The impact of COVID-19 on the social and cultural integration of international students: a literature review

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h ps://doi.o g/10.1186/s40878-025-00425-3
*Co espondence:
C is ina Sin
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Full lis o au ho in o ma ion is
a ailable a he end o he a icle
The impac o COVID-19 on he social
and cul u al in eg a ion o in e na ional
s uden s: a li e a u e e iew
C is inaSin1* , O landaTa a es2, ElinaApsi e-Be ina3, Judi hBo às4, Be ülBulu -Sahin5, Ma inaCh ančoko á6,
Ka olinaCze ska-Shaw7, Anne Ma ieDe lin8, SybilleHeinzmann9, Su iJokila10, Ani aKé i11, I anaLeše ić12,
Anna i aMagliacane13, AnnaNicolaou14, NeslihanOnde -Ozdemi 15, Ad ianaPe ez-Encinas16, Na assaRaikou17,
Ma ia Vic o iaSoule18, Deiman asValančiūnas19, Ana IolandaVoda20 and Me eZayim-Ku ay5
Compa a i e Mig a ion S udies
Abs ac
This sys ema ic li e a u e e iew summa ises he s a e-o - he-a e idence on
he impac o COVID-19 on he in eg a ion o in e na ional s uden s in hei hos
coun ies and ins i u ions. Conduc ed be ween Janua y and May 2022, i analyses he
esponses o COVID-19 o he key ac o s in ol ed in in e na ional s uden mobili y:
na ional/ egional au ho i ies, highe educa ion ins i u ions, and s uden s. Findings
e eal ha go e nmen al ac ion and ins i u ional measu es we e decisi e in shaping
in e na ional s uden s’ in eg a ion expe iences. Rega ding go e nmen al ac ion,
c i icism o he policies adop ed by Aus alia and he USA in ela ion o immig a ion
and/o suppo s and ou , in con as o policies adop ed by he Canadian
au ho i ies. Highe educa ion ins i u ions played an impo an ole in mi iga ing he
nega i e e ec s o COVID-19 on in e na ional s uden s’ in eg a ion. These a ge ed
di e en needs– ma e ial, well-being, and social– h ough di e en ypes o suppo :
logis ical and inancial suppo , psychological suppo , and he p o ision o pla o ms
o ongoing social in e ac ion and exchange. Mos s udies, howe e , ocus on he
s uden s hemsel es, he challenges hey aced du ing he pandemic and hei
coping s a egies. Common o in e na ional s uden s’ li ed expe ience was (dis)
connec edness, wi h he ollowing hemes eme ging as obs acles o hei social and
cul u al in eg a ion: dis ess du ing lockdown pe iods, dis up ion o hei social li e
and suppo ne wo ks, men al heal h issues, disc imina ion and acialised p ejudice,
and language ba ie s. The e iew concludes by p oposing ecommenda ions and by
iden i ying a enues o u u e esea ch.
Keywo ds In e na ional s uden s, In eg a ion, COVID-19, Na ional policies, Ins i u ional
suppo
Page 2 o 21Sin e al. Compa a i e Mig a ion S udies (2025) 13:7
In oduc ion and a ionale
In eg a ion o in e na ional s uden s ep esen s a majo challenge o hos coun ies
and ins i u ions. In eg a ion occu s a se e al le els: social, cul u al and academic. This
sys ema ic li e a u e e iew aims o ga he comp ehensi e s a e-o - he-a e idence on
he impac o COVID-19 on he social and cul u al in eg a ion o in e na ional s uden s
in hei hos coun ies and ins i u ions. By social in eg a ion we unde s and he o mal
con ac be ween colleagues on lea ning ma e s and in o mal in e ac ion wi h pee s
and pa icipa ion in s uden ac i i ies (Se e iens & Wol , 2008). This implies a sense o
belonging (Ri as e al., 2019), which can be exp essed by he size o social ne wo ks and
he quali y and quan i y o in e ac ions (Me ola e al., 2019). In u n, cul u al in eg a ion
is associa ed wi h he sphe e o cul u al habi s, alues, belie s o language (Algan e al.,
2012) o he hos coun y. Academic in eg a ion (adjus men o he lea ning and each-
ing en i onmen ) lies ou side he scope o his e iew.
The social and cul u al in eg a ion o in e na ional s uden s may pose mul iple chal-
lenges (Smi h & Kha aja, 2011). S uden s a e likely o expe ience se e al majo li e
changes because s udying ab oad en ails being in a new cul u e and social en i onmen .
They mus adjus o a di e en li es yle (e.g., ood, clima e), a di e en cul u e (e.g.,
d essing, communica ing and ways o doing hings) (Li & Gasse , 2005) and, in many
cases, o a new language (B own & Holloway, 2008; Zhou e al., 2008; Van Mol & Mich-
ielsen, 2015). In e na ional s uden s may addi ionally s uggle wi h he absence o hei
amilies and he lack o suppo , wi h a loss o sense o belonging and homesickness (Li
& Gasse , 2005; Poy azli & Lopez, 2007; Thompson & Esses, 2016; Nada & A aújo, 2019).
