Postgraduate international students engagement experiences in United Kingdom Universities

Abstract

Background: The increasing globalization of higher education has led to a significant rise in the number of international students, with the United Kingdom (UK) being a major destination. These students seek advanced knowledge, but they also encounter challenges related to adapting to a new academic environment and navigating new cultural. Academic engagement plays a crucial role in their overall success, and understanding the factors influencing their engagements is essential for universities and policymakers to enhance their integration and well-being. Objectives and aim: Investigate the challenges associated with adapting to the UK's higher educational system and examine the cultural and linguistic obstacles that postgraduate international students (PIS) faced in postgraduate thought (PGT) programmes in the United Kingdom. Aim: The aim is to explore and identify the factors affecting overseas postgraduate students in engaging with postgraduate taught degrees in the United Kingdom (UK). Methods: Three databases were looked for the articles reported the challenges faced by postgraduate international students (IS) to engage in their academic courses in English-speaking countries. Results: This scoping review has explored two key themes impacting PIS academic engagement. The first theme, acclimatisation, highlighted the challenges students face in adapting to a new environment, particularly regarding linguistic, cultural, and accommodation factors. The second theme, pedagogy, addressed the method and practice of teaching, which significantly influenced IS learning experiences. Transitioning to PGT requiring students to adjust to higher academic expectations and critical thinking. Furthermore, differences in teaching styles and context, impacted international students' engagement actively in classroom discussions. Conclusion: PIS encounter various challenges related to acclimatization and pedagogy in English-speaking countries, particularly in the UK. To address these challenges, institutions could offer language courses, cultural orientation sessions, and flexible curricula. Bridging lectures and regular feedback can also enhance PIS academic experiences.