The rapid increase in the number of international students in Türkiye has made the process of acculturation a critical issue that influences identity, cultural values, and academic success significantly. Despite the growing body of research on acculturation, the literature remains insufficient in addressing the unique challenges and strategies encountered by students within the specialized context of higher religious education, where religious and cultural sensitivities are particularly pronounced. This research gap hinders the development of optimized guidance and support systems specifically tailored to the diverse needs of international theology students. This study aims to examine the acculturation processes and strategies employed by international theology students receiving higher religious education in Türkiye. The study was conducted using an explanatory sequential design, which is one of the mixed-methods designs. First, quantitative data were collected from 169 students at Necmettin Erbakan University, Ahmet Keleşoğlu Faculty of Theology. These students represented a wide geographical diversity, coming from 48 different countries across Europe, Africa, and Asia. The quantitative phase used the 84-item "Acculturation Scale" to measure integration, separation, and assimilation tendencies. The subsequent qualitative phase involved semi-structured interviews with 16 purposively selected students to provide deeper insight into their lived experiences. The quantitative findings revealed that students most frequently adopted the integration strategy (x̄=3.786), indicating a high level of tendency to maintain their own culture while engaging with the host culture, and least frequently adopted the assimilation strategy (x̄=2.568). Statistical analyses showed significant differences based on the religious majority in the students' home countries, with those from Muslim-majority countries showing higher integration and separation scores. Additionally, students from Asia exhibited a significantly higher tendency towards separation than their European counterparts. The qualitative data, categorized into socio-cultural, academic, and psychological dimensions, further clarified these findings, showing that integration was most prominent in social relations and academic environments. Conversely, academic separation was noted regarding differences in assessment methods and course content, such as the inclusion of secular subjects like the history of the Turkish Revolution. The study concludes that the higher religious educational environment in Türkiye is largely supportive of cultural integration, yet acculturation remains a multi-layered and dynamic process shaped by academic and religious experiences. These findings support the flexible interpretation of acculturation strategies, suggesting that students frequently adopt multiple strategies simultaneously depending on the context. Future research should adopt interdisciplinary and multidimensional frameworks to explore acculturation across diverse cultural and educational contexts. Particular emphasis should be placed on the influence of institutional practices, academic culture, and curricula on international students’ acculturation strategies.
Erdoğan et al. (Mon,) studied this question.