Occupational transition experiences of international occupational therapy students studying at a university in the United Kingdom

Abstract

Introduction: The occupational transition of starting university education is typically a time filled with anticipation and enthusiasm. The transitional phase can be anxiety-inducing, more so for individuals relocating to another country to study. The primary aim of this study was to explore the experiences of international occupational therapy students during occupational transitions associated with moving from their home country to study occupational therapy at a university in the United Kingdom (UK).

Methods: A qualitative phenomenological study design was used in this study. Semi-structured interviews were conducted with nine participants who were recruited through purposive sampling. NVivo 14 software was used for conducting thematic analysis.

Findings: Three themes captured participants’ experiences of occupational transition. “I’ll just say in summary, it was difficult” described challenges with ‘doing’, including academic pressures, cultural differences, homesickness, and increased responsibilities. “I pretty much felt alone” reflected the amorphous nature of support, characterised by limited assistance, delayed communication, and gaps in support systems. “Adaptation is learning the lifestyle” highlighted coping strategies enacted through ‘doing’, such as building new friendships, maintaining regular contact with family and friends, exploring new occupations, and drawing on informal support networks.

Conclusion: International occupational therapy students’ transitions to a UK university involve navigating intertwined academic, social, and cultural challenges that impact engagement in meaningful occupations. Embedding an occupational lens when supporting international students through clear signposting, timely responses, peer mentorship, inclusive activities, and opportunities to sustain or adapt familiar occupations can create environments in which international students not only manage the transition but thrive academically, socially, and personally.