Challenges Faced by International Students in Public Universities in Ghana

What is it about?

International students enrolling in Ghanaian universities experience adaptation challenges that affect their academic, sociocultural, and psychological well-being. The purpose of this research was to identify the challenges that international students in Ghanaian universities face during their studies. The study employed a phenomenological design using the qualitative approach. The data were collected through focus group discussions involving 16 international students. The data were audiorecorded, transcribed, and analysed using reflexive thematic analysis. The results showed that international students faced challenges such as financial, accommodation, medical, academic, and emotional. Some of the implications for counselling arising from the results included the need for public universities to streamline their scholarship processes to cater for more international students, offer financial literacy education, and establish emergency support funds. There should be interaction between university authorities and landlords to ensure regular and proper maintenance of accommodation facilities at affordable good prices and make provision for early detection of emotional challenges in the form of ridicule, anxiety, loneliness, and homesickness faced by international students. Educational institutions should invest in mental health services, peer mentorship programmes, and inclusive community spaces to foster friendships and promote a sense of belonging.

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Why is it important?

This study is important because it sheds light on the unique challenges faced by international students in Ghanaian public universities—challenges that often go unaddressed but significantly affect their academic performance, psychological well-being, and overall university experience. By identifying issues such as financial hardship, inadequate accommodation, medical access difficulties, academic pressure, and emotional struggles like homesickness and anxiety, the study highlights the urgent need for more holistic student support systems. The findings offer practical insights for university administrators, policymakers, and counsellors to design targeted interventions such as financial literacy programmes, improved housing support, and culturally responsive mental health services. By fostering a more inclusive and supportive academic environment, this research not only benefits international students but also enhances the reputation of Ghanaian universities as globally competitive and student-centred institutions.

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