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href="https://www.universityworldnews.com/fullsearch.php?mode=search&writer=Guanglun+Michael+Mu" style="white-space: nowrap">Guanglun Michael Mu</a></b>  <span style="white-space: nowrap">12 February 2025</span></div> <div style="height:39px"><script src="https://platform.linkedin.com/in.js" type="text/javascript">lang: en_US</script> <div style="float:left;margin-right:8px"><script type="IN/Share" data-url="https://www.universityworldnews.com/post.php?story=20250212092016724"></script></div><div style="float:left;margin-right:8px"><a href="https://twitter.com/share?ref_src=twsrc%5Etfw" class="twitter-share-button" data-show-count="true">Tweet</a><script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script></div><iframe src="https://www.facebook.com/plugins/share_button.php?href=https%3A%2F%2Fwww.universityworldnews.com%2Fpost.php%3Fstory%3D20250212092016724&layout=button_count&size=small&mobile_iframe=true&width=106&height=28&appId" width="106" height="28" style="border:none;overflow:hidden" scrolling="no" frameborder="0" allowTransparency="true" allow="encrypted-media"></iframe></div> Over the decades, <a href="https://monitor.icef.com/2024/09/the-view-from-here-how-the-big-four-study-destinations-are-adapting-in-a-year-of-change/" target="_new">the ‘Big Four’</a> – the United States, the United Kingdom, Australia, and Canada – have excelled in attracting international students. However, in today’s increasingly competitive international student market, academic excellence alone is no longer sufficient. Equally critical is the duty of care of universities and communities to support the well-being of international students.<br /> <br /> Emerging research and anecdotal evidence suggest that local communities beyond university settings play a vital role in fostering international student well-being. Yet, interaction between students and these communities is not specifically facilitated and may be challenging to ‘organise’ as international students are frequently ‘time-poor’ and may have limited shared interests with local community members.<br /> <br /> Our <a href="http://tandfonline.com/doi/full/10.1080/03075079.2025.2455429" target="_new">research highlights</a> the significant and positive impact of ‘organic’, everyday interactions with local community members on international students’ sense of well-being – a phenomenon that remains largely underexplored in the current literature.<br /> <br /> The research stands in stark contrast to <a href="https://www.sbs.com.au/news/article/international-students-face-major-mental-health-barriers-are-universities-doing-enough/bxqzq6qsu" target="_new">the prevailing narrative that focuses on ‘ill-being’</a>, often attributed to the soaring cost of living, persistent racism, microaggressions and the vulnerability of international students as scapegoats for local issues such as the housing crisis.<br /> <br /> By presenting this positive image, our study underscores the need for policies and narratives that genuinely value international students, especially important in the current context <a href="https://link.springer.com/article/10.1007/s10734-025-01397-0" target="_new">where they face the dual burden of political scapegoating and economic exploitation</a>.<br /> <br /> <b>Community engagement </b><br /> <br /> Drawing on a mixed-methods study of 1,372 online survey responses from international students and four focus groups, including 16 international students in South Australia, we found that, for most international student participants, their everyday experiences in the university – particularly interactions with domestic staff and students – formed a key part of their well-being support system.<br /> <br /> However, some students reported that the university’s course structures, including the “crammed” coursework, numerous assessments in one semester, and “challenging” placements, left them with little time to “think about well-being”. Moreover, their well-being was influenced by their interactions, often conducted in a language other than their mother tongue, within the broader community settings, that shaped their daily experiences of engagement.<br /> <br /> These experiences were found to both limit and liberate their well-being in everyday physical and virtual contexts. Our analysis underscores the importance of addressing international students’ well-being relationally, within and across multiple social domains – whether on or off campus, physical or virtual, linguistic or cultural.<br /> <br /> In particular, we found that the seemingly “random” encounters and casual “small talks” with “familiar strangers” – individuals “who don’t know each other” but “tend to be really nice” to each other – created “stress-free” and “happy” spaces.<br /> <br /> Such interactions fostered a “supportive environment” and contributed to a sense of community-grounded well-being. However, not all everyday interactions were beneficial. Some encounters, particularly those involving health professionals, posed challenges to their well-being. These included complex tensions in interactions such as visiting a nurse in a hospital setting or consulting a general practitioner virtually via telehealth services.<br /> <br /> These experiences reveal critical areas where support for international students can be improved to enhance their overall well-being.<br /> <br /> <b>The dynamic nature of well-being</b><br /> <br /> Rather than framing well-being from the positivist science paradigm that posits the well-being of individuals as an objective state, this study underscores the dynamic nature of well-being.<br /> <br /> International students retrospectively share their experiences of well-being as co-existing within the dynamic, layered, and sometimes bifurcated nature of local communities, reflecting the fluid and relational aspects of their well-being. This study emphasises that, while everyday community-university engagement may be imperfect, it remains powerful in shaping the well-being of international students: the way these international students interpret the reception and responses from locals, along with their subtle interactions with locals, can either cultivate or hinder their well-being.<br /> <br /> By acknowledging the “everyday” nature of their experiences, the study demonstrates that the international student’s perceptions of well-being are fluid, as they adjust to the unpredictable nature of community engagement. Thus, the study highlights the importance of understanding well-being not as a fixed state but as one that evolves through daily interactions.<br /> <br /> This research recognises the everyday enablers and inhibitors of community-grounded well-being of international students. We are aware that the self-reporting of subjective experiences can be potentially biased and subject to errors because of possible, probable, or even inevitable misperceptions of everyday community engagements. Hence, continual research should take into account not only international students’ perspectives but also those of the community members they engage with in their everyday life: within and beyond the universities.<br /> <br /> Organic community engagements between international students and local members arise naturally and out of necessity. Understanding how international students navigate their everyday moments for well-being is crucial. Questions remain, however, in terms of how to document real-time, serendipitous interactions and turn sporadic, empowering encounters into recurring life moments.<br /> <br /> We therefore call for collective action, recognising that community-grounded well-being is everyone’s responsibility. It should be a shared priority to make it a consistent and sustainable part of everyday life for international students, rather than a rare occurrence.<br /> <br /> <I>Hannah Soong, a senior lecturer at the University of South Australia’s Education Futures, is a sociologist specialising in the intersection of international education and migration. Her research focuses on the lived experiences of international student mobility, specifically on well-being, resilience and community engagement. Guanglun Michael Mu, an associate professor and Enterprise Fellow of Education Futures at the University of South Australia, is a sociologist of education and resilience. His current research programme concerns international student mobility, with a particular focus on international student resilience, well-being and community engagement.<br /> <br /> This article is a commentary. 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