Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success

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To address these challenges and enhance their academic experience, higher education institutions are increasingly exploring the use of artificial intelligence (AI) applications. This research essay aims to investigate the impact of AI on the education of international students. Instead of a traditional literature review, it employs a research approach to examine the potential applications of AI and discuss associated concerns. The research paper explores various AI applications, such as personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research. By analyzing the role of AI in education for international students, this research paper sheds light on how AI can improve learning efficiency and provide customized educational support. Additionally, it identifies significant risks and limitations, including privacy concerns, cultural differences, language proficiency, and ethical implications, which must be effectively addressed. The findings contribute to a better understanding of the potential impact of AI on international students’ educational experiences and offer insights into the integration of AI into educational administration and learning processes." > <link rel="image_src" href="https://pub.mdpi-res.com/img/journals/applsci-logo.png?8600e93ff98dbf14" > <meta name="dc.title" content="Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success"> <meta name="dc.creator" content="Ting Wang"> <meta name="dc.creator" content="Brady D. Lund"> <meta name="dc.creator" content="Agostino Marengo"> <meta name="dc.creator" content="Alessandro Pagano"> <meta name="dc.creator" content="Nishith Reddy Mannuru"> <meta name="dc.creator" content="Zoë A. Teel"> <meta name="dc.creator" content="Jenny Pange"> <meta name="dc.type" content="Article"> <meta name="dc.source" content="Applied Sciences 2023, Vol. 13, Page 6716"> <meta name="dc.date" content="2023-05-31"> <meta name ="dc.identifier" content="10.3390/app13116716"> <meta name="dc.publisher" content="Multidisciplinary Digital Publishing Institute"> <meta name="dc.rights" content="http://creativecommons.org/licenses/by/3.0/"> <meta name="dc.format" content="application/pdf" > <meta name="dc.language" content="en" > <meta name="dc.description" content="International students face unique challenges in pursuing higher education in a foreign country. To address these challenges and enhance their academic experience, higher education institutions are increasingly exploring the use of artificial intelligence (AI) applications. This research essay aims to investigate the impact of AI on the education of international students. Instead of a traditional literature review, it employs a research approach to examine the potential applications of AI and discuss associated concerns. The research paper explores various AI applications, such as personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research. By analyzing the role of AI in education for international students, this research paper sheds light on how AI can improve learning efficiency and provide customized educational support. Additionally, it identifies significant risks and limitations, including privacy concerns, cultural differences, language proficiency, and ethical implications, which must be effectively addressed. The findings contribute to a better understanding of the potential impact of AI on international students’ educational experiences and offer insights into the integration of AI into educational administration and learning processes." > <meta name="dc.subject" content="artificial intelligence" > <meta name="dc.subject" content="AI" > <meta name="dc.subject" content="education" > <meta name="dc.subject" content="international students" > <meta name="dc.subject" content="personalized learning" > <meta name="dc.subject" content="adaptive learning" > <meta name="dc.subject" content="predictive analytics" > <meta name="dc.subject" content="chatbots" > <meta name ="prism.issn" content="2076-3417"> <meta name ="prism.publicationName" content="Applied Sciences"> <meta name ="prism.publicationDate" content="2023-05-31"> <meta name ="prism.volume" content="13"> <meta name ="prism.number" content="11"> <meta name ="prism.section" content="Article" > <meta name ="prism.startingPage" content="6716" > <meta name="citation_issn" content="2076-3417"> <meta name="citation_journal_title" content="Applied Sciences"> <meta name="citation_publisher" content="Multidisciplinary Digital Publishing Institute"> <meta name="citation_title" content="Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success"> <meta name="citation_publication_date" content="2023/1"> <meta name="citation_online_date" content="2023/05/31"> <meta name="citation_volume" content="13"> <meta name="citation_issue" content="11"> <meta name="citation_firstpage" content="6716"> <meta name="citation_author" content="Wang, Ting"> <meta name="citation_author" content="Lund, Brady D."> <meta name="citation_author" content="Marengo, Agostino"> <meta name="citation_author" content="Pagano, Alessandro"> <meta name="citation_author" content="Mannuru, Nishith Reddy"> <meta name="citation_author" content="Teel, Zoë A."> <meta name="citation_author" content="Pange, Jenny"> <meta name="citation_doi" content="10.3390/app13116716"> <meta name="citation_id" content="mdpi-app13116716"> <meta name="citation_abstract_html_url" content="https://www.mdpi.com/2076-3417/13/11/6716"> <meta name="citation_pdf_url" content="https://www.mdpi.com/2076-3417/13/11/6716/pdf?version=1685584918"> <link rel="alternate" type="application/pdf" title="PDF Full-Text" href="https://www.mdpi.com/2076-3417/13/11/6716/pdf?version=1685584918"> <meta name="fulltext_pdf" content="https://www.mdpi.com/2076-3417/13/11/6716/pdf?version=1685584918"> <meta name="citation_fulltext_html_url" content="https://www.mdpi.com/2076-3417/13/11/6716/htm"> <link rel="alternate" type="text/html" title="HTML Full-Text" href="https://www.mdpi.com/2076-3417/13/11/6716/htm"> <meta name="fulltext_html" content="https://www.mdpi.com/2076-3417/13/11/6716/htm"> <link rel="alternate" type="text/xml" title="XML Full-Text" href="https://www.mdpi.com/2076-3417/13/11/6716/xml"> <meta name="fulltext_xml" content="https://www.mdpi.com/2076-3417/13/11/6716/xml"> <meta name="citation_xml_url" content="https://www.mdpi.com/2076-3417/13/11/6716/xml"> <meta name="twitter:card" content="summary" /> <meta name="twitter:site" content="@MDPIOpenAccess" /> <meta name="twitter:image" content="https://pub.mdpi-res.com/img/journals/applsci-logo-social.png?8600e93ff98dbf14" /> <meta property="fb:app_id" content="131189377574"/> <meta property="og:site_name" content="MDPI"/> <meta property="og:type" content="article"/> <meta property="og:url" content="https://www.mdpi.com/2076-3417/13/11/6716" /> <meta property="og:title" content="Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success" /> <meta property="og:description" content="International students face unique challenges in pursuing higher education in a foreign country. To address these challenges and enhance their academic experience, higher education institutions are increasingly exploring the use of artificial intelligence (AI) applications. This research essay aims to investigate the impact of AI on the education of international students. Instead of a traditional literature review, it employs a research approach to examine the potential applications of AI and discuss associated concerns. The research paper explores various AI applications, such as personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research. By analyzing the role of AI in education for international students, this research paper sheds light on how AI can improve learning efficiency and provide customized educational support. Additionally, it identifies significant risks and limitations, including privacy concerns, cultural differences, language proficiency, and ethical implications, which must be effectively addressed. The findings contribute to a better understanding of the potential impact of AI on international students’ educational experiences and offer insights into the integration of AI into educational administration and learning processes." /> <meta property="og:image" content="https://pub.mdpi-res.com/applsci/applsci-13-06716/article_deploy/html/images/applsci-13-06716-g001-550.jpg?1685585019" /> <link rel="alternate" type="application/rss+xml" title="MDPI Publishing - Latest articles" href="https://www.mdpi.com/rss"> <meta name="google-site-verification" content="PxTlsg7z2S00aHroktQd57fxygEjMiNHydKn3txhvwY"> <meta name="facebook-domain-verification" content="mcoq8dtq6sb2hf7z29j8w515jjoof7" /> <script id="Cookiebot" data-cfasync="false" src="https://consent.cookiebot.com/uc.js" data-cbid="51491ddd-fe7a-4425-ab39-69c78c55829f" type="text/javascript" async></script>  <script type="text/plain" data-cookieconsent="statistics"> (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start': new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0], j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src= 'https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f); 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data-options='is_hover:true, hover_timeout:5000'> Ting Wang</div><div id="profile-card-drop11284215" data-dropdown-content class="f-dropdown content profile-card-content" aria-hidden="true" tabindex="-1"><div class="profile-card__title"><div class="sciprofiles-link" style="display: inline-block"><div class="sciprofiles-link__link"><img class="sciprofiles-link__image" src="/bundles/mdpisciprofileslink/img/unknown-user.png" style="width: auto; height: 16px; border-radius: 50%;"><span class="sciprofiles-link__name">Ting Wang</span></div></div></div><div class="profile-card__buttons" style="margin-bottom: 10px;"><a href="https://sciprofiles.com/profile/3226005?utm_source=mdpi.com&utm_medium=website&utm_campaign=avatar_name" class="button button--color-inversed" target="_blank"> SciProfiles </a><a href="https://scilit.net/scholars?q=Ting%20Wang" class="button button--color-inversed" target="_blank"> Scilit </a><a