Barriers and enablers to academic engagement among international health students in Australian universities

A scoping review

Bibliographic Data

ID22205675
AuthorsFahad Hanna (0000-0002-0494-9585, Torrens University Australia, corresponding author), Kristina Zafirovski (0009-0009-6176-7954, Torrens University Australia), Jessica Tyndall (0000-0002-4632-8621, Torrens University Australia), Daya Parajuli (Torrens University Australia), Asrath Usman (Torrens University Australia), Cath Rogers (Torrens University Australia)
Year2026
Volume13
Pages102808
Publication date2026-06-01
Open AccessYes
TypeARTICLE
VenueSocial Sciences & Humanities Open (JOURNAL)
Journal identifiersISSN: 2590-2911 • E-ISSN: 2590-2911
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2026.102808
OpenAlexW7155616383
LanguageEN
References cited33

Background International students make up a significant proportion of Australia's higher education population and represent a vital pipeline for addressing health workforce shortages. Yet, despite their academic potential, international health students often encounter complex and intersecting barriers that hinder their academic engagement. Understanding these challenges and the conditions that enable success is essential for fostering equity in education and improving workforce readiness. Objective This scoping review aimed to explore the barriers and enablers influencing academic engagement among international health students in Australian universities, addressing a gap in the literature by synthesizing evidence specific to health-related disciplines rather than general international student experiences. Methods Following the Joanna Briggs Institute (JBI) framework and PRISMA-ScR guidelines, a comprehensive search of peer-reviewed literature (2015–2025) was conducted across multiple databases. Thematic analysis was applied to extract and synthesise findings across included studies. Results Thirteen studies met the inclusion criteria. Key barriers included language proficiency issues, cultural dislocation, limited academic and social integration, financial hardship, and systemic challenges in clinical placement navigation. Enablers encompassed institutional supports such as transition programs, culturally responsive teaching practices, peer mentoring, and flexible learning models. Conclusion International health students face structural and psychosocial barriers that constrain full academic participation. Tailored supports, inclusive teaching, and sustained student voice are critical to ensuring their success, both academically and professionally

Health care · MEDLINE · Public health · Qualitative research · Study abroad · Cultural Competency in Health Care · Global Health and Surgery · Global Health Workforce Issues

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