Summary:

Approximately 6% of refugees pursue higher education, significantly less than the general population (approximately 40%; UNESCO, 2023). Prior to the conflict in Ukraine, 83% of young Ukrainians were enrolled in higher education. They had to find a way to continue their studies, often seeking opportunities in European countries, including Moldova and Romania. On the other hand, international students are frequently categorized as immigrants, although their period of stay in the host country is shorter, requiring a quick adaptation. This research aims to identify, for the first time to the best of our knowledge, the difficulties and protective factors (i.e. mediators and moderators in a proposed conceptual model) for academic adaptation and mental health of international students and refugees attending university courses in an Eastern European country located near a conflict zone. In addition, the project proposes to design and implement a psychotherapeutic intervention to address the difficulties faced by refugee students in their academic adjustment and mental health in three studies with quantitative and qualitative, cross-sectional and longitudinal methods. This research will contribute to a deeper understanding of the unique experiences of refugee and international students, offering insights to inform targeted support and interventions, ultimately promoting equitable access to higher education and well-being.

The research objectives are:

O1. To identify differences between international and refugee students in terms of the main variables of the study.

O2. To identify the impact that academic stress, social support and coping mechanisms have on the academic adjustment and mental health of the two groups of students.

O3. Identifying significant mediators of post-traumatic stress relationships with academic adjustment and mental health.

O4. To identify, through a qualitative study, the difficulties that refugee students face in terms of academic adjustment and mental health and to propose directions for implementation in practical experience.

O5. Implementing a psychotherapeutic intervention to address the difficulties refugee/international students experience with academic adjustment and mental health.

Project members:

♦The Romanian team

Conf.univ.dr. SOPONARU Camelia, Project leader

Conf.univ.dr. BUTNARU Simona, Research member

Conf.univ.dr. IORGA Magdalena, Research member

Asist. Univ. Dr. ARHIRI Laura, Postdoctoral researcher

Asist. Univ. Dr. GHERMAN Mihaela-Alexandra, Postdoctoral researcher

Asist. Univ. Dr. PĂDURARU Ancuța-Elena, Postdoctoral researcher

♦The Moldova team

Prof. univ. dr. CHIHAI Jana, Principal Partner (P1)

Asist. Univ. Dr. ȘCHIOPU Victor, Postdoctoral researcher

Asist. Univ. Drd. EȘANU Andrei, Doctoral researcher

Asist. Univ. Drd. BOLOGAN Alina, Doctoral researcher

► Cognitive and Socio-Economic Impact of the Project:

 The project aims to advance understanding and intervention strategies for the academic and psychological adaptation of international and refugee students, particularly those from Ukraine. From a cognitive perspective, the research will contribute to the development of new models that integrate post-traumatic stress within acculturation theories, thereby expanding the scientific literature on how students adjust to academic environments in host countries. The study also emphasizes the role of coping mechanisms, social support, and security perceptions in facilitating academic success. By implementing a structured psychotherapeutic intervention based on cognitive-behavioral therapy (CBT), the project will not only enhance students’ mental well-being but also provide empirically validated strategies to improve cognitive resilience, stress management, and academic performance.

On a socio-economic level, the project will have a significant impact by fostering the academic and professional integration of refugee and international students, ultimately enhancing their employability and socio-economic mobility. The findings will inform universities and policymakers about the specific challenges faced by these students, enabling them to design more effective support systems, reduce dropout rates, and enhance educational accessibility. Additionally, by focusing on students in Romania and Moldova—countries with emerging international education programs—the project will contribute to strengthening the regional academic infrastructure, making these countries more attractive destinations for higher education.

A key aspect of the project is its contribution to public health and mental health services, particularly in addressing the psychological needs of displaced populations. By training mental health professionals and educators in evidence-based intervention strategies, the project will build institutional capacity to support refugee students in academic settings. The dissemination of research findings through high-impact publications and conferences will also facilitate cross-border collaboration, ensuring that best practices in student mental health and academic adjustment are shared across institutions and policy frameworks.

Finally, the project has a long-term socio-economic impact by fostering inclusivity and social cohesion. Enhancing the academic experiences of refugee and international students not only benefits individuals but also strengthens host societies by promoting diversity, gender equality and intercultural understanding. As these students successfully integrate into their academic and professional environments, they contribute to economic growth and social stability. By creating a framework for academic and psychological support, this research will serve as a foundation for future policies and interventions that address the evolving needs of displaced and international student populations.

 Results:

The scientific report for the first stage of the project can be found here.