href="https://www.preprints.org/search?search1=Ting%20Wang&field1=authors" class="button button--color-inversed" target="_blank"> Preprints.org </a><a href="https://scholar.google.com/scholar?q=Ting%20Wang" class="button button--color-inversed" target="_blank" rels="noopener noreferrer"> Google Scholar </a></div></div><sup> 1</sup><span style="display: inline; margin-left: 5px;"></span><a class="toEncode emailCaptcha visibility-hidden" data-author-id="11284215" href="/cdn-cgi/l/email-protection#96b9f5f8f2bbf5f1ffb9fab9f3fbf7fffabbe6e4f9e2f3f5e2fff9f8b5a6a6a6a5a1a2a7a3a7f7a7a5a2a0a5a2a7a7a7afa6a2a7f4a6a0a7f2a7a3a3f7a7a7a7a6a6a7"><sup><i class="fa fa-envelope-o"></i></sup></a><a href="https://orcid.org/0000-0002-1423-4559" target="_blank" rel="noopener noreferrer"><img src="https://pub.mdpi-res.com/img/design/orcid.png?0465bc3812adeb52?1732286508" title="ORCID" style="position: relative; width: 13px; margin-left: 3px; max-width: 13px !important; height: auto; top: -5px;"></a>, </span><span class="inlineblock "><div class='profile-card-drop' data-dropdown='profile-card-drop11284216' data-options='is_hover:true, hover_timeout:5000'> Brady D. Lund</div><div id="profile-card-drop11284216" data-dropdown-content class="f-dropdown content profile-card-content" aria-hidden="true" tabindex="-1"><div class="profile-card__title"><div class="sciprofiles-link" style="display: inline-block"><div class="sciprofiles-link__link"><img class="sciprofiles-link__image" src="/bundles/mdpisciprofileslink/img/unknown-user.png" style="width: auto; height: 16px; border-radius: 50%;"><span class="sciprofiles-link__name">Brady D. Lund</span></div></div></div><div class="profile-card__buttons" style="margin-bottom: 10px;"><a href="https://sciprofiles.com/profile/3616708?utm_source=mdpi.com&utm_medium=website&utm_campaign=avatar_name" class="button button--color-inversed" target="_blank"> SciProfiles </a><a href="https://scilit.net/scholars?q=Brady%20D.%20Lund" class="button button--color-inversed" target="_blank"> Scilit </a><a href="https://www.preprints.org/search?search1=Brady%20D.%20Lund&field1=authors" class="button button--color-inversed" target="_blank"> Preprints.org </a><a href="https://scholar.google.com/scholar?q=Brady%20D.%20Lund" class="button button--color-inversed" target="_blank" rels="noopener noreferrer"> Google Scholar </a></div></div><sup> 2</sup><span style="display: inline; margin-left: 5px;"></span><a class="toEncode emailCaptcha visibility-hidden" data-author-id="11284216" href="/cdn-cgi/l/email-protection#745b171a105917131d5b185b1119151d185904061b001117001d1b1a574444454442464447444245164017441145434417444246464543441745424017444344424543"><sup><i class="fa fa-envelope-o"></i></sup></a>, </span><span class="inlineblock "><div class='profile-card-drop' data-dropdown='profile-card-drop11284217' data-options='is_hover:true, hover_timeout:5000'> Agostino Marengo</div><div id="profile-card-drop11284217" data-dropdown-content class="f-dropdown content profile-card-content" aria-hidden="true" tabindex="-1"><div class="profile-card__title"><div class="sciprofiles-link" style="display: inline-block"><div class="sciprofiles-link__link"><img class="sciprofiles-link__image" src="/profiles/2345109/thumb/Agostino_Marengo.png" style="width: auto; height: 16px; border-radius: 50%;"><span class="sciprofiles-link__name">Agostino Marengo</span></div></div></div><div class="profile-card__buttons" style="margin-bottom: 10px;"><a href="https://sciprofiles.com/profile/2345109?utm_source=mdpi.com&utm_medium=website&utm_campaign=avatar_name" class="button button--color-inversed" target="_blank"> SciProfiles </a><a href="https://scilit.net/scholars?q=Agostino%20Marengo" class="button button--color-inversed" target="_blank"> Scilit </a><a href="https://www.preprints.org/search?search1=Agostino%20Marengo&field1=authors" class="button button--color-inversed" target="_blank"> Preprints.org </a><a href="https://scholar.google.com/scholar?q=Agostino%20Marengo" class="button button--color-inversed" target="_blank" rels="noopener noreferrer"> Google Scholar </a></div></div><sup> 3,*</sup><span style="display: inline; margin-left: 5px;"></span><a class="toEncode emailCaptcha visibility-hidden" data-author-id="11284217" href="/cdn-cgi/l/email-protection#624d010c064f01050b4d0e4d070f030b0e4f12100d160701160b0d0c41525252545453520753505357525a5204520756045201525253515256520452545207505353565204525a525552545604525a5357"><sup><i class="fa fa-envelope-o"></i></sup></a><a href="https://orcid.org/0000-0003-2769-5642" target="_blank" rel="noopener noreferrer"><img src="https://pub.mdpi-res.com/img/design/orcid.png?0465bc3812adeb52?1732286508" title="ORCID" style="position: relative; width: 13px; margin-left: 3px; max-width: 13px !important; height: auto; top: -5px;"></a>, </span><span class="inlineblock "><div class='profile-card-drop' data-dropdown='profile-card-drop11284218' data-options='is_hover:true, hover_timeout:5000'> Alessandro Pagano</div><div id="profile-card-drop11284218" data-dropdown-content class="f-dropdown content profile-card-content" aria-hidden="true" tabindex="-1"><div class="profile-card__title"><div class="sciprofiles-link" style="display: inline-block"><div class="sciprofiles-link__link"><img class="sciprofiles-link__image" src="/profiles/1647560/thumb/Alessandro_Pagano.jpg" style="width: auto; height: 16px; border-radius: 50%;"><span class="sciprofiles-link__name">Alessandro Pagano</span></div></div></div><div class="profile-card__buttons" style="margin-bottom: 10px;"><a href="https://sciprofiles.com/profile/1647560?utm_source=mdpi.com&utm_medium=website&utm_campaign=avatar_name" class="button button--color-inversed" target="_blank"> SciProfiles </a><a href="https://scilit.net/scholars?q=Alessandro%20Pagano" class="button button--color-inversed" target="_blank"> Scilit </a><a href="https://www.preprints.org/search?search1=Alessandro%20Pagano&field1=authors" class="button button--color-inversed" target="_blank"> Preprints.org </a><a href="https://scholar.google.com/scholar?q=Alessandro%20Pagano" class="button button--color-inversed" target="_blank" rels="noopener noreferrer"> Google Scholar </a></div></div><sup> 4</sup><span style="display: inline; margin-left: 5px;"></span><a class="toEncode emailCaptcha visibility-hidden" data-author-id="11284218" href="/cdn-cgi/l/email-protection#b798d4d9d39ad4d0de98db98d2dad6dedb9ac7c5d8c3d2d4c3ded8d994878787d38186878386858685878787d18782868487d283d1868687878781878787d187d28586868387d1878f8784878783d1878f8682"><sup><i class="fa fa-envelope-o"></i></sup></a><a href="https://orcid.org/0000-0002-7465-9778" target="_blank" rel="noopener noreferrer"><img src="https://pub.mdpi-res.com/img/design/orcid.png?0465bc3812adeb52?1732286508" title="ORCID" style="position: relative; width: 13px; margin-left: 3px; max-width: 13px !important; height: auto; top: -5px;"></a>, </span><span class="inlineblock "><div class='profile-card-drop' data-dropdown='profile-card-drop11284219' data-options='is_hover:true, hover_timeout:5000'> Nishith Reddy Mannuru</div><div id="profile-card-drop11284219" data-dropdown-content class="f-dropdown content profile-card-content" aria-hidden="true" tabindex="-1"><div class="profile-card__title"><div class="sciprofiles-link" style="display: inline-block"><div class="sciprofiles-link__link"><img class="sciprofiles-link__image" src="/bundles/mdpisciprofileslink/img/unknown-user.png" style="width: auto; height: 16px; border-radius: 50%;"><span class="sciprofiles-link__name">Nishith Reddy Mannuru</span></div></div></div><div class="profile-card__buttons" style="margin-bottom: 10px;"><a href="https://sciprofiles.com/profile/3068041?utm_source=mdpi.com&utm_medium=website&utm_campaign=avatar_name" class="button button--color-inversed" target="_blank"> SciProfiles </a><a href="https://scilit.net/scholars?q=Nishith%20Reddy%20Mannuru" class="button button--color-inversed" target="_blank"> Scilit </a><a href="https://www.preprints.org/search?search1=Nishith%20Reddy%20Mannuru&field1=authors" class="button button--color-inversed" target="_blank"> Preprints.org </a><a href="https://scholar.google.com/scholar?q=Nishith%20Reddy%20Mannuru" class="button button--color-inversed" target="_blank" rels="noopener noreferrer"> Google Scholar </a></div></div><sup> 2</sup><span style="display: inline; margin-left: 5px;"></span><a class="toEncode emailCaptcha visibility-hidden" data-author-id="11284219" href="/cdn-cgi/l/email-protection#426d212c266f21252b6d2e6d272f232b2e6f32302d362721362b2d2c617272727574277326727472757323727473217220722372237375727172247272727273207321732070277271737576727320727273237672722072237320"><sup><i class="fa fa-envelope-o"></i></sup></a><a href="https://orcid.org/0000-0002-6423-4899" target="_blank" rel="noopener noreferrer"><img src="https://pub.mdpi-res.com/img/design/orcid.png?0465bc3812adeb52?1732286508" title="ORCID" style="position: relative; 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Education, University of Ioannina, 45110 Ioannina, Greece</div> </div> <div class="affiliation"> <div class="affiliation-item"><sup>*</sup></div> <div class="affiliation-name ">Author to whom correspondence should be addressed. </div> </div> </div> </div> <div class="bib-identity" style="margin-bottom: 10px;"> <em>Appl. Sci.