Navigating Dutch academia: coping strategies of Chinese female students

Chinese international students in Dutch higher education face adjustment challenges, including academic language demands, cultural differences, classroom participation, group learning, and lecturer–student relationships. This qualitative study explores how Chinese female students navigate these challenges, focusing on how coping strategies are shaped by students’ academic backgrounds, expectations, and levels of engagement. Drawing on in-depth interviews with 22 students at a Dutch university, the study shows that coping strategies vary across students rather than being used uniformly. Students with clearer academic goals and greater confidence were more likely to adopt problem-focused strategies. Those experiencing higher uncertainty or stress, particularly when they felt less able to address academic challenges or were less engaged, relied more on emotion-focused, avoidance-oriented, or forbearance approaches. The study highlights the critical roles of social and institutional support systems in shaping students’ coping processes and engagement, while also identifying gaps in academic guidance, career development services, and mental health support. The findings offer practical insights for universities and policymakers aiming to enhance support services and foster a more inclusive and responsive educational environment.