culture. The study highlights the importance of institutional support and individual readiness in promoting successful cross-cultural adaptation.


Keywords


Cross-cultural adaptation; cultural diversity; international credit transfer; international student; lived experience; student mobility

Full Text:

PDF

References


Andriani, W., Maulina, M., Faridawati, F., Tanghal, A., Rahim, T. R., & Said, A. (2023). The nature-related influence of college students’ English-speaking anxiety in Indonesia. Tell: Teaching of English Language and Literature Journal, 11(1). https://doi.org/10.30651/tell.v11i1.17763

Babbie, E. (2016). The practice of social research (14th ed.). Cengage Learning.

Berrios Callejas, S. A. (2025). Emotional intelligence and metacognitive awareness in the context of culture shock: A theoretical model of international students’ adaptation profiles. Journal of Modern Foreign Psychology, 14(3), 30–43. https://doi.org/10.17759/jmfp.2025140303

Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied psychology, 46(1), 5-34. https://doi.org/10.1111/j.1464-0597.1997.tb01087.x

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Brooks, E. (2024). How a buddy scheme created social and intercultural space for international and home students. Journal of Learning Development in Higher Education, Special Issue 32: ALDinHE Conference Proceedings, 1–7. https://doi.org/10.47408/jldhe.vi32.1456

Brown, L. (2009). An ethnographic study of the friendship patterns of international students in England: An attempt to recreate home through conational interaction. International Journal of Educational Research, 48(3), 184–193. https://doi.org/10.1016/j.ijer.2009.07.003

Chen, A. S. Y., Lin, G. H., & Yang, H. W. (2021). Staying connected: Effects os social connectedness, cultural intelligence, and socioeconomic status on overseas students’ life satisfaction. International Journal of Intercultural Relations, 83, 151-162. https://doi.org/10.1016/j.ijintrel.2021.06.002

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.

Febiola, F., Maulina, M., & Nasrullah, R. (2024). Unveiling the communication skills dynamics of Indonesian students in international credit transfer program: A phenomenological inquiry into academic lived experiences in the Philippines. Klasikal: Journal of Education, Language Teaching and Science, 6(1).

Gebregergis, W. T., & Csukonyi, C. (2025). A systematic review of personal and situational factors associated with intercultural adaptation of international students: Unravelling the resources and demands. International Journal of Intercultural Relations, 108, 102252. https://doi.org/10.1016/j.ijintrel.2025.102252

Hua, J., Zhang, G., Coco, C., Zhao, T., & Hou, N. (2020). Proactive personality and cross-cultural adjustment: The mediating role of adjustment self-efficacy. Journal of International Students, 10(4), 817–835. https://doi.org/10.32674/jis.v10i4.1274

Kang, S., Yossuck, A. P. D. P., Panyadee, C., & Ek-lem, A. P. D. B. (2019). Influencing factors of cross-cultural adaptation process of Chinese students studying in the upper Northern Thai universities. Mediterranean Journal of Social Sciences. Doi: 10.2478/mjss-2019-0007

Kementerian Pendidikan dan Kebudayaan. (2020). Merdeka Belajar Kampus Belajar.

Kim, Y. Y., & Gudykunst, W. B. (1988). Theories in intercultural communication (Vol. 12). Sage Publications.

Kim, Y. Y. (2012). Cross-cultural adaptation. In W. B. Gudykunst (Ed.), Theories in intercultural communication. SAGE Publications.

Kim, Y. Y. (2017). Integrative communication theory of cross‐cultural adaptation. The international encyclopedia of intercultural communication, 1-13. https://doi.org/10.1002/9781118783665.ieicc0041

Kim, Y. S., & Kim, Y. Y. (2016). Ethnic Proximity and Cross-Cultural Adaptation: A Study of Asian and European Students in the United States. Intercultural Communication Studies, 25(3).

Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing (2nd ed.). SAGE Publications.

Lam, D. (2025). U-curve, S-curve, or chaos: Chinese international students’ eclectic experience. Social Sciences & Humanities Open, 11, 101417. https://doi.org/10.1016/j.ssaho.2025.101417

Luo, J., & Jamieson-Drake, D. (2015). Predictors of study abroad intent, participation, and college outcomes. Research in Higher Education, 56(1), 29–56. https://doi.Org/10.1007/s11162-014-9338-7.

Marginson, S. (2014). Student self-formation in international education. Journal of studies in international education, 18(1), 6-22. https://doi.org/10.1177/1028315313513036

Marino, J. L., Montalbo, M. D., & Bugtong, M. A. (2017). The socio-culture adaptation among international students at selected schools of Batangas Province, Philippines. International Journal of Education, Psychology and Counselling, 2(5), 83–98. https://gaexcellence.com/ijepc/article/view/2770/2437

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847

Nurhayati, N., Maulina, M., & Faridawati, F. (2024). Students’ lived experience of social adjustment in international credit transfer program: A phenomenological study. Klasikal: Journal of Education, Language Teaching and Science, 6(1).

