International Students’ Academic Adjustment in South Korea: A Qualitative Case Study

Abstract

Although research on international students’ academic experiences in South Korean universities has steadily grown, relatively little attention has been paid to how undergraduate international students from diverse national backgrounds experience and navigate academic adjustment in their everyday university lives. To address this gap, this qualitative case study draws on the collective narratives of sixteen undergraduate international students enrolled at South Korean universities. The study examines how participants define academic adjustment, what factors they perceive as influencing their adjustment, and how they navigate the process of becoming academically adjusted. Data analysis generated three overarching themes and nine categories: (1) becoming a competent, connected and self-directed student; (2) negotiating adjustment amid barriers and support; (3) taking ownership through action and reflection. The findings offer implications for policymakers and educators seeking to support undergraduate international students’ academic adjustment in South Korean higher education.