Intercultural competence among international students

While international student enrolment in English-medium programmes continues to grow, students often struggle to adapt to unfamiliar academic and social environments. Using a mixed-method design informed by Deardorff's (2006) process model of IC and Kim's (2001) cross-cultural adaptation theory, this study examined how international students in Hungarian higher education perceive IC, manage cross-cultural adaptation, and evaluate institutional support. Survey and interview data were collected from 95 international students across several Hungarian universities. Findings revealed generally positive perceptions of IC and relatively high competence levels, alongside evidence of cultural sensitivity and personal growth. Adaptation was moderately high despite academic and social challenges, influenced by cultural proximity, age, and English proficiency, with higher IC associated with better adjustment. Institutional support was valued but perceived as insufficient, highlighting the need for more systematic support in Hungary and comparable higher education contexts.