Intercultural adaptation of international students in Chinese higher education: a systematic literature review of challenges and support mechanisms

International students in Chinese higher education face interconnected linguistic, academic, sociocultural, psychological, and institutional challenges during intercultural adaptation. Existing reviews have examined predictors or specific dimensions of adjustment but have not provided an integrated synthesis of adaptation challenges and support mechanisms within Chinese higher education. Following PRISMA 2020, this systematic literature review searched Scopus and Web of Science for English-language peer-reviewed articles published between 2017 and May 2026. Fifty-eight studies met the inclusion criteria and were synthesized descriptively and thematically. Findings show that language difficulties extend beyond everyday communication to academic participation and administrative interaction, while limited engagement with local students weakens belonging and negatively affects psychological well-being. Support is provided through institutional, academic, peer, family, community, and digital sources, but its effectiveness depends on accessibility, trust, timeliness, cultural responsiveness, and alignment with students’ needs. By integrating challenges and support within a common analytical frame, the review conceptualizes intercultural adaptation as a relational process shaped by both student agency and institutional conditions. It also identifies limited comparative evidence and insufficient evaluation of support effectiveness as key priorities for future research.