Abstract
This study has significant theoretical and practical value in the context of contemporary international education. From a theoretical perspective, it contributes to a deeper understanding of cross-cultural education, language adaptation processes, and learning barriers faced by international students in a multilingual academic environment. The research expands scholarly discussions on intercultural communication and provides a conceptual framework for analyzing educational experiences of Kazakh students from Xinjiang, China, studying in Kazakhstan. From a practical perspective, the findings offer concrete policy-oriented recommendations for universities and educational institutions. These recommendations aim to improve language support systems, cultural adaptation programs, and academic assistance services, thereby fostering students’ academic achievement, psychological well-being, and sustainable educational cooperation between Kazakhstan and China.