Department: Psychology, School of Applied Sciences, Abertay University, Dundee, Scotland, United Kingdom.
PLoS One. 2024 Oct 24;19(10):e0308134. doi: 10.1371/journal.pone.0308134. eCollection 2024.
This qualitative study explored students' lived experiences of higher education study abroad programs during the Covid-19 pandemic. Studying individual experiences in extraordinary circumstances like a pandemic can reveal personal, organisational and process-related resilience relevant to understanding and planning future events. Online semi-structured interviews with thirteen international students from four continents (North America, South America, Europe and Asia) were conducted amidst the pandemic in the Spring of 2021. Transition Theory underpinned the study. Interviews with students were used to explore personal strategies adopted to support the transition to virtual platforms during the pandemic. Through Interpretative Phenomenological Analysis, four response categories were identified: Functioning in Ambiguity, The Importance of Language and Culture, Reshaping Community, and Alternative Experiences in Intercultural Connectivity. Participants' responses delved into aspects of acculturation, culture shock and resiliency amidst the disruption. These findings may inform future practices for international professionals supporting students studying abroad.
本定性研究探讨了新冠疫情期间留学生在高等教育出国留学项目中的真实体验。在疫情等特殊情况下研究个人经历，可以揭示与理解和规划未来事件相关的个人、组织和过程方面的韧性。2021 年春季，在疫情期间对来自四大洲（北美、南美、欧洲和亚洲）的 13 名国际学生进行了在线半结构化访谈。转型理论是这项研究的基础。通过访谈学生，探索了他们在疫情期间为支持向虚拟平台过渡而采取的个人策略。通过解释性现象学分析，确定了四个反应类别：在模糊性中运作、语言和文化的重要性、重塑社区以及跨文化连接中的替代体验。参与者的反应深入探讨了在混乱中适应、文化冲击和韧性的各个方面。这些发现可能为支持出国留学的国际专业人士提供未来实践的信息。
