Educational needs and challenges of international students at a medical university in Iran: a qualitative descriptive study

The increasing internationalization of higher education has led to more international students enrolling in medical universities. Despite the educational benefits of this trend, these students face many challenges in education, language, culture, and clinical settings, which can greatly affect the quality of their learning experience. The current research aimed to examine the educational experiences, difficulties, and perceived needs for education and support among international students at TUMS, Tehran, Iran. This study used a qualitative descriptive approach with qualitative content analysis based on Graneheim and Lundman’s method. Data collection occurred between September 2025 and March 2026 through semi-structured interviews, conducted until data saturation was obtained. The study involved 20 international medical students from TUMS, selected by purposive sampling with maximum variation. All interviews were audio-recorded, transcribed word for word, and analyzed through qualitative content analysis, following a sequential data analysis process: after multiple readings and familiarization, meaning units pertinent to the study aim were identified and condensed, then these condensed meaning units were abstracted into codes. The coding process was manual and inductive, with the final categories and subcategories refined through ongoing comparison and team agreement until the analytical framework was completed. The data analysis revealed six main categories: language-related academic and clinical challenges, challenges with traditional teaching and evaluation methods, socio-cultural challenges and adaptation difficulties, administrative and infrastructural barriers, economic pressure and limited support systems, and expressed and supportive needs, along with 30 subcategories spanning linguistic, educational, socio-cultural, administrative, economic, and support-related areas. This study’s findings indicate that the educational experiences of international students are influenced by a complex interplay of academic, linguistic, cultural, and structural factors. Consequently, the findings highlight multiple potential areas for creating and assessing supportive interventions, such as tackling language barriers, reforming conventional educational methods, supporting cultural adaptation, simplifying administrative procedures, easing economic burdens while providing psychological support, and addressing stated educational needs. Since the feasibility and effectiveness of these interventions were not examined, these suggestions remain preliminary rather than definitive. Future research involving students, faculty, and administrators could evaluate interventions such as specialized language training, peer mentoring, and multilingual administrative services.