Exploring the Inequalities and Experiences of International Students Through a Postcolonial Lens

Abstract

Student mobility has become a key component of the internationalisation of higher education. While it offers numerous benefits, international students continue to face critical challenges that reinforce global inequalities and colonial legacies. This qualitative study draws on postcolonial theory to examine the experiences of international students at two universities in Ghana. It focuses on both full-degree and credit-transfer students. Participants were selected using snowball and convenience sampling techniques, and data were collected primarily through interviews. Findings indicate that most participants viewed the academic environment positively. Lecturers were described as approachable, supportive and knowledgeable. Socially and culturally, many students reported positive experiences. However, challenges such as limited interaction with local students and the high cost of living were frequently mentioned. Some experiences also reflected lingering colonial dynamics within academic practices, including perceptions of preferential and hierarchical treatment of students. Universities should strive to address these challenges. As they work to enhance international students’ experiences, it is essential for them to remain vigilant against turning student mobility into yet another postcolonial tool that perpetuates historical inequalities.

Key words: international students, experiences, higher education, postcolonialism, qualitative methodology