These li e changes can easily become linguis ic, sociocul u al and disc imina o y sou ces
o s ess (Smi h & Khawaja, 2011). The e o e, many ac o s ela ed o cul u e (e.g., cul-
u e shock), emo ional s a e (e.g., dep ession and anxie y), nega i e a i udes o he
locals (e.g., disc imina ion), and academic in ol emen (e.g., collabo a i e lea ning) may
a ec in e na ional s uden s (Ri as e al., 2019). A success ul in eg a ion is pa amoun
o ensu ing s uden s’ sa is ac ion, academic success and e en ion. Fo in e na ional
s uden s, hos ing ins i u ions play a c ucial ole in in eg a ion, which can be acili a ed
h ough ailo ed suppo se ices, in o ma ion p o ision, ini ia i es ha b ing na ional
and in e na ional s uden s oge he , counselling and so on (Wa d, 2015; Gu e al., 2010;
Pe ez-Encinas & Ammigan, 2016; Nicolescu & Galalae, 2013; Thompson & Esses, 2016).
The COVID-19 pandemic has ende ed e en mo e challenging he condi ions o in e -
na ional s uden s’ social and cul u al in eg a ion. The nega i e impac s on highe edu-
ca ion s uden s ha e been abundan ly documen ed a a ious le els, o ins ance, on
men al heal h (A is o nik e al., 2020), lea ning and academic pe o mance (Doolan e
al., 2021; Fuchs, 2022), social li e (A is o nik e al., 2020; Doolan e al., 2021; Elme e
al., 2020) and inancial condi ions (A is o nik e al., 2020; Le, 2021). These impac s ha e
been e en mo e p o ound o in e na ional s uden s (Gallaghe e al., 2020; Sahu, 2020).
Du ing COVID-19, ins i u ions we e shu down, coun ies a ound he wo ld imposed
gene al lockdowns and a el es ic ions and social dis ancing made a el and an
ac i e social li e impossible (Elme e al., 2020). In a con ex whe e hese s uden s we e
away om hei homes, amilies and suppo ne wo ks, such ci cums ances agg a a ed
hei si ua ion. Isola ed and incapable o e u ning home, hos ins i u ions became,
o many, he key ac o s hey could ely on o ad ice, suppo and in o ma ion (Sahu,
2020). Hence, he ole played by highe educa ion ins i u ions o in e na ional s uden s’
Page 3 o 21Sin e al. Compa a i e Mig a ion S udies (2025) 13:7
in eg a ion, al eady signi ican , became i al du ing COVID-19 (see Le, 2021 o Sahu,
2020). In e na ional s uden s’ in eg a ion du ing he pandemic was also hea ily a ec ed
by he na ional policies and he public heal h measu es imposed by go e nmen s wo ld-
wide (Qi & Ma, 2021; Sus a sic & Zhang, 2022). Re ised immig a ion egula ions o
esidence and s uden s a us, es ic ions on en e ing he hos coun y, and he p o ision
(o lack o ) eme gency suppo a e measu es ha shaped in e na ional s uden s’ abili y
o in eg a e and eel welcome o neglec ed in hei hos coun y.
To ou knowledge, he e is cu en ly no sys ema ic li e a u e e iew on he impac o
COVID-19 on he social and cul u al in eg a ion o in e na ional s uden s. As in eg a-
ion is shaped by policies and ini ia i es aken a se e al le els, he e iew’s objec i e is
o analyse he esponses o COVID-19 o he ac o s in ol ed in in e na ional s uden
mobili y (ISM). We aim o un eil i and how hese esponses ha e impac ed in e na-
ional s uden s’ in eg a ion. We also aim o in es iga e he in eg a ion expe iences o
s uden s hemsel es. The o e a ching esea ch ques ion ha guides his li e a u e e iew
is: How has COVID-19 impac ed he social and cul u al in eg a ion o in e na ional s u-
den s in hei hos coun ies and ins i u ions? To cap u e he di e en le els ha shape
in e na ional s uden s’ expe ience o social and cul u al in eg a ion, we b oke down he
esea ch ques ion in o he ollowing h ee sub-ques ions:
How ha e na ional go e nmen s esponded o COVID-19, and how has his a ec ed
in e na ional s uden s’ in eg a ion?
How ha e ins i u ions esponded o COVID-19, and how has his a ec ed in e na-
ional s uden s’ in eg a ion?
How ha e in e na ional s uden s expe ienced hei in eg a ion du ing COVID-19?
