Psychological pathways of intercultural adaptation among international students in Europe

Identity negotiation and cognitive dissonance in counselling and mentoring contexts

Bibliographic Data

ID24239384
AuthorsRita Takács (0000-0002-0314-4179, Faculty of Informatics, ELTE Eötvös Loránd University), Viktória Nagy (0000-0002-9731-2849, Faculty of Informatics, ELTE Eötvös Loránd University), Zsuzsa Kaló (0000-0003-2043-882X, Doctoral School of Informatics, ELTE Eötvös Loránd University), Zoltán Horváth (0000-0001-9213-2681, Faculty of Informatics, ELTE Eötvös Loránd University)
Year2026
Volume11
Publication date2026-10-22
Open AccessYes
TypeARTICLE
VenueFrontiers in Sociology (JOURNAL)
Journal identifiersISSN: 2297-7775 • E-ISSN: 2297-7775
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/fsoc.2026.1894672
OpenAlexW7223174772
LanguageEN
References cited26

Introduction Intercultural adaptation is a very essential aspect of psychological integration. As one of Europe’s leading universities, Eötvös Loránd University Budapest welcomes new groups of students every year. To help them navigate the university system and to support the cultural integration process, we organise mentoring programs for them. Our students come from every continent, with the majority hailing from countries in Africa, the MENA region, and Asia. The purpose of this study is to explore the challenges and processes related to the intercultural adaptation of international students, with a particular focus on identity reconstruction, coping strategies, and the role of mentoring and psychological support in facilitating successful integration. Methods In this article, we will discuss two cases: the first case study revolves around an individual case, a student who, during this process, an individual participates in a series of counselling sessions, is seeking a new identity appropriate to their new situation, and the process of redefining identity takes place during a psychological consultation. The second case study revolves around group mentoring sessions: we summarise how international students perceive the university’s internal rules, how they manage their own adaptation accordingly, and what strategies they employ at different levels of coping. We also examine how their perceived reality aligns with their previous educational experiences in their home country and how they manage this cognitive dissonance. Results The case studies highlight that intercultural adaptation involves a continuous process of reconciling prior educational and cultural experiences with the expectations of the host institution. Both cases underscore the importance of identity reconstruction and adaptive coping strategies in promoting successful integration. Students interpret the differences between their previous educational environments and university norms in their own unique ways; overcoming cognitive dissonance is key to adaptation. Discussion Ultimately, we would like to draw some general conclusions for mental health counselling in higher education regarding which mentoring tools are most helpful and raise awareness of various topics among international students to facilitate their own integration. The results show that targeted mentoring tools and services that encourage structured self-reflection significantly facilitate international students’ adjustment. Raising awareness of cultural differences, academic expectations, and coping resources can further promote psychological well-being and successful integration into the university community.

Higher Education Research Studies · International Student and Expatriate Challenges · Student Stress and Coping

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