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<p>This study critically examined how macro-level internationalization constructs, namely, the Geopolitical Prestige Index (GPI), South–South Academic Partnership Engagement (SSAPE), and Alternative Knowledge System Valuation (AKSV), shape African postgraduate students’ perceptions of integration and equity (PIE) within Chinese higher education. Using a mixed-methods approach, the study combined structural equation modelling with thematic analysis to explore both structural factors and the students’ experiences. Quantitative data from 812 students show that GPI, SSAPE, and AKSV significantly predict perceived institutional support (PIS), which then mediates their impact on PIE. The direct effects of all three macro-level internationalisation constructs on PIE remained significant, indicating their additive and mediated impact on PIE. Qualitative insights from 30 semi-structured interviews revealed how students mobilize peer-led networks, adapt epistemic frameworks, and pursue policy-oriented goals to address institutional gaps. These findings challenge deficit-based narratives and reframe integration as a dynamic process of epistemic negotiation and strategic agency. The study proposes a mechanism-based framework for inclusive internationalisation, emphasising that host institutions should translate their geopolitical and epistemic strengths into adaptive, responsive support systems. Implications extend to the development and institutionalisation of student-led equity initiatives, which are relevant to global higher education systems aiming to promote epistemic diversity and demographic inclusivity.</p>

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A mixed-methods study of inclusive internationalization and the integration of international postgraduate students in China

  • 期刊论文

  • 发表日期：

    2026年7月25日

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  • Daniel Kangwa,
  • Msambwa Mgambi Msafiri,
  • Charles Kidega,
  • Antony Fute

摘要

This study critically examined how macro-level internationalization constructs, namely, the Geopolitical Prestige Index (GPI), South–South Academic Partnership Engagement (SSAPE), and Alternative Knowledge System Valuation (AKSV), shape African postgraduate students’ perceptions of integration and equity (PIE) within Chinese higher education. Using a mixed-methods approach, the study combined structural equation modelling with thematic analysis to explore both structural factors and the students’ experiences. Quantitative data from 812 students show that GPI, SSAPE, and AKSV significantly predict perceived institutional support (PIS), which then mediates their impact on PIE. The direct effects of all three macro-level internationalisation constructs on PIE remained significant, indicating their additive and mediated impact on PIE. Qualitative insights from 30 semi-structured interviews revealed how students mobilize peer-led networks, adapt epistemic frameworks, and pursue policy-oriented goals to address institutional gaps. These findings challenge deficit-based narratives and reframe integration as a dynamic process of epistemic negotiation and strategic agency. The study proposes a mechanism-based framework for inclusive internationalisation, emphasising that host institutions should translate their geopolitical and epistemic strengths into adaptive, responsive support systems. Implications extend to the development and institutionalisation of student-led equity initiatives, which are relevant to global higher education systems aiming to promote epistemic diversity and demographic inclusivity.