Can ChatGPT help international students integrate socially and academically in US and Thai universities? A multiple case study approach
1
Issued Date
2026-01-01
Resource Type
ISSN
23967404
eISSN
23094907
Scopus ID
2-s2.0-105028574991
Journal Title
International Journal of Comparative Education and Development
Start Page
1
End Page
18
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Comparative Education and Development (2026) , 1-18
Suggested Citation
Aydin H., Halpern C., Arphattananon T., Guo Z. Can ChatGPT help international students integrate socially and academically in US and Thai universities? A multiple case study approach. International Journal of Comparative Education and Development (2026) , 1-18. 18. doi:10.1108/IJCED-02-2025-0014 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/114678
Title
Can ChatGPT help international students integrate socially and academically in US and Thai universities? A multiple case study approach
Author(s)
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
Abstract
Purpose – Therefore, this study aimed to: (1) To explore international students’ cultural and educational experiences in their transition to higher education in the United States and Thailand. (2) To investigate these students’ experiences using AI and their impacts on their academic and social experiences in the United States and Thailand. (3) To compare international students’ experiences in the United States and Thailand, understanding the extent to which the higher education systems and cultural settings in both countries differ in the experiences of these students. Design/methodology/approach – A qualitative multiple-case study approach (Yin, 2018) was used to explore and compare the experiences of international students transitioning to higher education and using AI in their academic and social lives in the United States and Thailand. The study examined the whys and hows of real-life, contemporary cases bounded by time and space in Southwest Florida and Thai universities in Spring 2024. The study’s comparative nature enabled researchers to identify both unique and shared experiences (Yin, 2018). “[T]he inclusion of multiple cases is … a common strategy for enhancing the external validity or generalizability of [the] findings” (Merriam and Tisdell, 2016, p. 40). Findings – The findings were subdivided into the US and Thai cases. Four themes were developed based on the US case analysis related to participants’ experiences with culture shock, sociolinguistic adaptation challenges, the lack of adequate academic and institutional support, and perceiving AI as an academic and cultural mediator. Also, four themes were developed based on Thai case analysis related to participants’ experiences with geographical and cultural elements, sociocultural adaptation, finding limited support from the university, and using AI for linguistic and research support. These themes indicate both shared pressures (language, belonging, navigation of norms) and context-specific dynamics that shape how and why students turn to AI. After discussing the findings of both cases, the researchers will present the comparative cross-case findings. Implications and Recommendations – The findings point to several implications for higher education institutions that host international students. First, universities should strengthen institutional support systems tailored to international students’ needs, including accessible academic advising, clear guidance on expectations, and mental health services that are sensitive to linguistic and cultural factors. Second, faculty and staff would benefit from ongoing development of cultural sensitivity and intercultural competence (Bennett, 2013; Deardorff, 2006; Fantini, 2009). Such efforts can help create classroom and campus climates in which international students feel seen, heard, and able to participate fully in academic and social life. Third, institutions should provide explicit, pedagogically grounded guidance on the use of AI tools in academic work (Khalifa and Albadawy, 2024; Li et al., 2024; Panmei and Shimray, 2025). Training and resources that address both the possibilities and limits of tools such as Grammarly and ChatGPT can help international students use AI to support language development, comprehension, and disciplinary writing while attending to issues of accuracy, ethics, and over-reliance (Kelly et al., 2023; Liu, 2023; Tavares, 2021; Wang et al., 2023). Fourth, universities can reduce isolation and foster a sense of belonging by expanding opportunities for interaction between international and domestic students (Halpern et al., 2024). Structured mentorship programs, collaborative coursework, and cultural and social events can promote meaningful peer connections and reciprocal learning rather than positioning international students solely as recipients of support. In addition, such initiatives signal a more intentional approach to internationalization and intercultural competence across campus (Halpern et al., 2022). Finally, language support services remain central to international students’ academic trajectories. Free or low-cost language courses, writing centers familiar with the particular challenges of studying in an additional language, and embedded language support in content courses can work in tandem with AI tools to enhance students’ academic performance and confidence (Al Khateeb and Hassan, 2023). By integrating these forms of support, institutions can better align their internationalization goals with the everyday realities of international students’ academic and social lives (Halpern et al., 2022). Limitations and future research directions – This study had two key limitations. First, the sample size was limited to two universities, which may not fully represent the experiences of all international students in the US and Thailand. Future research should include a larger, more diverse sample to enhance the generalizability of the findings. Second, the findings were shaped by the selected universities’ unique cultural and institutional contexts, potentially limiting their applicability to other settings. Future research should include a more diverse range of institutions across different regions and countries to broaden the understanding of international students’ experiences. This would help identify common challenges and best practices across various educational contexts. Additionally, longitudinal studies could provide deeper insights into the evolving experiences of international students throughout their academic journeys. Such studies would also allow researchers to assess the long-term impact of AI tools and institutional support on students’ academic and social integration. Lastly, future research should examine the ethical considerations and potential drawbacks of AI tools in education, exploring how they can be optimized to support diverse learning needs and preferences. Originality/value – This manuscript is original as it presents the unique comparison of international students in Southwest Florida and Thai universities and how they navigate their experiences in the host countries using AI to adapt to social and academic situations. It intersects the topics of AI usage and international students’ experiences abroad.