Academic Adjustment and Learning Barriers among International Students in Chinese Higher Education: A Qualitative Study
Description
This dataset contains qualitative research data from the study Academic Adjustment and Learning Barriers among International Students in Chinese Higher Education: A Qualitative Study. The study explored the learning barriers faced by international master’s students at a university in Zhejiang Province, China, their influence on academic adjustment, and the coping strategies used to overcome these challenges. Data were collected through semi-structured interviews with ten international master’s students from diverse national and cultural backgrounds. Participants were purposively selected based on their experience studying in China and their ability to provide detailed insights into academic adjustment. Interviews were conducted in English, audio-recorded with informed consent, transcribed verbatim, and anonymised to ensure confidentiality. The dataset includes anonymised interview transcripts, participant demographic information, the interview guide, field notes, coding records, and thematic analysis outputs. Data were analysed using Braun and Clarke’s thematic analysis framework. Findings reveal that international students experience interconnected linguistic, pedagogical, social, and institutional barriers. Language difficulties affected lecture comprehension, classroom participation, academic writing, and communication with university staff. Students also encountered challenges related to teacher-centred pedagogies, unfamiliar assessment practices, limited interaction with domestic students, and administrative procedures conducted primarily in Chinese. The dataset further demonstrates how these barriers influence academic performance, confidence, motivation, and sense of belonging. Participants reported experiences of anxiety, self-doubt, loneliness, and fear of failure, particularly during the early stages of their studies. At the same time, the data highlight students’ resilience and adaptive capacity. Coping strategies included self-regulated learning, peer support networks, use of online educational resources, participation in university support programmes, and increasing reliance on artificial intelligence tools for translation, concept clarification, and academic support. This dataset provides a valuable resource for researchers, policymakers, and higher education practitioners interested in international student mobility, academic adjustment, acculturative stress, self-regulated learning, artificial intelligence in education, and the internationalisation of higher education. All data have been fully anonymised, and ethical approval and informed consent procedures were followed throughout the research process.