Exploring academic experiences of Afghan International Students in Bangladesh

Abstract

Higher education at universities abroad has become a sought-after practice among students worldwide. Each year, many learners leave their home countries for better educational and career opportunities. Similarly, Afghan international students seek quality education in diverse contexts, including Bangladesh. There has been a dramatic increase in Afghan international students in neighbouring and overseas universities in recent years. However, studies on their experiences, particularly academic experiences, are limited and need to be thoroughly studied. This research, titled ‘Exploring Academic Experiences of Afghan International Students in Bangladesh,’ examines the educational experiences of Afghan international students at universities in Bangladesh, focusing on opportunities, challenges, coping mechanisms, and their influences on their learning journey. A qualitative research approach was utilised, collecting data through semi-structured individual and focus group interviews with a total of 15 participants. Students’ responses were coded, analysed, and discussed thematically. The results show that Afghan students benefit from university resources, supportive faculty, quality education, full scholarships, and advisors for academic and mental health support. However, they face academic challenges such as language barriers, different teaching methodologies, academic workload, and skill gaps; and sociocultural challenges including lack of social interaction, discrimination, homesickness, food adjustment, weather challenges, and financial constraints. To cope, students employ mechanisms like building friendships, language acquisition, seeking support, engaging in extracurricular activities, improving self-reliance and time management, and social distancing. These experiences influence Afghan students’ overall learning journey in terms of wellness, academic performance, resilience, social network, and career opportunities. Lastly, students proposed recommendations for support services tailored to them, including preparatory programs, research workshops, reading clubs, mental health resources, internships, scholarships, financial support, and dietary needs.