</em> <b>2023</b>, <em>13</em>(11), 6716; <a href="https://doi.org/10.3390/app13116716">https://doi.org/10.3390/app13116716</a> </div> <div class="pubhistory" style="font-weight: bold; padding-bottom: 10px;"> <span style="display: inline-block">Submission received: 9 May 2023</span> / <span style="display: inline-block">Revised: 29 May 2023</span> / <span style="display: inline-block">Accepted: 30 May 2023</span> / <span style="display: inline-block">Published: 31 May 2023</span> </div> <div class="belongsTo" style="margin-bottom: 10px;"> (This article belongs to the Special Issue <a href=" /journal/applsci/special_issues/BGT543N852 ">ICTs in Education</a>)<br/> </div> <div class="highlight-box1"> <div class="download"> <a class="button button--color-inversed button--drop-down" data-dropdown="drop-download-1161053" aria-controls="drop-supplementary-1161053" aria-expanded="false"> Download <i class="material-icons">keyboard_arrow_down</i> </a> <div id="drop-download-1161053" class="f-dropdown label__btn__dropdown label__btn__dropdown--button" data-dropdown-content aria-hidden="true" tabindex="-1"> <a class="UD_ArticlePDF" href="/2076-3417/13/11/6716/pdf?version=1685584918" data-name="Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success" data-journal="applsci">Download PDF</a> <br/> <a id="js-pdf-with-cover-access-captcha" href="#" data-target="/2076-3417/13/11/6716/pdf-with-cover" class="accessCaptcha">Download PDF with Cover</a> <br/> <a id="js-xml-access-captcha" href="#" data-target="/2076-3417/13/11/6716/xml" class="accessCaptcha">Download XML</a> <br/> <a href="/2076-3417/13/11/6716/epub" id="epub_link">Download Epub</a> <br/> </div> <div class="js-browse-figures" style="display: inline-block;"> <a href="#" class="button button--color-inversed margin-bottom-10 openpopupgallery UI_BrowseArticleFigures" data-target='article-popup' data-counterslink = "https://www.mdpi.com/2076-3417/13/11/6716/browse" >Browse Figure</a> </div> <div id="article-popup" class="popupgallery" style="display: inline; line-height: 200%"> <a href="https://pub.mdpi-res.com/applsci/applsci-13-06716/article_deploy/html/images/applsci-13-06716-g001.png?1685585018" title=" <strong>Figure 1</strong><br/> <p>Number of students registered outside their country of citizenship (UIS Statistics, 2023).</p> "> </a> </div> <a class="button button--color-inversed" href="/2076-3417/13/11/6716/review_report">Review Reports</a> <a class="button button--color-inversed" href="/2076-3417/13/11/6716/notes">Versions Notes</a> </div> </div> <div class="responsive-moving-container small hidden" data-id="article-counters" style="margin-top: 15px;"></div> <div class="html-dynamic"> <section> <div class="art-abstract art-abstract-new in-tab hypothesis_container"> <p> <div><section class="html-abstract" id="html-abstract"> <h2 id="html-abstract-title">Abstract</h2><b>:</b> <div class="html-p">International students face unique challenges in pursuing higher education in a foreign country. To address these challenges and enhance their academic experience, higher education institutions are increasingly exploring the use of artificial intelligence (AI) applications. This research essay aims to investigate the impact of AI on the education of international students. Instead of a traditional literature review, it employs a research approach to examine the potential applications of AI and discuss associated concerns. The research paper explores various AI applications, such as personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research. By analyzing the role of AI in education for international students, this research paper sheds light on how AI can improve learning efficiency and provide customized educational support. Additionally, it identifies significant risks and limitations, including privacy concerns, cultural differences, language proficiency, and ethical implications, which must be effectively addressed. The findings contribute to a better understanding of the potential impact of AI on international students’ educational experiences and offer insights into the integration of AI into educational administration and learning processes.</div> </section> <div id="html-keywords"> <div class="html-gwd-group"><div id="html-keywords-title">Keywords: </div><a href="/search?q=artificial+intelligence">artificial intelligence</a>; <a href="/search?q=AI">AI</a>; <a href="/search?q=education">education</a>; <a href="/search?q=international+students">international students</a>; <a href="/search?q=personalized+learning">personalized learning</a>; <a href="/search?q=adaptive+learning">adaptive learning</a>; <a href="/search?q=predictive+analytics">predictive analytics</a>; <a href="/search?q=chatbots">chatbots</a></div> <div> </div> </div> </div> </p> </div> </section> </div> <div class="hypothesis_container"> <ul class="menu html-nav" data-prev-node="#html-quick-links-title"> </ul> <div class="html-body"> <section id='sec1-applsci-13-06716' type='intro'><h2 data-nested='1'> 1. Introduction</h2><div class='html-p'>The global landscape of higher education is changing, with the number of international students expected to reach eight million by 2025. This increase in student mobility presents unique challenges and opportunities for higher education institutions (HEIs). On the one hand, international students contribute to a diverse and dynamic academic environment. However, on the other hand, they often face numerous hurdles, such as language barriers, cultural differences, and unfamiliarity with the local education system. In response, HEIs are leveraging technology to enhance the educational experience for international students. One such technology is artificial intelligence (AI), which offers promising applications in education.</div><div class='html-p'>Over the past few decades, the enrollment of international students in universities worldwide has skyrocketed to over five million, making international student migration (ISM) a significant trend in higher education. Despite this, little research has been conducted on the potential impact of emerging technologies, such as artificial intelligence (AI), on the education of international students. This paper addresses this gap by exploring how AI can improve educational administration, curriculum development, teaching, and learning processes for international students.</div><div class='html-p'>To achieve this goal, the paper addresses the following research question: What is the impact of artificial intelligence on the education of international students, and how can it be used to improve various aspects of educational administration, curriculum development, teaching, and learning processes? AI in education can potentially provide international students with personalized and adaptive learning opportunities. For example, AI-powered applications can develop customized content and offer language translation services, making education more accessible to those with language barriers. Similarly, AI-based writing and revision assistants can provide valuable feedback on students’ work, enabling them to hone their writing skills and improve their grades.</div><div class='html-p'>However, using AI in education has limitations and risks. For example, AI-powered voice recognition and dictation tools may struggle with accents and dialects, potentially leading to misunderstandings or miscommunications. Additionally, AI-based English language learning applications may not offer a broad enough view of language and culture, limiting students’ exposure to diverse perspectives.</div><div class='html-p'>Higher education institutions must actively define the usage and scope of AI in education for international students [<a href="#B1-applsci-13-06716" class="html-bibr">1</a>]. By carefully evaluating the potential benefits and risks of this technology, universities can develop theories and models that support the implementation of AI to maximize its benefits for all students and improve the educational experience.</div><div class='html-p'>Artificial intelligence (AI) is a field of computer science that aims to create machines that mimic human intelligence. At its core, AI is about building machines that can think and learn like humans. This involves understanding language, recognizing patterns, solving problems, and making decisions. The field of AI is vast and includes various technologies, such as machine learning, natural language processing, robotics, and more.</div><div class='html-p'>AI has been increasingly integrated into the educational sector, providing novel solutions to enhance learning and teaching. From personalized learning experiences to efficient administrative processes, AI’s educational potential is vast and continues to grow. Some ways AI can be used in education include adaptive learning systems, intelligent tutoring systems, learning analytics, and educational data mining.</div><div class='html-p'>While discussions and examples in this research essay will help readers understand what AI is and is not, it is essential to provide a definition that will orient readers to the perspective of this paper. To this end, we draw inspiration from Russell’s (2010) work defining AI as constructing or reconstructing intelligence. Humans have intelligence, which has developed organically through biology and evolution, and includes reasoning, logic, problem-solving, and other cognitive abilities. Artificial intelligence seeks to replicate this intelligence for narrow or broad purposes. For example, if a device were created to enable a dog to think like a human, that would be an artificial creation of intelligence. However, AI is most frequently associated with digital technology that enables computers to perform tasks that previously required a human operator.</div><div class='html-p'>This essay examines the current applications of AI in education, its potential to support international students, and future “large-scale AI applications” that could significantly transform education services [<a href="#B2-applsci-13-06716" class="html-bibr">2</a>]. The term “large-scale AI applications” refers to innovations in AI that may take years or decades to develop but that have the potential to impact education services dramatically. In contrast, the current applications of AI discussed in this paper are innovations that are already available or in development, for which the impact is more limited, or some of the pressing ethical and adoption concerns have already been addressed.</div><div class='html-p'>By exploring the impact of AI on the education of international students, this paper aims to shed light on the opportunities and challenges associated with integrating AI into higher education. It will address the potential benefits and risks of using AI technologies, such as personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research. Additionally, it will discuss the limitations and concerns related to privacy, cultural differences, language proficiency, and ethical implications.