Conference
APAIE Conference 2026, Hong Kong, Hong Kong, 23 – 27 February, 2026
Theme
Asia-Pacific Partnerships for the Global Good
Referencing
Surname, Initial (2026), The paper title, Conference Proceedings of the APAIE 2026 Conference, 23 – 27 February 2026. Asia-Pacific Association of International Education
The following listed research papers are part of the Academic Research Paper track. The listed papers have gone through a rigorous academic process and have been double blind refereed, which means both authors and at least 2 reviewers are anonymous to each other to reduce bias.
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Presentations
Click on the link to open the paper. Refereed category papers are fully written and blind peer reviewed papers.
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Beyond Economic Cycles: Geopolitical Risk and Regional Divergence in International Student Mobility
Michelle Yin Abstract As geopolitical tensions and economic volatility increasingly affect higher education systems, understanding international student enrollment responses to macroeconomic shocks is critical for institutional planning. Using panel data spanning 1998-2023, this paper examines whether and how students use international education to manage risk in their home labor markets. We employ local projections to trace the dynamics of student flows following GDP contractions and geopolitical shocks. We find significant geographic variation in how students respond to risk. Students from OECD countries increase international enrollment during domestic recessions, hedging against labor market scarring by acquiring credentials internationally. In contrast, students from emerging economies show procyclical patterns: their outbound enrollment declines when home economies weaken. However, economic cycles have minimal effect on Asian-Pacific students’ international education choices, though they show heightened sensitivity to geopolitical conditions and uncertainty. Graduate and STEM students drive hedging behavior in developed countries, suggesting that specialized professional credentials serve counter-cyclical functions. A Hong Kong case study shows that 2019-2021 geopolitical tensions and economic volatility triggered a 25% surge in graduate enrollments in UK institutions, supporting our finding that Asia-Pacific students respond more to political risk than to business cycles. These findings have immediate implications for institutional strategy: universities should develop risk-sensitive recruitment targeting, diversify enrollment across countries with different economic cycles, invest in international partnerships that create enrollment “stickiness,” and prepare flexible program capacity for countercyclical demand surges in graduate and STEM fields. |
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Reactive Measures and Structural Gaps: Review of Institutional Responses of Japanese Universities to U.S. Immigration Policies
Ariunaa Enkhtur Download Paper Abstract This review study examines how Japanese universities responded to the 2025 U.S. restrictions on international students and researchers under the second Trump administration. The U.S. visa suspensions and travel bans have disrupted the study plans of thousands of students, affecting not only Japanese nationals seeking study abroad but also international students already enrolled in U.S. institutions. Following requests from the Ministry of Education, Culture, Sports, Science and Technology (MEXT), universities released emergency actions. By 25 June 2025, 117 Japanese universities had reported emergency support measures to the Japan Student Services Organization (JASSO). This analysis is based on the institutional support measures as compiled by JASSO. National universities accounted for over half of these, followed by private and public institutions. About 49% offered tuition waivers or reductions. However, fewer than 20% provide housing or living cost support, and some institutions impose restrictions such as Japanese nationality or JLPT proficiency requirements, raising concerns about inclusivity. Drawing on Institutional Theory, these patterns demonstrate institutional isomorphism, as universities closely followed MEXT directives and converged on similar, low-risk measures rather than adopting innovative or flexible approaches. From a Critical Internationalization perspective, the responses show how emergency support while symbolically important reproduce existing hierarchies and limit meaningful access for displaced or at-risk students. Together, these findings underscore the need for long-term, ethical frameworks for internationalization. |
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Empirical Evidence of Cross-Cultural Competence and Career Outcomes of East Asian Students Within Dual Degree Programs
Michelle Yin Download Paper Abstract In recent years, global mobility restrictions, geopolitical tensions, and economic shifts have significantly reshaped international education. In this context and the rebounding of international student enrollments from the COVID-19 pandemic, dual degree programs serve not only as bridges in international relations but also as platforms for cultural exchange and enhancing employability in a competitive global job market. Specifically, East Asian students, a group historically pivotal to U.S. educational diversity, face unique challenges that these programs aim to address. This study focuses on the impact of cross-cultural dual degree programs on the intercultural competence and career readiness of East Asian students, offering insights that could guide future international education strategies. We examine a dual master’s program jointly offered by prestigious universities in Hong Kong and the United States, surveying over 100 participants to gather data on academic and logistical support, cultural adaptation, and career services. Our findings highlight the importance of comprehensive support systems and deep cultural engagement, which not only enhance intercultural competence but also significantly improve employability, preparing students for professional success in a globally interconnected environment. This research presents empirical data to inform optimization of international education strategies amid evolving global dynamics. |