Me hodology
This wo k was conduc ed acco ding o he PRISMA s a emen on sys ema ic e iews
(Mohe e al., 2009). A eam o 21 esea che s wo king on ISM om a ious disciplin-
a y pe spec i es (linguis ics, sociology, educa ion, e c.) unde ook he di e en s eps o
iden i ica ion, selec ion and analysis o documen s. Regula g oup discussions ensu ed
consis ency o app oach. Awa e ha , when conduc ing social esea ch, in e p e a ions
a e e y likely o be subjec o human bias (Bake , 2012, p. 255), we ollowed obus
s eps in he di e en s ages o he e iew, bo h du ing he selec ion o documen s and
hei subsequen analysis. To minimize bias, he ollowing s eps we e aken: Fi s , inclu-
sion c i e ia we e ag eed upon and clea ly de ined in a eam mee ing, a e which hey
we e w i en down and sha ed wi h e e yone o easy e e ence du ing he documen
sea ch and selec ion p ocess, which is desc ibed in de ail below. Second, au ho s wo ked
in pai s and doubled-checked each o he ’s choices. Whene e in doub , hey discussed
hei decisions o each consensus. When doub s pe sis ed, he coo dina o s made he
inal decision based on hei o e iew o he en i e co pus. Thi d, in e p e a ions and
egula discussions in ol ing he whole eam we e equen o ensu e consis ency and
esol e any ques ions. These endea ou s o educe bias a e men ioned, when applicable,
in he de ailed desc ip ion o he PRISMA s ages below.
The li e a u e co pus was buil as a mul iple-s age p ocess. Fi s , based on he esea ch
ques ions, we iden i ied sea ch e ms (and synonyms/ a ia ions) o he analysed g oup
(in e na ional s uden s), he p ocess (in eg a ion) and he pandemic (COVID-19) (see
Table1). Second, we pe o med he sea ch in six da abases (Scopus, Web o Science,
Page 4 o 21Sin e al. Compa a i e Mig a ion S udies (2025) 13:7
ERIC, P oques , Linguis ics and Language Beha iou Abs ac s and PsychIn o) o ensu e
b oad co e age and e ie e as many publica ions as possible. Gi en he no el y o
COVID-19, limi ing he sea ch o he mos selec i e da abases posed he isk o lea ing
ou s udies con aining ele an e idence.
We applied he ollowing inclusion c i e ia: (1) Only pee - e iewed publica ions we e
selec ed o ensu e a minimum quali y s anda d. (2) Publica ions we e di ec ly ela ed
o he e iew esea ch ques ion. (3) Only publica ions wi h e ie able ull ex s we e
selec ed. (4) Publica ions had o be esea ch-based, hus excluding opinion a icles,
commen a ies, o le e s o edi o s. (5) Publica ions we e in English. Al hough language
ep esen ed a limi a ion in he b ead h o co e ed li e a u e, his decision was impo an
as he g oup was in e na ional and a he la ge. Double-checking (as e e ed o abo e)
would, he e o e, no ha e been possible in o he languages.
Each eam membe was a ibu ed a di e en combina ion o sea ch e ms and a di -
e en da abase. Ini ially, he sea ch was pe o med in he i le, abs ac and keywo ds
only, bu in some da abases (e.g., Scopus), his s a egy e u ned e y ew esul s. In such
cases, he sea ch was ex ended o ull ex s o iden i y addi ional po en ially ele an
li e a u e. The cu -o da e o he sea ch o documen s was May 2022. The indings o
mo e ecen s udies a e he e o e no e lec ed in his e iew, which may be seen as a
limi a ion.
The au oma ic sea ch in he six da abases e u ned 7708 documen s (see Fig.1). Each
eam membe conduc ed an ini ial sc eening o he esul s e ie ed by hei speci ic
sea ch s ing and da abase o e ine he selec ion, based on he eading o he abs ac
and he obse ance o he inclusion c i e ia. One hund ed i y-nine publica ions, which
appea ed o mee he inclusion c i e ia, we e e ained, o which 22 documen s we e
duplica es (p esen in se e al da abases). This esul ed in a p o isional co pus o 137
documen s. Two a icles, a he ime s ill in p ess, we e added by he e iew au ho s.
Two esea che s subsequen ly sc eened each o hese 139 documen s in mo e de ail
o decide independen ly i he documen s we e indeed eligible o be conside ed in he
e iew. The sc eening in pai s was aimed o minimise esea che subjec i i y, as a eli-
abili y check o ensu e ha he inclusion c i e ia we e me . This esul ed in he u he
exclusion o 59 documen s, mainly o no being esea ch-based o ha ing no o li le
ele ance o he e iew opic. A e his s ep, 80 documen s we e, he e o e, assessed as
eligible. Addi ionally, en eco ds o g ey li e a u e we e iden i ied as po en ially ele an
o he e iew. In o al, he p o isional e iew co pus con ained 90 documen s.