</div><div class='html-p'>The integration of artificial intelligence in higher education holds great potential for enhancing the educational experience of international students. However, careful consideration of the benefits and risks is necessary to ensure that AI applications are implemented to maximize their benefits and address the unique needs and challenges of international students. By exploring the current applications of AI, discussing potential future developments, and addressing the associated concerns, this paper contributes to the ongoing dialogue on the role of AI in education and its impact on international students.</div></section><section id='sec2-applsci-13-06716' type=''><h2 data-nested='1'> 2. Materials and Methods</h2><div class='html-p'>For this paper, a comprehensive literature review was conducted to explore the role of AI in the education of international students. Scholarly articles, research papers, and reports were retrieved from academic databases, such as JSTOR, ERIC, and Google Scholar. The selection of materials was guided by their relevance to the research question, their recency, and their credibility as determined by the publishing journal or institution. The selected texts were then critically analyzed to identify key themes and insights.</div><div class='html-p'>The AI tools mentioned in this paper were selected based on their widespread usage in the education sector and their relevance to the context of international students. This selection does not serve promotional purposes, but rather aims to provide concrete examples of how AI is currently being applied in education. It is important to note that there are numerous other AI tools available that may also have valuable applications in this context.</div><div class='html-p'>The current research addresses a significant research gap in AI in education, particularly concerning its impact on international students. While previous studies have explored the use of AI in education and its potential benefits, there is a limited understanding of how AI applications specifically cater to international students’ unique needs and challenges. This research fills this gap by investigating the opportunities and limitations of AI in enhancing the educational experience for international students. It examines the implications of AI in various aspects of education, such as personalized learning, adaptive testing, predictive analytics, and chatbots, taking into account factors, such as language barriers, cultural differences, and privacy concerns. By focusing on international students, this research provides valuable insights into how AI can effectively support their academic journey and contribute to their learning outcomes.</div></section><section id='sec3-applsci-13-06716' type=''><h2 data-nested='1'> 3. Research about Impact of AI on Education</h2><section id='sec3dot1-applsci-13-06716' type=''><h4 class='html-italic' data-nested='2'> 3.1. Growth in the Number of International Students</h4><div class='html-p'>AI has the potential to significantly improve the educational experience for international students. This section will explore several AI applications that are particularly relevant to international students, such as adaptive learning systems, language translation tools, and administrative processes automation.</div><div class='html-p'>Student mobility has been a global phenomenon for many years, but it was not until the 21st century that the number of students studying abroad increased significantly. In recent decades, there has been a substantial rise in the number of students who pursue their education in a foreign country, known as “internationally mobile students”. According to the definition provided by International Students (2023), internationally mobile students are individuals who leave their home country and relocate to a different country to participate in educational activities.</div><div class='html-p'>Historically, it has been approximated that over 90% of international students are registered in countries that are members of the Organization for Economic Co-operation and Development (OECD) [<a href="#B3-applsci-13-06716" class="html-bibr">3</a>]. The so-called “international student market” has garnered much attention due to the increased number of internationally mobile students. As a result, various nations have implemented assertive policies to shift from countries that send students abroad to countries that attract international students, which has further contributed to the rise in the total number of students studying abroad [<a href="#B4-applsci-13-06716" class="html-bibr">4</a>]. The OECD (2022) reports that students increasingly cross international boundaries to pursue higher education and progress through academic stages. Interestingly, only a small percentage of students fall under the category of “internationally mobile,” with the OECD reporting that, on average, they constitute just 5% of bachelor’s degree students, 14% of master’s degree students, and 24% of doctoral students in OECD countries (OECD, 2022, p. 218). Despite this, the impact of international students on higher education and the economy cannot be ignored, making it a topic of continued interest and study.</div><div class='html-p'>Furthermore, Ding [<a href="#B4-applsci-13-06716" class="html-bibr">4</a>] cites the OECD’s report, which indicates that the number of students registered outside their country of citizenship has risen significantly from 2.1 million in 2000 to 4.3 million in 2011 and, most recently, to 6.3 million in 2020 (UIS Statistics, 2023) (refer to <a href="#applsci-13-06716-f001" class="html-fig">Figure 1</a>, where data is only available until 2020). This represents an approximately 200% increase in international students from 2000 to 2020, suggesting that the trend of international student mobility will continue to proliferate in the coming years.</div></section><section id='sec3dot2-applsci-13-06716' type=''><h4 class='html-italic' data-nested='2'> 3.2. Unique Needs of these Students</h4><div class='html-p'>The increasing number of international students has spurred countries to develop innovative strategies to attract even more students [<a href="#B5-applsci-13-06716" class="html-bibr">5</a>]. Traditionally, international students have moved from less developed to more developed countries, with North America and Europe being the most popular destinations [<a href="#B6-applsci-13-06716" class="html-bibr">6</a>]. However, a student’s decision to attend a particular institution or country for their academic pursuits is influenced by a wide range of variables. Mazzarol and Soutar [<a href="#B7-applsci-13-06716" class="html-bibr">7</a>] note that the motives behind international students’ decisions to study abroad are determined by “push/pull factors”. Push factors encourage and influence students to move away from their home country, while pull factors attract individuals to a particular host country. Pull factors can include familiarity with the institution or country, the cost of living, the local environment, social connections, and more [<a href="#B8-applsci-13-06716" class="html-bibr">8</a>].</div><div class='html-p'>Research on international student migration has identified various factors that motivate students to study abroad. King and Sondhi [<a href="#B9-applsci-13-06716" class="html-bibr">9</a>] found that primary motivators are the desire to attend a prestigious or innovative university and obtain an international education to establish a successful career in the global marketplace. Binsardi and Ekwulugo [<a href="#B10-applsci-13-06716" class="html-bibr">10</a>] similarly found that students are inspired by the opportunities for employment, lifestyle advancement, and recognition that come with earning a degree from an international institution. A thematic analysis conducted by Wintre et al. [<a href="#B11-applsci-13-06716" class="html-bibr">11</a>] identified “learning and educational experiences, “qualities and characteristics of the universities, such as program variety and prestige, and “future career prospects”, as the most commonly cited reasons for choosing to study abroad. Financial benefits and filling skills gaps in technology-related employment [<a href="#B12-applsci-13-06716" class="html-bibr">12</a>] and a desire to improve language skills and learn about other cultures [<a href="#B13-applsci-13-06716" class="html-bibr">13</a>] also contributing factors.</div><div class='html-p'>However, international students face numerous challenges when studying abroad. Dillon and Swann [<a href="#B14-applsci-13-06716" class="html-bibr">14</a>] noted that a significant area of concern for international students is a loss of confidence in their language abilities, one of the most intimidating obstacles to a positive transition experience. Butcher and McGrath [<a href="#B15-applsci-13-06716" class="html-bibr">15</a>] identified several challenges and academic needs of international students, including language proficiency, understanding instructions, completing assignments, conducting research, participating in discussions, and keeping pace with the rest of the class. Addressing these challenges and meeting the academic needs of international students is essential for ensuring their success and improving the overall international student experience.</div><div class='html-p'>The key drivers behind international student migration are providing students with a high-quality education and meeting their learning-related needs. As such, universities and colleges must focus on developing and implementing effective academic methods that incorporate the latest technological advancements to improve the overall educational experience for their students. In particular, the following sections will examine the potential of artificial intelligence (AI) applications in education and how they can help support international students by providing personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research. These AI innovations have the potential to revolutionize higher education and enhance the learning experience for international students, but it is important to carefully consider and address the potential risks and limitations associated with their use [<a href="#B16-applsci-13-06716" class="html-bibr">16</a>].