A qualitative study of cultural shock and acculturation experiences among Pakistani international students in London, United Kingdom

Culture shock and acculturation are common challenges for international students, yet the relationships among linguistic, sociocultural, and psychological adaptation remain underexplored. Drawing on Oberg’s Culture Shock Theory, Berry’s Acculturation Model, and Searle and Ward’s Psychosocial Acculturation Theory, this qualitative phenomenological study investigated the experiences of 15 Pakistani graduate and postgraduate students studying at four universities in London. Data from semi-structured interviews were analyzed thematically. The findings suggest that acculturation is best understood as a dynamic process of negotiating through language, identity, and social relationships rather than as a linear progression from culture shock to adjustment. Language emerged as the central mediating factor linking academic participation, social integration, and psychological wellbeing. Difficulties with British accents and dialects influenced communication, friendship formation, classroom engagement, and feelings of belonging. Participants also reported homesickness, loneliness, cultural dissonance, and identity tensions. However, adaptation was facilitated through the development of linguistic competence, intercultural awareness, social support networks, institutional assistance, and psychological resilience. The study argues that successful acculturation depends on the interaction of linguistic, sociocultural, and psychological resources and highlights the pivotal role of language in shaping international students’ experiences of adjustment. These findings contribute to acculturation research and offer implications for universities seeking to strengthen support for international students.