University Belonging Across Borders: Evolving Sense of Belonging among International Students From Different Cultural Distance Groups in Turkish Universities

This study examines the development of international students’ sense of belonging across cultural distance groups and its fluctuations over time, from the initial stage of language learning to advanced language proficiency. It also explores when and through which perceived factors they experience a profound sense of belonging. Employing a multiple embedded case study design, we conducted face-to-face retrospective interviews with 30 international students across three cultural distance groups based on a cost classification framework. We analyzed the data using a four-domain model of belonging following the directed content analysis approach. This study extends the original model by identifying sub-themes for each domain -academic engagement, personal space, social engagement, and surroundings- and evaluates its applicability to international students’ sense of belonging. The study indicates that while some sub-themes vary based on cultural distance groups and/or language proficiency, others operate independently of these perceived factors. Notably, given that cultural distance played a limited role in the development of a profound sense of belonging, for most participants, a profound sense of belonging was consolidated by the end of the first year, primarily through academic success and supportive interactions with instructors and local students. This study suggests that cultural distance does not operate as a fixed or uniformly decisive factor of international students’ sense of belonging.