</div></section><section id='sec3dot3-applsci-13-06716' type=''><h4 class='html-italic' data-nested='2'> 3.3. Current Applications of AI in Education</h4><div class='html-p'>Incorporating AI applications in education has the potential to revolutionize the learning experience for international students, as emphasized by Seldon and Abidoye [<a href="#B17-applsci-13-06716" class="html-bibr">17</a>]. There has been a significant increase in research on AI and education in recent years [<a href="#B18-applsci-13-06716" class="html-bibr">18</a>], as the practicality of this technology has rapidly evolved [<a href="#B19-applsci-13-06716" class="html-bibr">19</a>]. AI-powered tools can provide instructors with insights into how students respond to learning content and style, creating a more dedicated learning atmosphere for international students from diverse backgrounds. Additionally, AI-based learning can be tailored to develop the skills and abilities employers seek in learners, including those from different countries [<a href="#B20-applsci-13-06716" class="html-bibr">20</a>]. Specific examples of AI applications in education, such as personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research, will be examined in this section for their potential impact on international students.</div><div class='html-p'>AI can potentially improve learning value and efficiency through different computing technologies, such as intelligent education, innovative virtual learning, and data analysis and prediction [<a href="#B21-applsci-13-06716" class="html-bibr">21</a>,<a href="#B22-applsci-13-06716" class="html-bibr">22</a>]. Education administration for international students is a crucial area affected by AI, including automated processes and tasks, curriculum and content development, and teaching and learning processes (such as reviewing assignments, grading, and providing feedback) [<a href="#B23-applsci-13-06716" class="html-bibr">23</a>]. Interactive learning environment platforms, such as AI-assisted ACTIVE Math, MATHia, and Why2Atlas, have been implemented to manage learning achievements, track performance, improve teaching tools, and support communication and feedback between instructors and international learners of different levels and subjects [<a href="#B24-applsci-13-06716" class="html-bibr">24</a>]. AI-powered applications, such as Grammarly, Ecree, and PaperRater, offer plagiarism detection, grading, and writing improvement, among other administrative functions that can benefit international students [<a href="#B25-applsci-13-06716" class="html-bibr">25</a>].</div><div class='html-p'>The utilization of learner-centered AI applications, such as Deep Tutor and Auto Tutor, has been shown to cultivate custom and personalized content based on the international learners’ ability and requirements, thereby enhancing the learning experience and potentially leading to more successful learning outcomes for international students [<a href="#B26-applsci-13-06716" class="html-bibr">26</a>]. Furthermore, the emergence of online learning has enabled AI to develop improved instructional tools for instructors and to transcend geographic boundaries, resulting in international students having the opportunity to optimize their learning outcomes by utilizing AI-powered language translators, such as Google Translate [<a href="#B27-applsci-13-06716" class="html-bibr">27</a>,<a href="#B28-applsci-13-06716" class="html-bibr">28</a>]. In a study of Chinese college students’ English learning, Tsai [<a href="#B29-applsci-13-06716" class="html-bibr">29</a>] confirmed that Google Translate had a positive impact in helping international students use advanced-level words and reduce spelling and grammatical errors. The international students were also satisfied with the experience of using Google Translate for English writing to find and improve their proficiency in English writing. Furthermore, gamification, integrated with virtual reality and 3D technologies and aimed at instruction, has positively impacted teaching quality and efficiency for international students [<a href="#B30-applsci-13-06716" class="html-bibr">30</a>].</div><div class='html-p'>Several studies point to the benefits of AI for learning experiences for international students. Chassignol et al. [<a href="#B31-applsci-13-06716" class="html-bibr">31</a>] discussed the applications, such as Knewton, Cerego, Immersive reader, and CALL, that could provide international students with real-time recommendations based on machine learning algorithms to tailor course materials to meet learners’ needs and improve learning experience from early childhood education to graduate school. Pokrivčáková [<a href="#B32-applsci-13-06716" class="html-bibr">32</a>] further confirmed that chatbots using machine learning algorithms AI could improve students’ learning experience by customizing learning content based on their needs and capabilities. AI-based revision and writing assistants, such as Pearson’s Write-to-Learn and Turnitin, are also used to encourage academic integrity [<a href="#B33-applsci-13-06716" class="html-bibr">33</a>,<a href="#B34-applsci-13-06716" class="html-bibr">34</a>]. However, Crowe et al. [<a href="#B35-applsci-13-06716" class="html-bibr">35</a>] argued that the tools could lead students to use paper mill websites or platforms, encouraging dishonest behavior and jeopardizing academic integrity.</div><div class='html-p'>For international students whose native language is not English studying in English-speaking countries, AI-powered translator and writing tools, voice recognition and dictation tools, and language learning tools can assist their learning. For example, as well as Google Translate, Grammarly, a writing support application, facilitates academic writing for international students, faculties, and researchers [<a href="#B36-applsci-13-06716" class="html-bibr">36</a>,<a href="#B37-applsci-13-06716" class="html-bibr">37</a>]. Similar tools, such as ProWritingAid, Quillbot, and Ginger, also positively impact English for foreign language students in English academic writing [<a href="#B38-applsci-13-06716" class="html-bibr">38</a>,<a href="#B39-applsci-13-06716" class="html-bibr">39</a>,<a href="#B40-applsci-13-06716" class="html-bibr">40</a>].</div><div class='html-p'>In addition to academic writing skills, listening and oral skills are equally critical for international students. Holmes [<a href="#B41-applsci-13-06716" class="html-bibr">41</a>] highlighted that international students often need to make more of an effort than native-English-speaker peers to achieve higher academic achievement due to their lack of discussion skills, lower listening skills for long lectures, and unfamiliarity with the instructors’ accents, humor, and examples. Many AI English voice chat applications have been developed recently with diverse goals. For instance, instructors can use ELIZA and ALICE chatbots to allow students to check grammar errors and incorrectly used words. Andy and Mondly interpret sentences’ meaning and provide appropriate answers and can be recommended for individuals who want to practice more complex sentences [<a href="#B40-applsci-13-06716" class="html-bibr">40</a>]. Based on empirical research, AI voice chatbots have been shown to positively impact students’ English communication ability by enriching language input and expanding interaction. Furthermore, chatbots increase students’ English learning motivation, self-confidence, and interest in learning [<a href="#B42-applsci-13-06716" class="html-bibr">42</a>,<a href="#B43-applsci-13-06716" class="html-bibr">43</a>].</div><div class='html-p'>Several general AI languages learning apps and platforms, such as Duolingo and Rosetta Stone, offer personalized interactive lessons, exercises and quizzes, and feedback to help learners improve their vocabulary, grammar, and oral skills [<a href="#B44-applsci-13-06716" class="html-bibr">44</a>]. However, despite their potential, AI English learning applications are limited in their ability to interact with humans, replicate cultural and contextual differences in language, understand or produce creative or original language, and recognize errors [<a href="#B45-applsci-13-06716" class="html-bibr">45</a>].</div></section><section id='sec3dot4-applsci-13-06716' type=''><h4 class='html-italic' data-nested='2'> 3.4. Applications for Academic Libraries</h4><div class='html-p'>Libraries are traditionally the heart of academic institutions, providing a wealth of resources and a space for learning. With the advent of AI, academic libraries are beginning to undergo a transformation.</div><div class='html-p'>Current AI applications in education have the potential to transform academic libraries significantly. Cox et al. [<a href="#B46-applsci-13-06716" class="html-bibr">46</a>] suggest that AI could impact various aspects of libraries, including search and recommendation systems, personalization, text and data mining, and analytics. Such technologies could enhance user experiences and the overall functionality of library spaces.</div><div class='html-p'>Although there is some hesitancy in academia regarding AI adoption, research by Lund et al. [<a href="#B47-applsci-13-06716" class="html-bibr">47</a>] indicates that academic librarians are generally receptive to integrating AI into their operations. They are often early adopters of new information and communication technologies. The study by Lund et al. [<a href="#B47-applsci-13-06716" class="html-bibr">47</a>] also reveals that librarians are interested in incorporating AI in reference services, cataloging, and improved library searches.</div><div class='html-p'>Yoon et al. [<a href="#B48-applsci-13-06716" class="html-bibr">48</a>] note that AI has become a reliable substitute for some human services, assisting in various user services. Gujral et al. [<a href="#B49-applsci-13-06716" class="html-bibr">49</a>] discuss specific roles and applications of AI in academic libraries, including data curation for collection management and digital preservation and navigating new information environments to better understand the scholarly communication landscape. By automating certain tasks, AI can improve librarians’ productivity and efficiency.