International Students’ Support systems in Adapting to the New Academic and Cultural Environment at the University of Ghana, Legon

With the increasing globalization of higher education, international student mobility has become more prevalent, posing both opportunities and challenges for students and host institutions. This study examines the adaptation experiences of international students at the University of Ghana, Legon, focusing on the support systems available to facilitate their academic and cultural integration. Using a qualitative research approach within the interpretive paradigm, the study employed phenomenological methods to explore the lived experiences of four international students from diverse backgrounds and one International Programs Officer (IPO). Data were collected through semi-structured in-depth interviews and analyzed thematically. Findings reveal that the University of Ghana provides various support systems, including orientation programs, immigration assistance, cultural exploration activities, language classes, and social integration opportunities. These initiatives play a crucial role in easing students’ transition, fostering a sense of belonging, and enhancing their academic focus. However, gaps remain in areas such as increased socialization opportunities and tailored support services to address individual adaptation needs. The study highlights the positive impact of support mechanisms in boosting students’ self-esteem, navigating cultural differences, and improving their overall university experience. Additionally, challenges such as missed opportunities for cultural engagement and bureaucratic hurdles in immigration processes were identified. The study highlights the need for continuous assessment and enhancement of support structures to better meet the evolving needs of international students. Recommendations include expanding social engagement initiatives, incorporating intercultural communication training for faculty and staff, and improving outreach to ensure all students are aware of available resources. Therefore, addressing these gaps, universities can foster a more inclusive environment that enhances the academic success and well-being of international students.