A Phenomenological Study of the Pre and Post Arrival Experiences of International Students in an EMI University in Kazakhstan

Abstract

Over the last few decades, inclusive education has mainly been a topic under exploration by many researchers. However, its extension to higher education began only recently, and thus most institutions have expanded access to higher education for international students. Understanding international students’ experiences is crucial for identifying their needs and improving services for them. This descriptive phenomenological study aims to explore the pre- and post-arrival experiences of international students in an EMI university in Kazakhstan through the lens of Schlossberg’s transition theory. Data was collected through semi-structured interviews and analysed using Colaizzi’s seven-step descriptive phenomenological method. Findings show that international students’ pre-arrival experiences were influenced by individual characteristics, social networks, and institutional communication. While some students reported minimal difficulties, others faced significant challenges related to visas, vaccination requirements, limited information, and fear of relocation, affecting their transition. In the post-arrival period, students generally viewed the institution as a diverse and supportive English-medium environment, with high academic standards and the reputation of the programs enhancing their learning. However, difficulties with academic English, culturally narrowed content, heavy workload, and an individualistic classroom climate hindered engagement and inclusion. Socio-culturally, although opportunities for cross-cultural interaction existed, differing social priorities limited integration with local students, leading many to rely on international peers, religious groups, and assistive technologies for support. Students’ personal traits and coping strategies further helped them navigate challenges. Institutionally, orientation activities, cultural programs, faculty support, and available infrastructure demonstrated a commitment to diversity, equity, and inclusion, yet gaps remained in language access, administrative systems, health insurance, and awareness of resources, calling for a wider conceptualisation of international students’ inclusion. The study offered recommendations for policy and practice to improve the inclusion of international students and promote diversity.