The Effects of High Energy Costs on International Students’ Academic Performance – A Cross-Sectional Survey at the University of the West of Scotland

Precious C. Onyenweaku, Bla Josee Charlotte Eba and Desmond A. Zaki
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Precious C. Onyenweaku: School of Business and Creative Industries University of the West of Scotland Paisley, PA1 2BE, United Kingdom
Bla Josee Charlotte Eba: School of Business and Creative Industries University of the West of Scotland Paisley, PA1 2BE, United Kingdom
Desmond A. Zaki: Department of Physiotherapy, Faculty of Allied Medical Sciences, Federal University, Wukari, Nigeria

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 12-23

Abstract: This quantitative study investigates the profound effects of rising energy costs on the academic experiences of international students in Scotland. While prior research has explored financial challenges faced by students, this study delves deeper, shedding light on how escalating energy costs lead to academic compromises. Through a combination of regression analysis, ANOVA, and correlation analysis, the study reveals a complex relationship between energy costs and academic performance. Notably, it highlights that age and geographical origin moderate the impact of financial adversities, with older students exhibiting greater resilience and African students facing pronounced academic challenges. The research also identifies a strong correlation between increased energy costs and academic setbacks, such as missing assessment deadlines and failing grades. Furthermore, the study uncovers a concerning trend as international students are increasingly eschewing extracurricular activities due to mounting energy costs. These findings have significant implications for student welfare and academic performance and necessitate tailored support mechanisms, financial aid systems, and academic flexibility. The paper calls for proactive, strategic, and holistic interventions to address these challenges and ensure an inclusive global education for international students in the face of adverse economic pressures.

Date: 2025
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