Challenges and Strategies of International Students Studying in the Hainan Free Trade Port
Saved in:
| Title: | Challenges and Strategies of International Students Studying in the Hainan Free Trade Port |
|---|---|
| Language: | English |
| Authors: | Xu Ding (ORCID |
| Source: | SAGE Open. 2025 15(2). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Foreign Students, College Students, Student Experience, Educational Experience, Barriers, Student Problems, Interpersonal Relationship, Employment Potential, College Environment |
| Geographic Terms: | China, Bangladesh, Indonesia, Philippines, Gabon, Pakistan |
| DOI: | 10.1177/21582440251335743 |
| ISSN: | 2158-2440 |
| Abstract: | As China's higher education embraces internationalization, the Hainan Free Trade Port is gaining recognition as a desirable destination for international students. This study, aiming to enhance the quality of international education and to meet the diverse needs of these students in Hainan, conducted qualitative interviews with 21 international students. Employing Grounded Theory and a systematic three-tier coding process, the research revealed the students' specific challenges within academic pursuits, social interactions, accommodations, and employment prospects. The findings informed the development of targeted recommendations designed to enhance the support framework for international students, with the broader aim of cultivating a more enriched and inclusive educational environment in Hainan. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477109 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
