MULTIDIMENSIONAL SOCIOLOGICAL STRESSORS AND THE ADAPTATION OF CHINESE INTERNATIONAL STUDENTS IN MALAYSIAN HIGHER EDUCATION

The global movement of students has significantly increased over the past few decades, with Chinese students forming one of the largest and most vibrant groups seeking education abroad. This phenomenon mirrors the overarching trends of globalization and the societal ambitions linked to obtaining an international education especially in terms of developing cross-cultural skills, fostering global citizenship, and improving employability prospects. Malaysia has become a preferred choice for Chinese students owing to its close geographical location, cultural similarities, affordable tuition fees, and growing international higher education networks. Nevertheless, studying in a foreign sociocultural context brings forth a range of stressors that can impact students' adaptation processes. Chinese international students frequently face challenges such as language difficulties, academic demands, financial limitations, and psychosocial stressors that influence their academic performance and emotional health. Utilizing sociological frameworks related to migration, acculturation, and educational adjustment, this paper reviews existing research to investigate how these various stressors affect students’ experiences of adjustment and long-term integration into Malaysian higher education institutions. Additionally, the study underscores the implications for policy and institutional practices, advocating for inclusive, supportive, and culturally sensitive approaches to promote successful adaptation for international students.