Exploring educational transitions and cultural adaptations: Afghan female undergraduate student’s experiences in transitioning from Afghanistan to Bangladesh

Abstract

This research examines the experiences of Afghan female undergraduate students in transitioning from Afghanistan to Bangladesh, specifically focusing on Exploring Educational Transitions and Cultural Adaptations. Data collection utilized a qualitative research approach with individual interviews both virtual and in-person conducted with a total of 15 participants. The outcomes of this investigation uncover that the educational background of these participants in Afghanistan was characterized by traditional teaching methods and a teacher-centered approach. Upon enrolling in Bangladeshi universities, Afghan students encountered a new teaching-learning environment and faced some challenges, including teaching methodologies, educational practices such as critical thinking, collaboration work, research, and language barriers. Additionally, they faced non-academic obstacles related to social, cultural, food, weather, and environmental adjustments, further complicating their academic pursuits in Bangladesh. Based on these findings, a set of recommendations is proposed for organizers of study-abroad programs in Bangladesh. These recommendations aim to provide support services tailored to the needs of Afghan female students, thereby enhancing their chances of academic success during their studies.