The nex s age was he ull eading o he documen s. Also a his s age, wo esea ch-
e s ead each documen indi idually, again o educe subjec i i y bias and as a qual-
i y assu ance measu e. The aim o he quali y assessmen was o check he obus ness
o he employed me hod and he logic and cohe ence in he da a analysis, esul s, and
conclusions. The wo eade s discussed any disag eemen be ween hem and, i doub s
Table 1 Sea ch e ms o he iden i ica ion o li e a u e
G oup P ocess Phenomenon
In e na ional s uden * In eg a ion Co id-19
Mobile s uden * Inclusion Pandemic
Fo eign s uden * Adap a ion
Exchange/E asmus s uden * S uden suppo /suppo
S udy ab oad Go e nmen /policy
Page 5 o 21Sin e al. Compa a i e Mig a ion S udies (2025) 13:7
pe sis ed, he e iew coo dina o s made he inal decision. This p ocess ensu ed eliance
on high-quali y s udies o cons uc he majo a gumen s. Following his s age, 37 s ud-
ies we e excluded: 30 a icles and se en g ey li e a u e documen s. The easons we e
mainly ela ed o he ma ginal ele ance o he e iew opic. Se e al s udies ha we e
excluded a his s age deal , o example, wi h he emo e lea ning and eaching expe-
ience, no discussing any ela ionship o he social and cul u al in eg a ion o in e -
na ional s uden s. In his phase, wo mo e s udies we e iden i ied h ough e e ences
(backwa d sea ch) and one s udy h ough ci a ions ( o wa d sea ch).
The 56 s udies o he inal co pus we e analysed ollowing a p o ocol o s anda dised
da a ex ac ion o minimise esea che subjec i i y (T an ield e al., 2003). Fo his pu -
pose, da a ex ac ion ca ego ies we e de ined in a g oup mee ing (see Fig.2) and hese
ep esen ed ou coding amewo k. To enable collec i e wo k, his coding amewo k
was ansposed in o a Google Excel shee , which con ained he lis o selec ed s udies.
All ele an da a and in o ma ion ha we needed o pe o m he analysis and syn he-
sis o he e iewed li e a u e was eco ded on his sha ed documen . The shee ac ed as
a eco d o he decisions made du ing he p ocess and ep esen ed he da a eposi o y
Fig. 1 The PRISMA mul i-s age p ocess esul ing in he cons i u ion o he li e a u e e iew co pus

Page 6 o 21Sin e al. Compa a i e Mig a ion S udies (2025) 13:7
suppo ing he analysis (T an ield e al., 2003). Again, wo esea che s, independen o
one ano he , analysed each s udy, ex ac ed he ele an in o ma ion independen ly, and
he indings we e compa ed and econciled, i needed.
Fo he h ee esea ch ques ions, we e ie ed ele an agmen s om he li e a u e
which answe ed speci ically hese ques ions. The analysis o hese agmen s ac oss he
selec ed s udies was pe o med by h ee pai s (one o each esea ch ques ion). The pai s
conduc ed induc i e analysis, allowing he main hemes o each ques ion o eme ge
om he da a (see hemes in he sec ion Findings). We s ess again he ca ea ha he
e iew esul s ely on ex s exclusi ely in English and e ie ed be o e he cu -o da e o
May 2022, which es ic s hei linguis ic and empo al scope.
The nex sec ion p o ides an o e iew o he selec ed li e a u e, analysing i s key
desc ip i e cha ac e is ics by discipline, au ho s’ a ilia ions, mobili y ypes, home and
des ina ion coun ies, heo e ical amewo ks and me hodological app oaches. Then, he
nex sec ion will discuss he main hemes esul ing om he induc i e analysis o iden-
i y pa e ns ega ding he impac o COVID-19 on in e na ional s uden s’ in eg a ion.
Mapping he ield: desc ip i e o e iew o he e iewed s udies
The 56-documen co pus comp ised 53 pieces o pee - e iewed li e a u e (52 a icles
and one chap e ) and h ee epo s (g ey li e a u e), sea ched and iden i ied be ween
Janua y and May 2022. Mos s udies epo ed on he i s phase/semes e o COVID-19
(n = 26), which was expec able conside ing he ime a icles ake o be pee - e iewed and
he sea ch cu -o da e.
Jou nal subjec a ea. As shown in Fig.3, he a icles we e published mainly in educa-
ion jou nals (25, o which six in highe educa ion, se en in in e na ional educa ion, one
Fig. 2 Coding amewo k
Page 7 o 21Sin e al. Compa a i e Mig a ion S udies (2025) 13:7
in language educa ion and ele en in gene ic ones), ollowed by mul idisciplina y jou -
nals (14 jou nals, in ields such as mobili ies o in e cul u al ela ions), psychology (6),
heal h (5), law (1) and an h opology (1). The Jou nal o In e na ional S uden s was he
mos equen publica ion ou le (5 o he 52 a icles). The g ey li e a u e epo s we e
published by wo Eu opean o ganisa ions, he Eu opean Commission and he E asmus
S uden Ne wo k (Eu opean Commission, Eu opean Educa ion and Cul u e Execu i e
Agency, 2020; Gab iels & Benke-Åbe g, 2020) and an Aus alian esea ch o ganisa ion
(Uzhego a e al., 2021).
