Culture Shock in International Students Studying at ICP: Understanding the Challenges and Adaptation Process -2000 words

An investigation into culture shock in international students studying at ICP

Keywords: culture shock, international students, ICP, cross-cultural adaptation, cultural acculturation, language hurdles, educational system, intercultural adjustment, psychological adaptation, overseas students, racial prejudice, mental health, cultural differences, communication mistakes, academic achievement, UK culture, multiculturalism.

Introduction

Although the UK has made several attempts to improve its educational system, overseas students nevertheless experience a culture shock. A cultural shock is experienced by everybody when the familiar symbols of their own culture are replaced by those of their host nation one by one. People may feel disoriented in a new culture when confronted with many changes (Arthur, 2008). They must learn to adapt to new practices and regulations in the new culture in order to survive. Weather, landscape, cuisine, and even people are all different in the new surroundings. They may have a strong sense of homesickness as a result of this. As a result, they will feel irritated. These kinds of difficulties are trapped between them and others in the invisible, producing an impediment. Many characteristics in the receiving nation, such as the ethnic makeup, the composition of multicultural components, and attitudes toward foreigners, limit the cross-cultural exchange process, as we all know (Baier, 2005). 

Cultural shock 

Before examining the cross-cultural adaptation of international students in the ICP, it is essential to understand the UK culture and racial relations to understand cross-cultural adaptation. As well as the lack of axial culture, diversity also exists. The ICP is an ideal laboratory for studying the relationship between modern and contemporary multiculturalism because of its lack of axial culture and coexistence of multiculturalism and its insatiable obsession with technology and a strong sense of national pride triggered by its economic power (Zhou et al., 2008). Communication between Asian and international nations in many economics, technology, culture, and education is intensifying in the backdrop of global economic integration. This one nester has been studying overseas for years, acquiring superior scientific and cultural expertise. In addition to promoting modernity, this has also facilitated the interchange of cultural education between Asia and foreign nations, which is wonderful for the foreign national concerned. Studying abroad, living in a different culture, and gaining professional knowledge and skills simultaneously to comprehend foreign traditions, this seems romantic existence is truly appropriate for many great talents today. They are a tremendous difficulty in and of themselves! In addition to cultural and linguistic obstacles, international students face learning demands and even racial prejudice in a new setting. This creates many problems for international students' psyche, life, and studies (Arthur, 2008). Depression, anxiety, and other unpleasant emotions. This was when negative feelings such as sadness and worry began to develop. To have a good study abroad experience, students must learn how to successfully deal with culture shocks and preserve their mental health while overseas (Selva & Ramchandran, 2016). 

Literature Review 

Students from other countries are welcome to join the ICP as long as they adhere to the ICP's rules. Academic institutions in the UK have a strong organizational culture that is heavily influenced by the UK's academic climate and research facilities (Sandhu, Daya S & Asrabadi, Badiolah R, 1994). The ICP and Asia have vastly different cultures. Having to acclimatize to a new culture when studying to a certain extent, academic achievement is likewise strongly connected to cultural acculturation. For several years, students who have been abroad feeling that it is more difficult to pass the cultural test. Many elderly overseas students say it is more challenging to get a cultural pass than getting an academic one (D’Souza et al., 2016). In the following, we will discuss various opinions and experiences of culture shock and acculturation. However, it should be noted that the cultural level is intense, the content is complex, and each person's experience is quite different from one another. In the first few months, international students studying at the ICP will undergo a culture shock (Winkelman, 1994). There is a cultural gap between two different civilizations that causes culture shock. Unanimously, people realize that everything is different from what they were used to (Arthur, 2008). It does not function anymore. As a result of leaving a familiar setting, a person may feel uncomfortable or even rejected by a new one. Studying abroad may be a culture shock for international students, and the impact might be particularly noticeable.

First, there is the influence of language hurdles and cultural differences, which can lead to misunderstandings. As a result, many international students find it difficult to adjust in a short period to the emotional shocks caused by various languages, cultures, and systems. Because they do not know where they are going to live, they do not have a sense of belonging, which will lead me to feel more or less lonely and frightened. It is also important to note differences in the educational system (Selva & Ramchandran, 2016). Because of the reliance on their performance and the passive acceptance by teachers everywhere, this approach will add extra stress to learning and a sense of powerlessness. Communication mistakes and poor language exacerbate this irritation, and students may not know how to release this psychological strain (Zhou et al., 2008).

Redfield's idea of cultural adaptation is a social psychology phenomenon. An individual's sensation of perplexity, irritation, and powerlessness when living and learning in a nation with a completely different cultural background from his own can be described as a "cultural shock." It is a psychological process that is complex. "Cultural shock" and intercultural adjustment begin the moment we arrive in the target nation. Psychologically, it is a complicated procedure. "Cultural shock" and intercultural psychological adaptation begin when we arrive in the target nation (Sandhu, Daya S & Asrabadi, Badiolah R, 1994). Generally, the phases of intercultural psychological adaption are. Studies in Europe or Asia might result in culture shock, whether studying abroad for a semester or a whole degree (Ching et al., 2017).

