International students’ silent struggles in higher education spaces: towards an inclusive support framework for international students

Takalani Yolanda Tshililo, Fhatuwani Ravhuhali and Rendani Tshifhumulo
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Takalani Yolanda Tshililo: University of Venda
Fhatuwani Ravhuhali: University of Venda
Rendani Tshifhumulo: University of Venda

International Journal of Research in Business and Social Science (2147-4478), 2025, vol. 14, issue 8, 423-429

Abstract: The enrolment of international students continues to intellectually, culturally, and educationally enrich universities across the globe. In South Africa, international students bring vast and valuable experiences, perspectives, and skills to the host institutions. Research shows that besides the above contribution that international students make within the higher institutions of learning in South Africa, they also make significant economic contributions to the host institutions and country through enrolment. But beyond institutionalised practices of support and inclusivity, international students endure invisible academic and social issues that are not spoken about and discussed widely. Although South Africa is one of the African countries with a high number of international students enrolled within the institutions of higher learning, in certain institutions, such students are alienated based on their being considered an ‘outsider.’ This conceptual paper draws its literature from chapter one of the PhD work-in-progress and therefore, examines the tacit challenges that international students face when undergoing independent academic and social support frameworks in university in higher education institutions. The primary aim of this paper is to stimulate scholarly dialogue on best practices and strategic approaches for enhancing the well-being and academic success of international students. Grounded in a review of existing literature, this paper contends that despite the presence of institutional policies and student support initiatives, international students continue to face significant challenges in their academic journeys. These include language barriers, experiences of xenophobia and discrimination, and the complexities of immigration laws and regulations. Furthermore, the paper contributes to the broader discourse on equitable access to higher education through the development of student-centred, culturally responsive, and inclusive support systems. In conclusion, the paper proposes an inclusive support framework for international students, structured around six key components: foundational principles, structural elements, interconnected support networks, academic and career integration, outreach and information delivery, and policy and institutional commitment. Key Words: International students, student support, silent struggles, higher education spaces, inclusive support framework.

Date: 2025
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