A ilia ions. Mos o he au ho s o he e iewed s udies (Fig.4) we e, a he ime o
publica ion, a ilia ed wi h ins i u ions loca ed in China (13), he USA (10), Aus alia (7)
and Canada (6). Au ho s a ilia ed wi h Eu opean ins i u ions we e sp ead ac oss di e -
en coun ies (13). I is wo h no ing ha he UK, as a adi ional majo des ina ion o
in e na ional s uden s, was only ep esen ed in wo a icles (unlike he USA, Canada o
Aus alia).
Mobili y ypes. A wide nomencla u e o e e o ISM eme ged a he ini ial s age o
coding. To ensu e consis ency in he coding ac oss he eam, wo esea che s s an-
da dised all ini ial codes and de eloped a classi ica ion wi h ou o e a ching ca ego ies:
deg ee mobili y, c edi mobili y, i ual mobili y and miscellaneous. As shown in Fig.5,
mos s udies (45 ou o 56) deal wi h deg ee mobili y. These we e ollowed by pape s
classi ied as miscellaneous (5). Only h ee s udies analysed c edi mobili y (pa o a
deg ee p og amme). Due o he speci ic condi ions o lea ning du ing he COVID-19
pandemic, he in e es in i ual cou se deli e y s a ed gaining ac ion, bu he numbe
o s udies on i ual mobili y was small (3).
Fig. 4 Au ho s’ coun y/ egion o a ilia ion ( o al numbe o a ilia ions is highe han 56 because o co-au ho ships)
Fig. 3 The dis ibu ion o a icles by jou nal subjec a ea
Page 8 o 21Sin e al. Compa a i e Mig a ion S udies (2025) 13:7
Des ina ion coun ies. O he 56 s udies, 46 ocused on a single des ina ion coun y
(Fig.6). The mos equen ly in es iga ed hos coun ies we e he USA (9), China (8),
Canada (6) and Aus alia (6). Eu opean des ina ion coun ies we e s udied in 14 a icles.
In he non-Eu opean con ex , Ecuado , Jo dan and Saudi A abia we e explo ed as des-
ina ion coun ies (3). The emaining s udies included ei he a icles a ge ing mul iple
des ina ions (6) o epo s published by Eu opean o ganisa ions (2). Two s udies had no
in o ma ion ega ding he des ina ion coun y.
Home coun ies. The analysed s udies gene ally e e o s uden s om a ious home
coun ies (31)– Fig.7. Only i e s udies ocused on s uden s om one speci ic coun y
Fig. 7 Home coun ies
Fig. 6 Des ina ion coun ies/ egions
Fig. 5 Types o mobili y co e ed by selec ed li e a u e
Page 9 o 21Sin e al. Compa a i e Mig a ion S udies (2025) 13:7
o o igin, ou om China and one om he US. On he o he hand, many s udies did
no epo any in o ma ion abou home coun ies (20). A eason could be ha s udies
ocused on in e na ional s uden s in gene al and ha he in e es lay in hei expe iences
in he hos coun y, i espec i e o coun y o o igin. I is wo h no ing, howe e , ha
en s udies ocused on in e na ional s uden s om Asia (including he ou om China),
signalling he egion’s impo ance as a sende o in e na ional s uden s.
Theo e ical app oaches. The e iewed s udies d ew on heo ies and concep s om
psychology (such as he s ess p ocess model o ansac ional model o s ess and cop-
ing), sociology (such as neo- acism and ins i u ional heo y) and mobili y heo ies (such
as mobili y jus ice, mobili y capi al, and elas ic bo de s). Mos pape s (34, almos wo-
hi ds) had no heo e ical amewo k, indica ing ha ISM du ing he pandemic was
p edominan ly app oached empi ically. Pe haps, he has iness o publish wo k did no
p o ide oom o heo e ical de elopmen .
Resea ch me hodology. O e hal o he s udies (35) adop ed a quali a i e design, wi h
in e iewing being he mos common da a collec ion me hod (Fig.8). While o he sys-
ema ic e iews o ISM be o e COVID-19 mainly summa ised quan i a i e s udies
(Lome & Mi elmeie , 2023; Nicolescu & Galalae, 2013), his e iew only iden i ied 13
s udies using quan i a i e me hods. Fi e s udies had no empi ical da a and h ee s udies
used mixed me hods h ough he iangula ion o a ious da a sou ces.
The pa icipan s in he e iewed s udies we e mos ly in e na ional s uden s (unde -
g adua e and pos g adua e), bu also acul y membe s (Chen & Wen, 2021), s uden
se ices p o essionals (Vee asamy & Ammigan, 2022), ins i u ional leade s and middle
manage s (Sin e al., 2023), coo dina o s o E asmus Mundus Join Mas e s and Doc-
o al p og ammes (Eu opean Commission, Eu opean Educa ion and Cul u e Execu i e
Agency, 2020), pa en s and mig a ion agen s (Qi & Ma, 2021).
