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A Critical Look at Equity in International Doctoral Education at a Distance: A Duo's Journey

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Title: A Critical Look at Equity in International Doctoral Education at a Distance: A Duo's Journey
Language: English
Authors: Alaa Abdelghaffar (ORCID 0000-0001-6960-3588), Lamiaa Eid (ORCID 0000-0001-5753-9371)
Source: British Journal of Educational Technology. 2025 56(2):834-851.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Equal Education, Doctoral Programs, Doctoral Students, Foreign Students, Access to Education, Professional Development, COVID-19, Pandemics, Developing Nations, Developed Nations, Information Technology, Access to Internet, Outcomes of Education, Capacity Building, Socialization, Distance Education, Educational Experience, Barriers, Student Mobility, Academic Achievement, International Education, Student Attitudes, Comparative Analysis, Study Abroad
DOI: 10.1111/bjet.13566
ISSN: 0007-1013
1467-8535
Abstract: This collaborative, reflective research paper delves into the doctoral socialization experiences of two international students navigating pre- and postrelocation realities amid COVID-19 complexities. The authors juxtapose our journeys in the Global South (pre-relocation) and the Global North (postrelocation), scrutinizing learning outcomes, access to resources and academic and professional opportunities. Through journaling and deep self-reflection, this research illuminates stark disparities in educational accessibility, mainly rooted in the undeniable global technological divide. In this collaborative, reflective paper, my colleague and I unveil the unique challenges of distance learning, highlighting the resulting academic isolation and inequitable doctoral socialization experiences. Furthermore, the study reflects on the disproportionate access to academic and professional growth opportunities accompanying geographical mobility, emphasizing educational success and capacity-building inequities. This collaborative, reflective research contributes to the ongoing debate on IHE's impact on equity, particularly regarding the potential exacerbation of global disparities through internationalization at a distance. In this collaborative research, the authors attempt to answer the question: 'How do experiences under internationalization at a distance compare to or diverge from the experiences of geographically mobile students?' By adopting counter-storytelling as the interpretive framework, this collaborative, reflective paper hopes to amplify and validate the stories of international students from the Global South and how they, the authors, experience internationalization at a distance in their doctoral education. The nuanced findings inform institutional policies promoting more equitable and inclusive practices in international higher education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460835
Database: ERIC
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  Value: <anid>AN0183820162;58i01mar.25;2025Mar20.07:14;v2.2.500</anid> <title id="AN0183820162-1">A critical look at equity in international doctoral education at a distance: A duo's journey </title> <p>This collaborative, reflective research paper delves into the doctoral socialization experiences of two international students navigating pre‐ and postrelocation realities amid COVID‐19 complexities. The authors juxtapose our journeys in the Global South (pre‐relocation) and the Global North (postrelocation), scrutinizing learning outcomes, access to resources and academic and professional opportunities. Through journaling and deep self‐reflection, this research illuminates stark disparities in educational accessibility, mainly rooted in the undeniable global technological divide. In this collaborative, reflective paper, my colleague and I unveil the unique challenges of distance learning, highlighting the resulting academic isolation and inequitable doctoral socialization experiences. Furthermore, the study reflects on the disproportionate access to academic and professional growth opportunities accompanying geographical mobility, emphasizing educational success and capacity‐building inequities. This collaborative, reflective research contributes to the ongoing debate on IHE's impact on equity, particularly regarding the potential exacerbation of global disparities through internationalization at a distance. In this collaborative research, the authors attempt to answer the question: 'How do experiences under internationalization at a distance compare to or diverge from the experiences of geographically mobile students?' By adopting counter‐storytelling as the interpretive framework, this collaborative, reflective paper hopes to amplify and validate the stories of international students from the Global South and how they, the authors, experience internationalization at a distance in their doctoral education. The nuanced findings inform institutional policies promoting more equitable and inclusive practices in international higher education. Practitioner notesWhat is already known about this topic (internationalization at a distance [IaD]) IaD enables students from diverse geographical locations to access educational resources and opportunities without physical relocation, promoting inclusivity and global participation.IaD offers flexible learning options that cater to diverse schedules and personal circumstances, allowing learners to balance academic pursuits with other commitments.IaD can reduce costs associated with traditional education, such as travel, accommodation and living expenses, making higher education more accessible and affordable for students from economically disadvantaged backgrounds.What this paper adds Documents the structural challenges inherent in IaD, particularly through the lens of North African women international doctoral students, offering nuanced insights into their experiences amid and after the COVID‐19 pandemic.Provides a detailed exploration of the mental and emotional toll of remote learning on distant learners, highlighting specific challenges such as isolation and feelings of academic inadequacy, which are often overlooked in traditional narratives of educational equity.Offers actionable recommendations for policy and institutional change