MENTAL WELL-BEING OF INTERNATIONAL STUDENTS IN EASTERN EUROPE AND CENTRAL ASIA: CHALLENGES AND INFLUENCING FACTORS

Hooria Khan, Ayesha Muneer, Ainur Bakdauletkyzy Qumar, Balnur Iskakova

Central Asian Journal of Medical Hypotheses and Ethics, 2025

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.47316/cajmhe.2025.6.3.05
Data confidence 70 medium
How this score is calculated

It is built from checkable properties of the record itself: whether the article has a DOI, how many independent sources confirmed its data, whether the required fields are filled in, and how recent the latest confirmation is. Disagreement between sources and a missing identifier lower it. A value of 80 or above means the record was published without further checking; 60 to 79 means it is published at reduced confidence, with a manual check advisable. A record verified by an editor by hand is never pushed below 90 by a recalculation. This scores our data about the article, not the article itself.

Abstract

Mental well-being is fundamental to student success, empowering individuals to flourish academically, socially, and personally. Many international students are drawn to Eastern European and Central Asian countries for their comparatively lower tuition fees, making it a more affordable option for higher education. While some may seek a high-quality education, others may view it as a viable alternative after being rejected by institutions in their home countries. However, international students often encounter a multitude of challenges that adversely impact their mental health. This literature review explored the factors influencing the mental well-being of international students enrolled in Eastern European and Central Asian countries. The review highlights a critical gap in addressing the mental health needs of international students in these regions. A literature review was conducted using PubMed, Web of Science, Scopus, and PsycINFO, focusing on studies from 2015 to 2025. Articles examining mental health among international students in EECA countries were selected based on inclusion criteria such as English language, relevance to psychological well-being, and recent publication. Out of 5,368 articles screened, 37 were selected for full-text review. The main themes identified were psychological distress, cultural shock, language barriers, acculturation challenges, and adjustment challenges. International students in EECA countries face cultural, academic, and psychological challenges that impact mental well-being. The COVID-19 pandemic further worsened isolation and mental health issues. We identified several subtopics, including cultural adjustment, acculturative stress, psychological distress, and language barriers. These subtopics highlight specific areas where targeted strategies and programs can be developed to improve the mental well-being of international students. Further research is essential to develop targeted interventions and support systems that can mitigate the psychological impact of cultural and academic transitions, resulting in increased overall well-being and academic success of this vulnerable student population.