Purpose This study aims to explore how international students from Kosovo, Albania and North Macedonia negotiate identity and belonging within higher education institutions in the USA and UK. The study examines how their cultural, linguistic and geopolitical backgrounds shape their academic and social experiences abroad. Design/methodology/approach Using a qualitative design, the study draws on written “I Am” reflections and focus group discussions. Data were analyzed thematically within a constructivist-interpretivist framework, emphasizing co-construction of meaning. Trustworthiness was supported through member checking, triangulation and collaborative coding. Findings Five key themes emerged: navigating between cultural contexts, emotional labor related to misrecognition, language as both a stabilizing force and site of adaptation, resistance to assimilation pressures and the conditional nature of belonging. Participants described experiences of simultaneous visibility and erasure, and a continuous process of identity negotiation. Research limitations/implications This study’s findings are based on a small, purposefully selected group of participants from Kosovo, Albania and North Macedonia, which limits generalizability to broader international student populations. Cultural and linguistic differences across Balkan regions may also mean these reflections do not capture all relevant nuances. In addition, the reliance on self-reported narratives may be shaped by participants’ willingness to share openly. Despite these constraints, the research offers valuable insight into underexplored perspectives in global higher education. Future studies could expand geographically and methodologically to compare regional experiences and deepen understanding of identity negotiation in diverse academic contexts. Practical implications The findings highlight the need for higher education institutions to go beyond surface-level diversity efforts and implement more inclusive, student-centered practices. Universities should develop intercultural programming, peer-mentoring systems and training for faculty that recognizes the complex, evolving identities of international students, especially those from underrepresented regions like the Balkans. Institutional policies must account for the emotional labor and identity negotiation these students undertake and foster relational spaces where their cultural backgrounds are valued. Social implications This research sheds light on how global academic mobility intersects with broader issues of cultural recognition, misrepresentation and belonging. By foregrounding the voices of Balkan students, it challenges dominant narratives that often marginalize or oversimplify minority experiences in higher education. Creating socially inclusive learning environments not only supports student well-being but also promotes intercultural understanding within increasingly diverse campuses. These findings advocate for educational systems that are more equitable, dialogical and responsive to the sociohistorical contexts students bring with them. Originality/value The study contributes to scholarship on international student experience by centering voices from the underrepresented Balkan region and foregrounding the emotional, relational and geopolitical dimensions of identity work in transnational academic spaces.
Erëblir Kadriu (Mon,) studied this question.