Octavina, C., Khairunnisa, F., Lestari, T. P., Silvhiany, S., Mirizon, S., Ernalida, E., & Purnomo, M. E. Bridging cultures: Innovative adaptation strategies of Indonesian students navigating academic and social challenges in the United States. EduLite: Journal of English Education, Literature and Culture, 10(1), 140-159.

Oduwaye, O., Kiraz, A., & Sorakin, Y. (2023). A trend analysis of the challenges of international students over 21 years. SAGE Open, 13(4), 21582440231210387. https://doi.org/10.1177/21582440231210387

Okai, L. (2023). Adjustment challenges of international students: Implications for social work practice. International Journal of Social Work, 10(2), 15–36. https://doi.org/10.5296/ijsw.v10i2.212

Oksal, A., & Ekin, M. T. Y. (2013). Student teachers’ global perspectives and attitudes towards cultural diversity: The case of Uludağ University. Procedia-Social and Behavioral Sciences, 93, 597-601. https://doi.org/10.1016/j.sbspro.2013.09.245

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). SAGE Publications.

Petriani, P., Maulina, M., & Nasrullah, R. (2025). The role of classroom environment in driving students’ motivation to learn English. Klasikal: Journal of Education, Language Teaching and Science, 7(2), 651–667. https://doi.org/10.52208/klasikal.v7i2.1280

Pike, G. R. (2002). The differential effects of on- and off-campus living arrangements on students’ openness to diversity. NASPA Journal, 39 (4), 283-290. https://doi.org/10.2202/1949-6605.5036

Porter, S., & Castillo, M. S. (2023). The effectiveness of immersive language learning: An investigation into English language acquisition in immersion environments versus traditional classroom settings. Research Studies in English Language Teaching and Learning, 1(3), 155–165. https://doi.org/10.62583/rseltl.v1i3.18

Sakinah, M., Maulina, & Rusli, T. I. (2025). The influence of storytelling on students’ confidence in speaking English: Out of the class context. Journal of English Language and Education, 10(5), 653–664.

Sam, D. L., & Berry, J. W. (2010). Acculturation: When individuals and groups of different cultural backgrounds meet. Perspectives on psychological science, 5(4), 472-481. https://doi.org/10.1177/1745691610373075

Shinta, Maulina, Syarif, A. R., & Sain, Y. (2025). Reflection on professional identity: An autoethnographic study of a teacher's evolving role within the classroom context. In Proceedings of Forum for University Scholars in Interdisciplinary Opportunities and Networking (Vol. 2, No. 1, pp. 456–464).

Smith, R. A., & Khawaja, N. G. (2011). A review of the acculturation experiences of international students. International Journal of intercultural relations, 35(6), 699-713. https://doi.org/10.1016/j.ijintrel.2011.08.004

Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. In The SAGE handbook of intercultural competence (pp. 2-52). SAGE Publications, Inc. https://doi.org/10.4135/9781071872987.n1

Stanley, L. S. (1996). The development and validation of an instrument to assess attitudes toward cultural diversity and pluralism among preservice physical educators. Educational and Psychological Measurement, 56(5), 891-897. https://doi.org/10.1177/0013164496056005017

Syahriani, R., & Sain, Y. (2025). Navigating Non-Academic Challenges of International Students: A Case Study at an Islamic University in Indonesia. Jurnal Genesis Indonesia, 4(01), 1-8.

Tang, L., Zhang, C. A., & Cui, Y. (2024). Beyond borders: The effects of perceived cultural distance, cultural intelligence, cross-cultural adaptation on academic performance among international students of higher education. International Journal of Intercultural Relations, 103, 102083. https://doi.org/10.1016/j.ijintrel.2024.102083

Tauchid, A. (2025). Teacher and peer support as key factors in EFL learners’ speaking anxiety and proficiency in online learning environments. Baltic Journal of English Language, Literature and Culture, 15, 125–142. https://doi.org/10.22364/BJELLC.15.2025.09

Zakiya, E. D., Kusumaningputri, R., & Khazanah, D. (2022). “It’s not easy to speak English”: International students’ language anxiety in academic intercultural communication practices. JEELS, 9(2), 381–409. https://doi.org/10.30762/jeels.v9i2.534

Zhang, K., & Ting, S. H. (2025). Mediating and moderating effects of WeChat use on cross-cultural adaptation among international students in China. International Journal of Intercultural Relations, 106, 102160. https://doi.org/10.1016/j.ijintrel.2025.102160




DOI: https://doi.org/10.31004/jele.v11i2.2233

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Maulina Maulina, Rahmat Nasruullah, Tasman S

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.