</div><div class='html-p'>One common example of AI in libraries is chatbots. Cox et al. [<a href="#B46-applsci-13-06716" class="html-bibr">46</a>] highlight the benefits of chatbots, such as 24/7 availability, consistency, and patience in answering queries. AI also has the potential to offer personalized assistance and targeted services to students, faculty, and staff. It could help users find relevant resources quickly and efficiently while simultaneously analyzing user behavior to retrieve the most useful materials.</div><div class='html-p'>AI’s potential impact on academic libraries extends beyond patron assistance; it could also optimize the library’s daily operations. By automating routine tasks, such as cataloging, shelving, and book sorting, librarians could devote more time to research assistance, outreach, and programming. AI could also aid in digitizing library collections, improving accuracy and speed in retrieval methods. This would save resources and time by reducing the need for physical storage space and manual labor for organizing and maintaining collections.</div></section><section id='sec3dot5-applsci-13-06716' type=''><h4 class='html-italic' data-nested='2'> 3.5. Large-scale AI Applications in the Future of Education</h4><div class='html-p'>AI’s potential in education extends beyond current applications. As technology continues to advance, the possibilities for AI in education are expanding. Future applications could include more sophisticated adaptive learning systems, AI-enabled virtual reality experiences, and AI-driven educational games.</div><div class='html-p'>This section will discuss four examples of large-scale AI applications for education: personalized learning experiences, adaptive learning, predictive analytics, and chatbots for learning and research. Each of these four innovations can be seen as a longer-term application of AI, though some have already reached technological feasibility through developments including large language models, such as ChatGPT [<a href="#B50-applsci-13-06716" class="html-bibr">50</a>]. However, the feasibility of using these technologies to revolutionize higher education will only improve in years to come.</div><div class='html-p'>Personalized learning experiences use AI to create customized learning content that caters to the learner’s background and abilities, ensuring relevance [<a href="#B51-applsci-13-06716" class="html-bibr">51</a>,<a href="#B52-applsci-13-06716" class="html-bibr">52</a>]. This innovation has the potential to challenge learners in their zone of proximal development while also providing culturally relevant examples that are beneficial for international students [<a href="#B53-applsci-13-06716" class="html-bibr">53</a>]. However, such a learning design would impact the instructional design considerations on the part of the educator, where the AI would design learning experiences (lightening the load on the educator) but would necessitate greater oversight for each student (increasing the need for personalized assistance) [<a href="#B54-applsci-13-06716" class="html-bibr">54</a>].</div><div class='html-p'>Consider two learners: one is an international student from India, and the other is a domestic student at a US university. Both could receive assignments on a common topic, such as the political theory of democracy, but with more relevant examples of their background and experience. Democracies may look different in different countries, and providing such personalized learning experiences can enhance their understanding. Additionally, there may be students from various disciplinary backgrounds, such as journalism and teaching majors, within the political science class. Examples of the political theory of democracy framed within the lens of these disciplines may better equip students with relevant knowledge. Finally, it may be possible to have undergraduate and graduate students in the same course, or majors and non-majors, where the challenge of the content can be reflective of the differences in these students, their current position as a student, and their future goals.</div><div class='html-p'>Adaptive testing would allow for a more meaningful understanding of students’ abilities and enhance the feedback provided to students [<a href="#B55-applsci-13-06716" class="html-bibr">55</a>,<a href="#B56-applsci-13-06716" class="html-bibr">56</a>]. The complexity of questions could vary based on responses to prior questions to assess the knowledge and abilities of the student more fully [<a href="#B57-applsci-13-06716" class="html-bibr">57</a>]. Different aspects of the question could be evaluated separately, such as syntax and vocabulary in a writing sample. The ability to apply knowledge in disciplines or professions relevant to the student (such as journalism versus education) could be assessed. This functionality would allow educators and future employers to understand students holistically and prospective employees’ strengths and weaknesses in various areas rather than just broad areas, for example with standard entrance exams, such as the SAT/ACT and GRE [<a href="#B58-applsci-13-06716" class="html-bibr">58</a>]. Additionally, it could allow test questions to be tailored to students’ language abilities and cultural context [<a href="#B59-applsci-13-06716" class="html-bibr">59</a>].</div><div class='html-p'>Consider two learners again: one is an undergraduate journalism major, and the other is a doctoral-level literature major. These two learners come from vastly different academic backgrounds, and the assessment of their learning should reflect this diversity. In order to more accurately evaluate their abilities and knowledge, it is crucial to assess these students differently and understand whether they can apply course knowledge to their unique disciplinary contexts. Adaptive testing could be a powerful tool to help achieve this goal [<a href="#B60-applsci-13-06716" class="html-bibr">60</a>].</div><div class='html-p'>Adaptive testing would enable educators to adjust the complexity of questions based on the student’s responses, providing a more nuanced and accurate assessment of their higher-order thinking skills. For example, the undergraduate journalism major may need to demonstrate their ability to apply political theory concepts to real-world situations, while the doctoral level literature major may need to demonstrate their ability to analyze and critique political theory literature. Adaptive testing could allow both students to be assessed at a complexity level appropriate for their academic level and disciplinary background.</div><div class='html-p'>Predictive or learning analytics can transform how educators and administrators understand and support students’ academic performance. Using data to identify patterns and trends in student behavior and performance, predictive analytics can provide insights that enable educators to intervene early and effectively when students are struggling [<a href="#B61-applsci-13-06716" class="html-bibr">61</a>]. For example, one application of predictive analytics is using early warning systems to identify students at risk of falling behind or dropping out [<a href="#B62-applsci-13-06716" class="html-bibr">62</a>]. By analyzing data, such as attendance, grades, and course completion rates, these systems can identify students needing additional support or intervention before their academic performance deteriorates [<a href="#B63-applsci-13-06716" class="html-bibr">63</a>]. This could help educators provide timely and targeted support to at-risk students, potentially improving their chances of success [<a href="#B64-applsci-13-06716" class="html-bibr">64</a>].</div><div class='html-p'>Universities could also use analytics to identify factors that contribute to the success of international students, such as language proficiency, cultural background, and socio-economic status [<a href="#B65-applsci-13-06716" class="html-bibr">65</a>]. This information could be used to develop more effective support programs tailored to international students’ needs. This could improve the quality of support provided to international students and make it more cost-efficient, as universities could focus resources on the most effective interventions [<a href="#B66-applsci-13-06716" class="html-bibr">66</a>].</div><div class='html-p'>We have already seen some of the applications of chatbots for learning and research through language models, such as ChatGPT. Chatbots come with significant concerns about academic integrity, but when used properly, they provide timely support to students struggling with coursework [<a href="#B67-applsci-13-06716" class="html-bibr">67</a>]. For example, they can provide personalized feedback on writing tasks and assist with navigational and technological issues within a course. They could also translate instructions from a professor so that they may be better understood by learners for whom English is a secondary language.</div><div class='html-p'>Consider an international student navigating a new academic environment in a foreign country while balancing cultural and language differences. With these added challenges, the student needs access to resources that can help them succeed academically. For example, if the student is struggling with a particular topic or assignment, a chatbot can provide a helpful tool for the student to receive immediate and accurate responses to their questions. Although the chatbot cannot replace a professor’s valuable expertise and guidance, it can serve as a complementary resource for the student to use until they can connect with their professor during office hours. Using a chatbot allows international students to maximize their learning potential and stay on track with their studies, even with limited access to their professor due to language or cultural barriers. Additionally, the chatbot can provide a quick and efficient means of obtaining information, and, in some cases, the chatbot may also be able to direct the student to relevant resources or suggest possible solutions to complex problems.