Negotiating Identity, Belonging, and Academic Adjustment: International Students’ Experiences in Indian Higher Education Institutions

Abstract

The internationalisation of higher education has accelerated global student mobility, with more than 6.9 million students pursuing tertiary education outside their home countries [1]. India has emerged as a prominent destination under the Government of India’s Study in India (SII) initiative, attracting students from over 170 countries. Despite the academic and intercultural opportunities offered by Indian institutions, international students frequently encounter challenges related to identity negotiation, intercultural communication, social integration, and psychological well-being. This study aims to examine the psychological experiences of international students in Indian higher education institutions by exploring the relationships among social identity, intercultural communication, and institutional support. The study addresses a significant research gap concerning the influence of communication practices and identity formation on students’ psychological adjustment within the Indian socio-cultural context.
The research is grounded in Social Identity Theory Acculturation Theory and Communication Accommodation Theory [2-4]. A quantitative descriptive survey was conducted among 63 international students enrolled in higher education institutions across India through the Study in India programme. Participants were recruited using snowball sampling, and data were collected through a structured self-assessment questionnaire adapted from ‘The Acculturative Stress Scale for International Students’ (ASSIS), developed by administered via Google Forms over a period of two months in 2026 [5]. The study hypothesised that positive intercultural communication and institutional support significantly predict stronger social identity, psychological wellbeing,
and overall student satisfaction. The findings revealed that 84.6% of respondents expressed overall satisfaction with their academic experience, 80% perceived strong institutional support, and 76% reported meaningful intercultural friendships. However, 35–40% experienced communication barriers, financial concerns, and identity-related challenges. The study concludes that culturally responsive communication, inclusive institutional practices, and structured psychosocial support are essential for strengthening students’ sense of belonging and fostering sustainable internationalisation in Indian higher education.