This descriptive qualitative study explores how Chinese students navigate academic and cultural adaptation in an under-researched context: Pakistan. Notably, existing research on qualitative experiences is predominantly centered on Western settings, with limited exploration in developing countries and religious societies. The study employed semi-structured interviews with 18 Chinese students, consisting of seven women and 11 men, aged between 22 and 38. The participants were enrolled in programs ranging from undergraduate to doctoral levels. Thematic analysis identified four key domains of experience: 1. Navigating Sociocultural Adjustment, 2. Environmental and Institutional Challenges, 3. Psychological and Emotional Responses, and 4. Coping Mechanisms and Adaptation. This study analyses participant data, revealing similarities and differences, major challenges, and coping strategies among students. Key findings indicate that participants utilize peer support, digital communication, and cultural negotiation to cope and enhance their well-being. Situated within the growing China–Pakistan educational exchanges, the study offers culturally grounded insights into international student acculturation in a non-Western context. The results are also of practical value for educators and policymakers, as they can contribute to the development of inclusive support systems that promote international students’ academic and psychosocial well-being.
Khan et al. (Thu,) studied this question.