</div><div class='html-p'>When referring to personalized learning experiences or adaptive learning and the role of academic libraries, consider a student who is visually impaired needing to view written materials. AI has the potential to make library resources and services more accessible for users with disabilities, including visual impairment, by providing real-time transcriptions, translations, and audio descriptions. Furthermore, AI could offer text-to-speech tools to create audio versions of written materials. Accessibility tools (that are more commonly known), such as text-to-speech, image recognition, voice-activated interfaces, electronic braille displays, and automatic translations, could happen within a moment for the student.</div><div class='html-p'>Consider a neurodivergent student navigating the various resources found at the library. AI could analyze a student’s reading habits and preferences to recommend materials tailored to him/her. Furthermore, AI could offer an alternative to traditional learning methods. Accessibility tools, such as sensory support, chatbots, virtual assistants, and personalized recommendations would offer patrons a whole new realm of helpful methods. This would allow for fewer barriers and help students (and also faculty and staff) to engage with library resources that fit their learning styles and accommodations. Inclusivity and accessibility in academic libraries would be forever and ultimately changed for the better.</div></section><section id='sec3dot6-applsci-13-06716' type=''><h4 class='html-italic' data-nested='2'> 3.6. Limitations and Concerns about these AI Applications</h4><div class='html-p'>While AI has the potential to significantly enhance education for international students, it also presents several concerns and limitations. These include issues related to privacy, bias, and the potential for AI to widen educational inequalities. It is also crucial to understand that AI is not a substitute for human educators, but a tool that can complement and enhance their work.</div><div class='html-p'>Of course, significant risks and limitations are associated with educational and technological innovations that specifically impact international students. For example, personalized learning experiences may raise privacy and security concerns for these students, as using data to tailor learning experiences may require collecting personal information that could be subject to regulations in their home countries [<a href="#B68-applsci-13-06716" class="html-bibr">68</a>]. Additionally, there may be cultural factors that impact how personal information is shared or used, which must be taken into consideration.</div><div class='html-p'>Adaptive testing can also present risks for international students, particularly concerning language proficiency. For example, using algorithms to determine the complexity of questions may not accurately reflect a student’s language skills or ability to comprehend nuanced phrasing. This could result in biased test results that do not fully capture the student’s abilities or knowledge [<a href="#B69-applsci-13-06716" class="html-bibr">69</a>].</div><div class='html-p'>Predictive analytics in education may also have ethical implications for international students. For example, identifying students at risk of dropping out or struggling may require the use of data that is not relevant or applicable to international students, leading to inaccurate or misleading predictions. There is also a risk that the data used to make predictions could be subject to different privacy laws or regulations in their home countries [<a href="#B70-applsci-13-06716" class="html-bibr">70</a>].</div><div class='html-p'>Finally, using chatbots in learning and research can raise concerns about language barriers and cultural differences that may impact the quality and accuracy of the information provided [<a href="#B71-applsci-13-06716" class="html-bibr">71</a>]. For example, international students may have different needs or require more personalized assistance, and chatbots may not always be able to provide the level of support necessary. Additionally, there may be cultural differences in how students perceive the role of educators and their expectations for feedback and guidance.</div></section></section><section id='sec4-applsci-13-06716' type='discussion'><h2 data-nested='1'> 4. Discussion</h2><div class='html-p'>As the enrollment of international students in higher education continues to rise, the use of artificial intelligence (AI) in education presents new opportunities to meet these students’ unique needs and challenges. Universities have a crucial role in defining the usage and scope of AI to ensure that it benefits all students and enhances the educational experience. This necessitates careful consideration of privacy, security concerns, cultural differences, and language barriers, ensuring that AI is culturally sensitive and caters to individual needs.</div><div class='html-p'>One way that universities can maximize the potential of AI is by actively defining its usage and scope [<a href="#B72-applsci-13-06716" class="html-bibr">72</a>]. By doing so, higher education institutions can evaluate the risks and rewards of AI and determine how it can best support students’ needs [<a href="#B73-applsci-13-06716" class="html-bibr">73</a>]. While AI can potentially revolutionize education for international students, it is important to acknowledge the associated risks and limitations [<a href="#B74-applsci-13-06716" class="html-bibr">74</a>]. For example, AI-powered tools may encounter challenges with accents, dialects, and limited perspectives on language and culture, potentially hindering students’ understanding of diverse perspectives. Therefore, striking a balance between leveraging AI to enhance the educational experience and preserving the critical role of human educators is crucial.</div><div class='html-p'>It is essential to recognize that AI cannot replace the expertise and guidance of human educators [<a href="#B73-applsci-13-06716" class="html-bibr">73</a>,<a href="#B75-applsci-13-06716" class="html-bibr">75</a>]. Despite the potential benefits of AI in education for international students, it is not a panacea. AI can provide valuable support and guidance, but it cannot fully replace the pivotal role of human educators in supporting students’ academic and personal growth. Therefore, higher education institutions must navigate the use of AI to enhance the educational experience while preserving the essential role of human educators.</div><div class='html-p'>The development of AI applications for education has significant implications for international students, and institutions of higher education must consider the opportunities and risks associated with their implementation [<a href="#B76-applsci-13-06716" class="html-bibr">76</a>,<a href="#B77-applsci-13-06716" class="html-bibr">77</a>,<a href="#B78-applsci-13-06716" class="html-bibr">78</a>]. It is vital to recognize that AI is not a one-size-fits-all solution and should be implemented in ways that align with international students’ unique needs and cultural differences. This approach allows universities to provide a more inclusive, accessible, and practical educational experience, irrespective of students’ backgrounds or circumstances. Ultimately, institutions should view AI in education as a tool that enhances the important role of human educators in supporting and guiding international students throughout their academic journeys.</div><div class='html-p'>While this study sheds light on the impact of AI on the education of international students and highlights its potential benefits and challenges, it is important to enclose further data regarding the results, limitations, and future study directions. Personalized learning experiences facilitated by AI technologies can potentially enhance the educational journey of international students. Tailoring learning content to students’ backgrounds and abilities ensures relevance and caters to their needs. However, implementing personalized learning experiences necessitates careful consideration of privacy and security concerns, given that the collection of personal information is subject to regulations in students’ home countries.</div><div class='html-p'>Moreover, adaptive testing can provide a deeper understanding of students’ abilities and enhance their feedback. Adjusting the complexity of questions based on students’ responses enables a more accurate assessment of their knowledge and skills. Nevertheless, the limitations of AI algorithms in assessing language proficiency and cultural context should be acknowledged to avoid biased test results that do not fully capture students’ abilities.</div><div class='html-p'>Predictive analytics in education can transform how educators and administrators understand and support the academic performance of international students. For example, analyzing data, such as attendance, grades, and course completion rates, can identify students at risk of falling behind or dropping out, enabling early intervention and targeted support. However, ethical implications surrounding data that may not be relevant or applicable to international students must be carefully considered to avoid inaccurate or misleading predictions.</div><div class='html-p'>Chatbots powered by AI have the potential to provide timely support to international students struggling with coursework. They can offer personalized feedback on writing tasks, assist with navigational and technological issues, and provide language translation services. While chatbots can be valuable resources, addressing language barriers and cultural differences that may impact the quality and accuracy of the information provided is essential. It is important to recognize that chatbots cannot replace the expertise and guidance of human educators but should be seen as complementary resources.