Sociological evaluation of the integration of foreign students into the education system in Turkey: A phenomenological study

While the impact of globalization on the world is evident in many areas, there have also been great developments in the field of education, and with the development of technology, it has become easier to reach different countries. This effect has led to educational migration and has pushed many young people to study outside their own countries in order to receive a better education. Educational migration is voluntary as well as compulsory due to natural disasters, unrest in the country and concerns about the future. With the globalization of the education sector, international student migration between the countries of the world has increased and contributed to the economic, political and cultural development of the countries. It has also facilitated the cooperation of the countries in the international arena and increased the recognition of them. Turkey is among the countries where the number of international students has increased in recent years. This increase has transformed Turkey from a country that sends students abroad, to a country that accepts students from abroad. While increasing student numbers have contributed to the country in many ways, they have also brought some problems. Many academic studies have been conducted to maintain the flow of students, to satisfy incoming students throughout their education, and to uncover the source of the problems experienced. While most of the studies conducted focus only on the economic, social and cultural adaptation of students, they have not addressed the human factor that will affect this process. The local people of the host country, the academic and administrative staff at the institution where they receive education, non-governmental organizations established to provide support to students, associations and agencies providing educational consultancy services are the human factors that will affect the adaptation process of the students. This study aims to reveal the integration of foreign students into the education system and the difficulties they experience in social adaptation that arise in this process and to find solutions. In addition, academic and administrative staff who closely witness the adaptation processes of the students, can observe them better and communicate with them frequently were also included in the study. The subject of the research was investigated using the phenomenology design of the qualitative research method. The sample of the study consists of a total of 51 participants, including 20 foreign students studying at Istanbul Gelişim University, 18 academics who are teaching, and 11 administrative staff in the administrative staff of the institution. The data in the study were obtained by using in-depth interview and observation techniques of qualitative research method. Semi-structured interview forms were prepared for each participant group In the analysis of the data, the content analysis technique was deemed appropriate since the aim was to examine in detail the experiences of foreign students regarding the adaptation process and to bring them together within the framework of certain concepts and themes, and critical discourse analysis was used in the analysis and interpretation of the data. The data obtained from all participants were transferred to a Word file and the MAXQDA program used in qualitative research was used to reveal themes, sub-themes and codes. The concepts of Erving Goffman's dramaturgy and stigma theory and Pierre Bourdieu's Practice theory; field, habitus and capital types constitute the theoretical framework of the study. When the findings of the study obtained from three different sample groups are examined, the main headings of adaptation to the education system, adaptation to the social environment in the university and adaptation to the social environment outside the university emerge. All the problems experienced by the students were mentioned under these headings and the following conclusion was reached. It has been understood that knowing a language solves many problems but is not sufficient on its own, that students need to have certain competencies in addition to knowing a language, and that adaptation should be evaluated on a student-by-student basis because each individual's experience is unique. In addition, difficulties arising from the language and different procedures in residence permit and visa procedures, and the different exam and lecture methods in the education system are among the main problems affecting the adaptation process of students. Based on these data, it has been emphasized that it is important to conduct studies that take into account the personal characteristics of the students in order to ensure the integration of foreign students into the education system and to facilitate their adaptation to their social environment. The main obstacle in the language learning process is not practicing the language and not being exposed to that language. It is observed that the majority of students in the relevant higher education institution are enrolled in departments whose language of instruction is English. Foreign students cannot improve their Turkish because they are not exposed to and do not use Turkish very much. In order to solve their language problems, studies should be carried out to increase interest in Turkish programs. Another important finding is that informative training should be provided on a faculty and department basis to guide students in and out of universities so that they can overcome the difficulties in the education system; guiding activities and orientations that will promote the country and teach how legal procedures should be carried out in the country should be increased.