Findings
Fo analy ical pu poses, he indings ha e been o ganised o answe he h ee esea ch
ques ions o he e iew. Indeed, mos s udies ocused on one le el o analysis only: how
na ional au ho i ies esponded o COVID-19, wha eme gency measu es ins i u ions
adop ed o in e na ional s uden s’ li ed expe iences, which is e lec ed in he p esen a-
ion o he indings. Howe e , he h ee le els a e in e connec ed, as es i ied by a ious
examples in he h ee sec ions below. Fi s , we p esen na ional au ho i ies’ esponses
o COVID-19 and hei epo ed e ec s on he in eg a ion o in e na ional s uden s.
Fig. 8 Me hodological design o selec ed li e a u e
Page 16 o 21Sin e al. Compa a i e Mig a ion S udies (2025) 13:7
in o m s uden s abou COVID-19 p e en ion measu es. The s udy ound ha olun ee -
ing led o well-being and sa is ac ion (Ki le Mekonen & Ada kwah, 2022). The u ban
public/sha ed ga dens ep esen ed an escape o in e na ional s uden s, “a sa e a ena
(…) o main ain social con ac wi h iends ou doo s”, p o iding “social well-being and
a sense o communi y as well as indi idual well-being” (Collins e al., 2022, p. 6). Ge éb
Valachiné and colleagues (2022) highligh ed a -making as a s a egy o handle he di i-
cul isola ion and Yang e al. (2020) e e ed o posi i e hinking and esilience. Sus a sic
and Zhang (2022) ound ha in e na ional s uden s sough emo ional suppo ansna-
ionally, om iends and amily back home, as a common way o coping.
Discussion and conclusions
This s udy sys ema ically e iewed 56 s udies ocusing on in e na ional s uden s’ in e-
g a ion in o hei hos coun ies and ins i u ions du ing he COVID-19 pandemic,
published be ween he ou b eak o he pandemic and May 2022. Because in e na ional
s uden s’ in eg a ion depends no only on hemsel es bu also on go e nmen s and
highe educa ion ins i u ions, he e iew aimed o unde s and bo h how in e na ional
s uden s expe ienced hei in eg a ion and how go e nmen s and ins i u ions esponded
o COVID-19 and how hese esponses a ec ed in e na ional s uden s’ in eg a ion.
We ound ha go e nmen al ac ion and ins i u ional measu es we e decisi e in shap-
ing s uden s’ in eg a ion expe iences. C i icism p e ailed o he immig a ion and sup-
po policies adop ed by Aus alia and he USA, equen ly conside ed un iendly
owa ds in e na ional s uden s and de imen al o in eg a ion, con ibu ing o eelings
o exclusion. This ein o ced he pe cep ion o s uden s as cash-cows, especially in Aus-
alia. Canada, in con as , ea ed in e na ional s uden s as aluable gues s, i.e., g an -
ing s udy pe mi s and associa ed en i lemen s wi hou s uden s’ physical p esence in he
coun y o allowing hem o wo k ex ended hou s. Highe educa ion ins i u ions played
an impo an ole in mi iga ing he nega i e e ec s o COVID-19 on in e na ional s u-
den s’ in eg a ion, by ca e ing o di e en needs– ma e ial, well-being, and social. They
o e ed ma e ial condi ions allowing in e na ional s uden s o con inue in he ins i u ion;
psychological suppo in he o m o , o example, counselling, home isi s and i ual
pee suppo ; and p o ision o pla o ms o ongoing social in e ac ion o ensu e a con-
inued sense o belonging o he ins i u ion’s communi y. Mos s udies, howe e , ocused
on s uden s hemsel es and on he in eg a ion challenges which hey encoun e ed du -
ing he pandemic: dis essing lockdowns, dis up ion o social li e and suppo ne wo ks,
men al heal h issues, disc imina ion and acialised p ejudice and language ba ie s. Dis-
connec edness was a common heme in he e iewed s udies. S uden s eso ed o a i-
ous coping mechanisms o imp o e hei well-being.
Policy and p ac ice ecommenda ions. The e iew indings wa an some ecom-
menda ions. Gi en he anxie y caused by na ional policies, uni e si ies may bene i
om enhanced coope a ion wi h he go e nmen in managing mig a ion mo e gene -
ally. C ock and Nu e (2021) e en ecommended a con en ion egula ing he igh s o
in e na ional s uden s. COVID-19 can also ep esen an oppo uni y o go e nmen s o
e hink in e na ional educa ion and de elop dis up i e models ha can o e sus ainable
solu ions, du ing eme gency and no mal ci cums ances, g ounded in mo e humane and
compassiona e alues (T an, 2020).

Page 17 o 21Sin e al. Compa a i e Mig a ion S udies (2025) 13:7
Wi hin HEIs, men al heal h and counselling se ices capable o add essing in e na-
ional s uden s’ ci cums ances need de eloping (Ge, 2021; Raape e al., 2022), e.g., sen-
si i e o cul u al di e ences and helping s uden s deal wi h disc imina ion and building
a sense o posi i e sel - ega d (Ananda alli e al., 2020; Yang e al., 2020). I is also impo -
an o decons uc he s igmas associa ed wi h men al heal h in di e en cul u es and
make in e na ional s uden s com o able wi h seeking psychological ad ice (Ge, 2021).