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Beyond the Passport: How Cultural Immersion Sharpens Professional Skills in Global Learners
Kevin Koh Download Paper Abstract Universities increasingly use Project-Based Learning (PBL) with industry partners to help students apply classroom theory to real-world problems and reinforce their knowledge. Although cultural experiences are known to be beneficial, there’s little research on how combining them with industry projects develops professional skills. This study examines whether cultural immersion during industry projects improves students’ professional competencies, which could encourage educational institutions and companies to integrate such experiences into learning programmes for better global preparedness. This study aims to fill existing gaps by analysing a credit-bearing, approximately 10-week team-based live-client consultancy integrated into a business or management programme with Asia–Pacific host clients. Cultural immersion is quantified using at least two measures, such as verified client-contact hours and structured intercultural training dosage. Changes in cultural intelligence (CQ) and various professional outcomes are assessed through validated self-report instruments administered before and after the consultancy. Building on established research, this work tests a mechanism-focused model in which changes in CQ mediate the relationship between immersion dosage and modifications in professional competencies; it also examines prior international experience as a moderator of both baseline levels and CQ development. By embedding mechanism testing within a consultancy context, this approach moves the field forward from merely documenting CQ improvements toward a more nuanced understanding of how, for whom, and under what conditions applied international consulting fosters broader professional growth. |
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Mapping the Changing Digital Journeys of Asian International Students in Indonesia: A Longitudinal Study
Rahmat Fadhli Download Paper Abstract International students need to adjust not only to new academic and sociocultural contexts but also to an unfamiliar digital environment. Recent studies have begun to explore this area. However, less is known about how students’ digital journeys evolve over time, especially in Global South settings where infrastructural and linguistic challenges can shape these experiences. This qualitative longitudinal study follows 18 international students from ten Asian countries studying in Indonesia, tracking their experiences from initial arrival to over a year later. Data were collected in two phases: 3-6 months after arrival and six months later, and thematically analysed. Findings from the initial phase revealed that students largely shared similar experiences. Their digital journeys were plural and non-linear, moving between home and host-country digital environments. Over time, patterns diverged, with some students increasing their active engagement with host-country platforms and information, while others maintained stronger ties to home-country digital spaces. This study highlights the dynamics and evolving process of international students’ digital journeys, showing how they continuously adjust and make choices between their home and host country digital environments. Practically, it highlights the need for adaptive institutional policies, inclusive digital infrastructure, comprehensive digital orientation, and targeted language support to facilitate the digital transition of international students more effectively. It also emphasizes empowering students to build digital competence and supportive peer networks to aid their transition. |
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Strengthening Transitions Support for International Students: A literature review informing the development of a comprehensive educational transitions framework
Jane Barron Download Paper Abstract In an era of increasing student mobility and heightened uncertainty across global higher education landscapes, international students encounter significant challenges in their cross-cultural transitions from school to university. Despite valuable initiatives by some schools and universities, gaps remain in continuity of care and comprehensive support systems. Existing models often focus on first-year experiences, overlooking the diverse demographics and needs of international students, resulting in negative impacts on wellbeing, belonging, retention and learning outcomes. Synthesising 230 sources, this literature review proposes a comprehensive educational transitions framework for addressing international student transitions. It identifies five key elements: Wellbeing and Support; Purpose and Pathways; Learning Environment; Relocation Practicalities; and Connection and Belonging, interwoven with five guiding threads: Cultural Context; Inclusion; Student Agency; Competency Development; and Digital Transitions. Together, they offer a holistic, cross-sector approach to supporting international students from pre-arrival through post-graduation. For the Asia-Pacific region, with its growing international student population and varied cultural contexts, this literature review and the proposed educational transitions framework offer unique relevance, integrating perspectives from both schools and universities and providing a shared tool to enhance cross-sector collaboration. By bridging gaps in preparation and support, this framework offers practical direction for education leaders, policy makers and industry professionals to enable enhanced student wellbeing, engagement, retention and academic achievement. Ultimately, the review calls for a unified approach to transitions support, laying the foundation for future research exploring cross-sector collaboration and technology-driven solutions to enhance continuity of care and international student wellbeing. |
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Filling the Gaps: The Role of Japanese Language Schools in Connecting International Students to Japanese Universities