Emotional strengths or weaknesses have nothing to do with culture shock, which is a scientifically recognized phenomenon. Others argue that without a culture shock, one would not have fully experienced a new society. A culture shock can be exacerbated in nations and regions where one's own culture is predominant and only minor variations from one's own culture. The culture that appears to be familiar is not that familiar at all (D’Souza et al., 2016). Culture shock in Asian nations might be less intense than imagined because one expects vast cultural differences from the start and has already prepared more psychologically for them than one could have thought. There are many changes in education, living, job, and social environments when studying abroad. The cultural strain and anguish induced by the shock are compounded by the disparities in moral beliefs, thinking, values, and living traditions (Winkelman, 1994). As a result, one will suffer a succession of unpleasant psychological sensations such as sadness, poor self-esteem, and anxiety. In typically, this condition lasts for 3 to 4 months. In the third stage, international students need to handle different difficulties they meet and have learned more about the new culture and environment they have just arrived in. International students need to address difficulties as they arise (Lifang et al., n.d.). They have learned more about their new culture and surroundings and can adjust to their new setting better. A time of adaptation and self-confidence is in order here. Many international students adapt and grasp the local cultural climate after a few months of settling in and getting used to the new environment. Alternatively, they can also adopt the unacceptable component (Selva & Ramchandran, 2016). A more tolerant, peaceful approach is needed. Students can recover their self-confidence at this time, and their emotions tend to settle. For international students, the cultural shock will cause numerous issues. It is more likely that pupils with shy or introverted personalities would be affected by low moods, anxiety, and sadness. Adaptation is complex when there are more severe obstacles to overcome. Since virtually everyone traveling to a foreign country might suffer culture shock, anthropologists and other social psychologists have studied this phenomenon from many viewpoints throughout the years. The causes of this phenomenon are studied in depth. There are several causes for this (Zhou et al., 2008).

There is a distinction between native and local cultures, which is the primary cause behind this. Defining cultural differences "Cultural distance" refers to the degree of difference between a country's culture and its immigrants. There is less of a cultural shock when the home country's culture is comparable to the culture of the destination country and vice versa (Sandhu, Daya S & Asrabadi, Badiolah R, 1994). There is a difference between countries heavily impacted by foreign culture and those that are less so. Studies have shown that international students in Japan, South Korea, and other countries deeply influenced by foreign culture can quickly integrate into local life.

In contrast, students in countries with substantial cultural differences, such as Europe and the USA, are more likely to experience cultural shocks upon arrival. The language barrier is the most visible evidence of this difference (Selva & Ramchandran, 2016). It is challenging to properly adjust to the real language environment, even when they have passed numerous foreign language competence examinations in Asia. Students can recover their self-confidence at this time, and their emotions tend to settle. For international students, the cultural shock will cause numerous issues. It is more likely that pupils with shy or introverted personalities would be affected by low moods, anxiety, and sadness. Adaptation is complex when there are more severe obstacles to overcome.

As a result, individual variations directly influence the degree of culture shock perceived by an individual (Lifang et al., n.d.). The unique variations in age, gender, personality, life experience, etc., of each international student, are strongly connected to the degree of culture shock experienced by international students. It has been found that one pupil is better at adapting to their new surroundings than older students and experiences less social adaptation impact (Baier, 2005). As a result of their inability to live freely, their frustration is mainly rooted in this. Without family, marriage and children make it harder for international students to adjust to their new surroundings and experience more hardships. These students are more likely to be outgoing, less lonely, and integrate more readily into the local cultural and social life than their introverted counterparts, who are less likely to be outgoing and less likely to be integrated. They are also more likely to have significant issues, such as psychological illnesses, due to their introverted personalities and psychological issues (D’Souza et al., 2016). They are less likely to be culture-shocked if they had lived and studied abroad before, especially if the nation were are studying is connected to the country where they lived and studied previously. Students can recover their self-confidence at this time, and their emotions tend to settle (Winkelman, 1994). For international students, the cultural shock will cause numerous issues. It is more likely that pupils with shy or introverted personalities would be affected by low moods, anxiety, and sadness. Adaptation is complex when there are more severe obstacles to overcome.

Significant is the level of social assistance provided by compatriot groups and local social and cultural members. Researchers have shown that the social contact of international students will assist them in better adjust to the new culture in which they find themselves in the UK. In general, international students want to get support from their countrymen (Ching et al., 2017). A group of international students from the same country can establish a social circle with a particular scope of influence, but they can also constitute an unseen rejection of international students from other nations (Lifang et al., n.d.). However, some international students with few countrymen are obliged to extend their social networks through roommates and classmates to meet more people from their home countries (Sandhu, Daya S & Asrabadi, Badiolah R, 1994). Because of differences in cultural origins and communication styles, there are some impediments to the local culture and the interaction of the locals with foreigners under normal conditions. Most of the extracurricular activities given by foreigners are insufficient. Students with introverted personalities may find it difficult to find social support in the local culture. In other words, it is more probable that adaptive obstacles will emerge (Zhou et al., 2008). 

Conclusion

If one is going to study abroad, they are going to experience a culture shock. However, one can forecast how it will develop and design remedies based on the source of the problem to reduce its negative consequences. The responsibility of international students is not only an essential duty for the appropriate departments, but it is also a criterion that international students must meet. It is essential to continue strengthening the applicable rules and ensuring that international students continue to learn and adapt.

References

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