Peer Mentoring and International Students’ Transition to University: A Thematic Analysis of First-Year Perspectives
DOI:
https://doi.org/10.20933/50ngp535Keywords:
Peer Mentoring, Transition, International, Higher Education, UniversityAbstract
With rising university dropout rates and increasing transition challenges for first-year students, peer mentoring has become an important support mechanism. This need is intensified by the growing population of international students, who often face additional academic, social, and cultural adjustments. While prior research has mainly focused on quantifying the outcomes of peer mentoring, limited attention has been given to students’ lived experiences, particularly during the early stages of enrolment. Addressing this gap, the present qualitative study explores how peer mentoring influences the academic and social adaptation of first-year international (non-UK) students. By focusing on participants’ accounts, the study provides in-depth insight into the processes through which peer mentoring supports transition, rather than solely its measurable outcomes. Thematic Analysis of the interview data identified three superordinate themes: Academic Preparedness and Learning Adaptation, Social Integration, and Interplay of Adaptability. Findings suggest that peer mentoring is experienced positively, supporting academic readiness, fostering social connections, and enhancing adaptability. Overall, the study extends existing quantitative work by offering a nuanced, process-oriented understanding of peer mentoring. It highlights not only that peer mentoring is beneficial, but how it contributes to easing transition, particularly for underrepresented international student populations.
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