</div><div class='html-p'>Discussing these AI applications in education highlights the opportunities and limitations associated with their implementation for international students. While AI holds great potential for enhancing the educational experience, it is crucial to balance leveraging AI’s benefits and preserving human educators’ critical role in supporting students’ academic and personal growth. Therefore, AI should be viewed as a tool that complements and enhances the educational process rather than as a substitute for human interaction.</div><div class='html-p'>When comparing the results of this study with the previous literature, it is evident that the integration of AI in education is a rapidly evolving field. The current applications of AI discussed in this study represent significant advancements that have the potential to enhance learning efficiency and provide customized education support. However, it is essential to acknowledge the limitations and risks associated with AI technologies, such as privacy concerns, cultural differences, language proficiency, and ethical implications.</div><div class='html-p'>The findings of this study underscore the need for higher education institutions to take an active role in defining the usage and scope of AI in education for international students. By carefully evaluating the benefits and risks, institutions can ensure that AI applications are implemented to maximize their benefits and address the specific needs and challenges of international students. Further research is required to delve deeper into the results, limitations, and future study directions regarding the use of AI in education for international students. This ongoing research collaboration between universities and researchers will contribute to the continued development and implementation of innovative approaches that cater to the unique needs of international students and enhance their learning and success.</div></section><section id='sec5-applsci-13-06716' type='conclusions'><h2 data-nested='1'> 5. Conclusions</h2><div class='html-p'>The development of AI applications for education has significant implications for international students, and higher education institutions must work towards maximizing the benefits and minimizing the risks associated with their implementation. This paper has explored the impact of artificial intelligence (AI) on the education of international students and how it can be used to improve various aspects of educational administration, curriculum development, teaching, and learning processes. The rise in international student migration has increased the need for innovative educational approaches, and AI provides a promising solution. By providing personalized and adaptive learning opportunities to international students, AI can enhance the overall quality of education. However, weighing the limitations and potential risks associated with using AI in education, such as language barriers and cultural differences, is crucial.</div><div class='html-p'>AI in education is an emerging field with vast potential for supporting international students in their academic journey. It is crucial to balance the risks and rewards of this technology and ensure that it is implemented to benefit all students and improve the educational experience. The future of education for international students is exciting, with AI set to play a critical role in enhancing learning and improving educational outcomes. Therefore, higher education institutions should continue researching and developing AI applications to provide a more inclusive, accessible, and practical educational experience for all students, regardless of their background or circumstances. With careful consideration and implementation, AI has the potential to revolutionize education for international students and support their academic success.</div><div class='html-p'>The limitations and future research are as follows. This research essay has certain limitations that need to be taken into account when interpreting the findings. It is important to note that the references cited in this essay do not encompass all of the available literature on the impact of artificial intelligence (AI) on the education of international students. The selection of references was based on their relevance to the research questions and the specific aspects of AI in education for international students examined in this essay. It is possible that some valuable studies or perspectives may have been unintentionally omitted.</div><div class='html-p'>Second, the scope of this research essay is somewhat limited. While it aims to provide insights into the potential applications of AI and associated concerns in international students’ education, the focus is primarily on personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research. Other important aspects, such as virtual reality, augmented reality, or specific AI-driven educational platforms may not have been extensively covered. Therefore, the essay presents a broad overview rather than a comprehensive analysis of all possible AI applications in the context of international students’ education.</div><div class='html-p'>Additionally, it is important to acknowledge that the findings and interpretations provided in this research essay may be influenced by subjective judgment [<a href="#B25-applsci-13-06716" class="html-bibr">25</a>]. Although efforts were made to ensure objectivity in our writing, the selection and interpretation of evidence can be affected by personal biases. Readers should note the potential for subjective viewpoints and consider alternative perspectives on these issues. It is also important to note that this research essay does not adhere to a systematic review methodology typically employed in structured literature reviews. Instead, it relies on an intentional selection of references to support the arguments and provide a coherent narrative. There may, therefore, be some relevant studies that were not included in the analysis due to the absence of a systematic search process.</div><div class='html-p'>Finally, the generalizability of the findings and insights presented in this research essay should be considered with caution. The impact of AI on international students’ education can vary depending on factors, such as cultural context, institutional variations, and technological infrastructure. The essay primarily offers a theoretical exploration and does not extensively consider these contextual factors. It is important to keep in mind these limitations when interpreting the findings and conclusions of this research essay. Further research, including systematic literature reviews and empirical studies, is necessary to validate and expand upon the insights provided.</div></section> </div> <div class="html-back"> <section class='html-notes'><h2 >Author Contributions</h2><div class='html-p'>Conceptualization, T.W., B.D.L., A.M., A.P. and J.P.; methodology, A.M.; validation, A.P.; formal analysis, B.D.L. and A.M.; investigation, T.W., B.D.L., A.P., N.R.M., Z.A.T. and J.P.; writing—original draft, T.W., B.D.L., A.M., N.R.M. and Z.A.T.; supervision, B.D.L. and A.M. All authors have read and agreed to the published version of the manuscript.</div></section><section class='html-notes'><h2>Funding</h2><div class='html-p'>This research received no external funding.</div></section><section class='html-notes'><h2 >Institutional Review Board Statement</h2><div class='html-p'>Not applicable.</div></section><section class='html-notes'><h2 >Informed Consent Statement</h2><div class='html-p'>Not applicable.</div></section><section class='html-notes'><h2 >Data Availability Statement</h2><div class='html-p'>Data available on request.</div></section><section class='html-notes'><h2 >Conflicts of Interest</h2><div class='html-p'>The authors have no conflict of interest to declare.</div></section><section id='html-references_list'><h2>References</h2><ol class='html-xx'><li id='B1-applsci-13-06716' class='html-x' data-content='1.'>Holmes, W.; Tuomi, I. State of the art and practice in AI in education. <span class='html-italic'>Eur. J. 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[<a href="https://scholar.google.com/scholar_lookup?title=Opportunities+and+challenges+in+using+AI+chatbots+in+higher+education&conference=Proceedings+of+the+2019+3rd+International+Conference+on+Education+and+E-Learning&author=Yang,+S.&author=Evans,+C.&publication_year=2019&pages=79%E2%80%9383" class='google-scholar' target='_blank' rel='noopener noreferrer'>Google Scholar</a>]</li></ol></section><section id='Figure' type='display-objects'><div class="html-fig-wrap" id="applsci-13-06716-f001"> <div class='html-fig_img'> <div class="html-figpopup html-figpopup-link" data-counterslinkmanual = "https://www.mdpi.com/2076-3417/13/11/6716/display" href="#fig_body_display_applsci-13-06716-f001"> <img alt="Applsci 13 06716 g001 550" data-large="/applsci/applsci-13-06716/article_deploy/html/images/applsci-13-06716-g001.png" data-original="/applsci/applsci-13-06716/article_deploy/html/images/applsci-13-06716-g001.png" data-lsrc="/applsci/applsci-13-06716/article_deploy/html/images/applsci-13-06716-g001-550.jpg" /> <a class="html-expand html-figpopup" data-counterslinkmanual = "https://www.mdpi.com/2076-3417/13/11/6716/display" href="#fig_body_display_applsci-13-06716-f001"></a> </div> </div> <div class="html-fig_description"> <b>Figure 1.</b> Number of students registered outside their country of citizenship (UIS Statistics, 2023).  </div> </div> <div class="html-fig_show mfp-hide" id ="fig_body_display_applsci-13-06716-f001" > <div class="html-caption" > <b>Figure 1.</b> Number of students registered outside their country of citizenship (UIS Statistics, 2023).</div> <div class="html-img"><img alt="Applsci 13 06716 g001" data-large="/applsci/applsci-13-06716/article_deploy/html/images/applsci-13-06716-g001.png" data-original="/applsci/applsci-13-06716/article_deploy/html/images/applsci-13-06716-g001.png" data-lsrc="/applsci/applsci-13-06716/article_deploy/html/images/applsci-13-06716-g001.png" /></div> </div></section><section class='html-fn_group'><table><tr id=''><td></td><td><div class='html-p'><b>Disclaimer/Publisher’s Note:</b> The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). 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Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success