Academic, Social, and Institutional Adaptation of Turkish Graduate Students in U.S. Higher Education
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This qualitative study explores the academic, social, and institutional experiences of Turkish graduate students at the University of Delaware to understand their adjustment processes within an intercultural educational context. Through semi-structured, in-depth interviews with eleven Turkish doctoral students, the study explores challenges related to academic adjustment, teaching and learning practices, social and cultural integration, institutional support systems, and professional development opportunities. Thematic analysis was used to identify key patterns and insights and to highlight significant differences between the Turkish and US graduate education systems. Findings indicate that Turkish students face significant challenges in adapting to the flexible, research-oriented, and student-centered structure of US programs, primarily due to the rigid, exam-focused nature of Turkish education. Cultural barriers, language proficiency gaps, and systemic challenges in daily life further complicate the adjustment process. Despite existing support mechanisms, students emphasized the need for improved mentoring programs, comprehensive orientation sessions, and culturally sensitive psychological services. The study contributes to the broader discourse on global student mobility and intercultural competence development by providing valuable insights for policy makers and higher education institutions to develop more inclusive and effective strategies for international student support.
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