In p ac ice, i is only possible o uni e si ies no o igno e he men al heal h p oblems
o in e na ional s uden s i hei psychological suppo uni s and in e na ional o ices
coope a e. The e iew also highligh ed he impo ance o suppo ne wo ks (Raape e
al., 2022), ins i u ional suppo and belonging. Indeed, ins i u ions ha e implemen ed
in e en ions (e.g., i ual socialising ac i i ies), bu i is impo an ha mo e ins i u-
ionalised o ums be c ea ed, no only o social ne wo king bu also as spaces whe e
in e na ional s uden s can sha e expe iences. In p ac ice, i is e y impo an o socio-
cul u al in eg a ion ha hese socializa ion ini ia i es s a du ing mobili y and in he
p e-depa u e phase, be o e he s uden s a i e. Fu he , in e na ional s uden o ices
may p o ide a sa e place o in e na ional s uden s o epo acism (Koo e al., 2023;
Koo, 2021). Regula suppo g oups o egula check-in sessions o see how s uden s a e
doing, which ins i u ions de eloped du ing he pandemic, can be he basis o a mo e
gene al sys em o con inuous suppo . I is also impo an o ancho in e na ional s u-
den s in hei local en i onmen s, as his allows hem o c ea e ne wo ks also ou side
he uni e si y, con ibu ing o social engagemen in local communi ies (Amoah & Mok,
2022), o example h ough olun ee ing. Implemen ing all hese p ocesses in uni e si-
ies can be possible by adop ing he comp ehensi e in e na ionaliza ion model de el-
oped by Hudzik (2011) in ins i u ional managemen ; in o he wo ds, i implies in ol ing
all academic and adminis a i e uni s in he p ocesses a he han associa ing in e na-
ional s uden s only wi h he in e na ional o ice.
Addi ionally, in e cul u al sensi i i y could be p omo ed h oughou he ins i u ions,
o example h ough a di e si y policy guiding he wo k o all uni s and schools, and
h ough aining sessions and wo kshops which aise local s uden s and s a ’s awa e-
ness o he socio-cul u al needs and challenges aced by in e na ional s uden s. In sum,
i is c i ical o ensu e ha any measu es a e mind ul o inclusi i y and di e si y o ensu e
solu ions o all s uden s. Mo eo e , ins ead o me ely adop ing a “c isis managemen ”
app oach, HEIs could bene i om medium-long- e m planning and sus ainable ans-
o ma ion, embedding some o he p ac ices adop ed du ing he COVID-19 pandemic.
Such ans o ma ion could suppo no only he eco e y o ISM mo e gene ally bu also
c ea e an educa ional clima e ha celeb a es in e na ional s uden s on campus, alle ia -
ing hei po en ial social isola ion and ensu ing well-being (Amoah & Mok, 2022; Anan-
da alli e al., 2020).
Limi a ions and u he esea ch. This sys ema ic e iew has some limi a ions. Fi s ,
he selec ion o li e a u e published in English only may ha e also o e looked s udies on
he e iew opic published in o he languages. Fu u e e iews based on li e a u e w i -
en in di e en languages may add no el pe spec i es. Second, he cu -o da e o he
sea ch was May 2022, so s udies ha may be ele an and could add o his pano ama
we e omi ed. Since some ime has elapsed since hen, an upda ed li e a u e e iew may
en ich ou knowledge o COVID-19’s impac on in e na ional s uden s’ in eg a ion.
Thi d, he elabo a ion o his e iew s ill du ing he COVID-19 pandemic may explain
Page 18 o 21Sin e al. Compa a i e Mig a ion S udies (2025) 13:7
he poo heo e ical concep ualiza ion o in e na ional s uden s’ in eg a ion in dis up-
i e imes. The obse ed sca ci y o concep ual amewo ks highligh s he need o mo e
heo e ically solid wo k on he impac o global c ises on in eg a ion.
Despi e he lu y o esea ch ac i i y ela ed o ISM du ing he pandemic, he ushed,
in ensi e na u e o he pe iod le se e al o he gaps and scope o u u e ollow-up.
