Need-supportive educational contexts during cultural transitions
Abstract
International students’ adaptation has become a central focus in global higher education, yet related research remains fragmented across disciplines. This systematic review, guided by Self-Determination Theory (SDT), synthesizes empirical studies published between 2010 and 2024 that examine how international students’ basic psychological needs for autonomy, competence, and relatedness affect their academic adjustment, motivation, and well-being. Following PRISMA guidelines, 35 peer-reviewed studies indicate that challenges related to language, academics, and institutional navigation frequently undermine students’ sense of competence, constrain relatedness, and increase isolation. Across studies, the fulfillment of basic psychological needs consistently predicts greater academic persistence, improved mental health, and more successful cultural and educational adjustment. Nevertheless, the literature remains theoretically fragmented, with limited integration of SDT and cross-cultural perspectives. This review proposes a conceptual model demonstrating how institutional practices and classroom environments interact with SDT needs to shape international students’ learning trajectories and outlines implications for future research.