Transitioning from homelands to South Africa: coping mechanisms employed by international students at institutions of higher learning.
Date
2021
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Abstract
While the number of international students studying in South Africa has increased in the past
years, South Africa has become one of the few African countries where higher education is
attainable and tertiary institutions are ranked amongst prominent international universities.
However, the transition of international students from their homelands to South Africa may
have a toll on them, which poses some unforeseen challenges. The aim of this study is to
explore and analyse the experiences of international students and the various strategies or
mechanisms they adopt to cope in South African universities and other institutions of higher
learning. The secondary data used in this study was accessed through existing previous research
studies, credible and authenticated published research from different reputable universities and
credible online news sources. A content analysis strategy was used to analyse this information.
Research shows that universities are increasingly required to educate a new generation of
internationally competitive students to create an environment where innovation, adaptability,
and change are encouraged, to make connections between global and local demands, and to
maintain their cultural identities. Findings of this study show that international students often
experience a variety of challenges as immigrants in host countries, and these include cultural
shock, financial incapability, lack of communication due to language barrier and home
sickness. In addition, students reported experiencing xenophobia, social and financial
exclusions, and poor integration into the new environment remains some of the critical issues
that affect international students in South Africa. With these experiences, the international
students have developed different coping mechanisms, including joining immigrant social
organisations, religious organisations, adaptation through learning local languages as a security
measure and relying on other international student communities to tackle different social and
economic hurdles. This study recommends that universities should provide compulsory local
language proficiency training for international students, make services and opportunities
inclusive and freely available for international students and encourage them to seek
professional help for any psychological challenges due to different life stress and academic
pressures.
Description
Masters Degree. University of KwaZulu-Natal, Durban.