Fi s , u he esea ch needs o in es iga e how in eg a ion may ha e been a ec ed di -
e en ly by di e en demog aphic cha ac e is ics wi hin he in e na ional s uden pop-
ula ion. This equi es compa a i e s udies wi h a b oade geog aphical scope o gain
insigh s om a ious acial g oups and explo e whe he he indings a y in di e en
cul u al and disciplina y con ex s (Alsulami, 2021; Dong & Ishige, 2022; Ha i e al., 2021;
Sa ke e al., 2021; Sus a sic & Zhang, 2022; Xu, 2021). Fo his, la ge and mo e di e se
samples, as well as andom sampling echniques, a e needed o ensu e he ep esen a-
i eness, alidi y and gene alisabili y o indings (Dong & Ishige, 2022; Zah ae A ella &
Alipou , 2021; Khan e al., 2021; Alsulami, 2021; Xu, 2021). Such esea ch could add a
quan i a i e dimension, which was sca ce in he e iewed li e a u e. Fu he esea ch is
also needed o e alua e in hindsigh he impac ha he measu es aken by ins i u ions
du ing he pandemic had on in e na ional s uden s in he longe un. Fo example, la ge-
scale, mo e comp ehensi e su eys could be adminis e ed by in e na ional esea ch
eams o o me in e na ional s uden s in mo e han one coun y o ga he compa a-
i e e idence. Based on a hindsigh pe spec i e, i would allow answe ing ques ions such
as: Wha we e he main challenges o sociocul u al in eg a ion du ing COVID-19 o
in e na ional s uden s? We e hey di e en o s uden s o di e en e hnic backg ounds/
gende s/quali ica ion le els/disciplines? How did expe iences o in eg a ion di e in
di e en coun ies? Wha measu e did hos ins i u ions ake o mi iga e he impac o
COVID-19 on in e na ional s uden s’ in eg a ion and how e ec i e we e hey? Fu -
he mo e, u u e s udies could also a ge na ional and ins i u ional ac o s and he ci -
cums ances and esou ces hey we e ope a ing in o be e p epa e o o he eme gency
si ua ions. As ime has passed since he pandemic ou b eak, unde s anding how na ional
and ins i u ional policies and p ac ices ha e been de eloped (o no ) would be ocal.
Acknowledgemen s
This a icle is based upon he wo k om COST Ac ion CA20115 ‘Eu opean Ne wo k on In e na ional S uden Mobili y.
Connec ing Resea ch and P ac ice’, suppo ed by COST (Eu opean Coope a ion in Science and Technology).
Au ho con ibu ions
All au ho s con ibu ed o he ollowing asks: concep ion o he e iew; sea ch, iden i ica ion, selec ion o s udies;
documen coding; and analysis o he di e en dimensions o he e iewed li e a u e epo ed in he manusc ip .
[Au ho 1] and [Au ho 2] led he e iew eam, w o e he sec ions In oduc ion and a ionale, Me hodology and
Conclusion and compiled and edi ed he di e en au ho s’ con ibu ions in he sec ions Mapping he ield and Findings.
All au ho s app o ed he inal e sion o he manusc ip .
Da a a ailabili y
The li e a u e e iew co pus and he da a ex ac ion o m will be a ailable upon easonable eques .
Decla a ions
Compe ing in e es s
None o he au ho s ha e any inancial o non- inancial compe ing in e es s in he manusc ip .
Au ho de ails
1In e disciplina y Resea ch Cen e o Educa ion and De elopmen , Lusó ona Uni e si y, Lisboa, Po ugal
2Resea ch Cen e on Child S udies, Ins i u e o Educa ion, Uni e si y o Minho, B aga, Po ugal
3Uni e si y o La ia, Rīga, La ia
4Uni e si a de Lleida, Lleida, Spain
5Depa men o Educa ional Sciences, Middle Eas Technical Uni e si y, Anka a, Tü kiye
6Ins i u e o Fo ecas ing - Cen e o Social and Psychological Sciences, Slo ak Academy o Sciences, B a isla a,
Slo akia
Page 19 o 21Sin e al. Compa a i e Mig a ion S udies (2025) 13:7
7Ins i u e o Eu opean S udies, Jagiellonian Uni e si y, K aków, Poland
8School o Languages, Li e a u e and Cul u e, Uni e si y College Co k, Co k, I eland
9School o Educa ion, Uni e si y o Applied Sciences and A s No hwes e n, Mu enz, Swi ze land
10Depa men o Educa ion, Uni e si y o Tu ku, Tu ku, Finland
11Facul y o Economics and Business Adminis a ion, Uni e si y o Szeged, Szeged, Hunga y
12Facul y o Applied Managemen , Economics and Finance, Uni e si y Business Academy in No i Sad, No i Sad,
Se bia
13Depa men o English, Uni e si y o Li e pool, Li e pool, UK
14Language Cen e, Cyp us Uni e si y o Technology, Limassol, Cyp us
15School o Fo eign Languages, Bu sa Uludag Uni e si y, Bu sa, Tü kiye
16Uni e sidad Au onoma de Mad id, Mad id, Spain
17Uni e si y o Thessaly, Volos, G eece
18Depa men o F ench and Eu opean S udies, Uni e si y o Cyp us, Nicosia, Cyp us
19Ins i u e o Asian and T anscul u al S udies, Vilnius Uni e si y, Vilnius, Li huania
20Facul y o Economics and Business Adminis a ion, Alexand u Ioan Cuza Uni e si y o Iaşi, Iaşi, Romania
Recei ed: 26 Decembe 2023 / Accep ed: 15 Janua y 2025
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