Kanako Nakashima Download Paper Abstract Japan is accelerating its efforts to attract and retain highly skilled international students. However, the complexity of its admission system poses significant challenges for applicants. While national policies emphasize strategic recruitment and the global competitiveness of Japanese universities, institutions lack the capacity to provide consistent, accessible, and multilingual information to prospective students. This results in significant information asymmetries, even for applicants from elite educational backgrounds, who often lack the specific localized knowledge required to navigate the Japan’s complex and admissions system. This study investigates the mediating role of Japanese language schools between international students and Japanese universities. Although traditionally positioned as institutions supporting students’ language development, Japanese language schools in Japan have increasing expanded their roles to include broader forms of support such as advising on university applications, interpreting institutional requirements, and facilitating access to higher education. While such functions have typically been the focus of research on educational agents, drawing on theories of information asymmetry and literacy mediation, this conceptual paper examines how these schools compensate for systemic weaknesses in Japan’s international student admission process for higher education. The research adopts a qualitative design based on semi-structured interviews with staff at Japanese language schools. This conceptual paper presents a detailed research design and preliminary findings from an ongoing study. The purpose of this study is to examine how Japanese language schools mediate the institutional and informational gaps that shape international students’ access to higher education in Japan. While a full analysis is still underway, the final presentation will include preliminary findings from semi-structured interviews with Japanese language school staff, providing empirical insights into how these mediating functions are enacted in practice. The insights from this study will clarify the role of private actors in supporting the internationalization of Japanese higher education and inform policy discussions on creating a more transparent and coordinated information platform for prospective international students in Japan. By highlighting the mediating role of language schools between international students and Japanese universities, this study contributes to a more nuanced understanding of institutional responsibility and equity within internationalization strategies of Japanese universities. |
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COIL as a driver for Global Interprofessional Learning in Health Education
Inge Vervoort Download Paper Abstract Background & objective: Internationalisation at Home is a key strategy for developing global and collaborative competencies in health education. We evaluated a Collaborative Online International Learning (COIL) module, co-developed by higher education institutions in Belgium, the Philippines, and Kenya, for its effectiveness in strengthening interprofessional collaboration skills and professional identity. Methods: A pre-post design was implemented, with stable, interprofessional student groups collaborating online. The Interprofessional Collaborator Assessment Rubric (ICAR) and the Extended Professional Identity Scale (EPIS) were administered before and after the module. Fifty-nine students provided paired ICAR data and 65 paired EPIS data. Analyses compared pre-post changes within each sample, and subgroup patterns by region and discipline were summarised descriptively. Results: Significant gains were observed in ICAR Collaboration and Patient/Family-centred Approach (medium effects), while Communication and ICAR Total showed positive but non-significant trends. Roles & Responsibilities, Team Functioning, and Conflict Management remained stable. EPIS results showed significant increases in Interprofessional Commitment, Interprofessional Beliefs, and EPIS Total, with Belonging unchanged at high baseline levels. Descriptive analyses suggested some variation across regions and disciplines, though small subgroup sizes limit inference. Discussion & implications: Findings indicate that even a short, intensive COIL-enabled module can measurably enhance collaboration skills and interprofessional identity in a geographically distributed cohort. These results support COIL as a scalable, equitable approach to embedding interprofessional and international learning in health curricula, demonstrating that Internationalisation at Home enables international and interprofessional learning for all students, including those unable to participate in mobility-based programmes. |
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Neoliberalism and its Impact on Stakeholders in Indonesian Higher Education: A Focus on public universities
Rahul Bhandari Download Paper Abstract This study explores the effects of neoliberal ideologies on the internationalization of higher education in Indonesia with a focus on public universities and their major stakeholders. Based on the connection between neoliberal reforms and institutional autonomy, faculty responsibility, and experiences of the students, the paper is based on the existing context of growing international collaborations, organization of pressures, and performance-based regulation. Using qualitative thematic analysis, 24 interviews were conducted with rectors, administrators, faculty members, and students from the major Indonesian public universities. The evidence shows that neoliberal policies have increased international visibility and competitiveness, but have also contributed to commercialization, academic precarity, and inequity in access. The paper identifies a continuing conflict between international standards and national educational mandates. It advocates a values-based approach to internationalization that is sensitive to both the global ambitions and social responsibility and the common good. This study will add to the Asia-Pacific discussion regarding equitable and context-appropriate international education by placing Indonesian higher education in the wider framework of debate on critical internationalization. |