aimed at improving support systems and enhancing educational equity for international students based on the documented experiences and challenges highlighted in the study.Implications for practice and/or policy Advocate for investments in digital libraries and partnerships with global repositories to improve access to educational resources for international students, particularly those from the Global South.Promote development programmes to integrate diverse perspectives and culturally responsive pedagogies into curriculum design and teaching practices to enhance inclusivity and support diverse student populations.Encourage the implementation of policies that support mental health and well‐being among international students, including virtual counselling services, mentorship programmes and flexible learning options tailored to diverse time zones and personal circumstances. These measures aim to mitigate the challenges exacerbated by IaD and promote equitable educational opportunities globally.</p> <p>Keywords: equity; global north; global south; higher education; internationalization at a distance; reflection</p> <hd id="AN0183820162-2">INTRODUCTION</hd> <p>The internationalization of higher education (HE) has long been heralded as a pathway to global knowledge exchange and scholarly collaboration (De Wit & Altbach, [<reflink idref="bib7" id="ref1">7</reflink>]). However, the onset of the COVID‐19 pandemic has drastically altered the landscape, offering a temporal context for amplifying the already‐existing infrastructural inequities in technology between the Global North and the Global South. International students at a distance (IaD), particularly those from the Global South, often experience those inequities, which are frequently rendered invisible in conventional narratives of internationalization (Maleku et al., [<reflink idref="bib17" id="ref2">17</reflink>]). This reflective paper documents the structural inequities experienced by two African women doctoral students before and after relocating to the United States.</p> <p>Despite the proliferation of online learning platforms and digital resources, a significant technological divide persists between the Global North and the Global South (Banda & Ndofirepi, [<reflink idref="bib1" id="ref3">1</reflink>]). This divide affects the quality of education students from the Global South receive and impedes their academic and professional growth. The disparities in access to resources and the isolation inherent in distance learning create a starkly inequitable academic environment. These inequities are further compounded by the broader socio‐political context, where students from marginalized backgrounds face systemic barriers that hinder their academic success and social integration.</p> <p>In this study, we attempt to answer the question: '<emph>How do experiences under internationalization at a distance (IaD) compare to or diverge from the experiences of geographically mobile students</emph>?' We reflect on our experiences as two North African women navigating the early stages of our doctoral education remotely or at a distance. Through self‐reflection and dialogical journaling, we highlight the structural inequities shaping our educational journeys (Jurado de Los Santos et al., [<reflink idref="bib15" id="ref4">15</reflink>]). This study examines how remote and mobile student experiences differ, aiming to inform institutional policies and practices in international HE and promote more inclusive environments for IaD students.</p> <hd id="AN0183820162-3">POSITIONALITY STATEMENT</hd> <p>We reflect on our experiences as two Egyptian, Arab bilingual women from North Africa pursuing doctoral degrees in the United States, documenting how our identities shape our approach to this research. As Global South international students, we aim to amplify voices like ours, often marginalized in academia. Sharing our stories, we highlight the unique challenges of distance learners and strive to spark conversations on fostering inclusion and compassion for future international women in academia.</p> <hd id="AN0183820162-4">Author 1</hd> <p>My name carries the weight of heritage—a beautiful Arabic word imbued with the promise of heavenly blessings, existing only in the plural. It reflects the communal spirit that defines my Egyptian identity. I arrived in the United States as an <emph>international student</emph> pursuing a doctoral degree in education. This moniker fails to capture the complexity of my identity and the richness of who I am. The US Census Bureau may classify me as White for being from the Arab and North African region, but this designation rings hollow in the face of my lived experiences. Within Western academia, I navigate the complexities of my multidimensional identity—an identity that places me squarely within the category of Woman of Colour. This reality brings the harsh realities of marginalization and the sting of 'othering'. Despite the privilege of pursuing a doctoral degree here, I find myself straddling contested spaces of privilege and disempowerment. I navigate these complexities through sheer resilience, unwavering perseverance and a deep well of faith. This collaborative research transcends mere academic inquiry for me; it fulfils a profoundly personal need and allows me to finally give voice to a narrative that might otherwise remain buried.</p> <hd id="AN0183820162-5">Author 2</hd> <p>My name embodies the poetic essence of my Arabic roots, symbolizing beauty, kindness and strength—a testament to my Egyptian heritage and Arabic identity that fills me with pride. Relocating to the United States, however, placed me in a social landscape where questions of race and group affiliation often overshadowed my true self. I encountered expectations and labels that defined me by race, marking me as an '<emph>International Student from Global South Student</emph>', an '<emph>Other</emph>,' a '<emph>Non‐Resident Alien</emph>' or a '<emph>Woman of Color</emph>.' These labels imposed limitations on my opportunities as a student and failed to capture the full spectrum of my identity, underscoring the inadequacies of racial categories. They constantly reminded me of the persistent struggle to be seen for who I am beyond surface identifiers like skin colour. This experience deepened my awareness of challenges faced by marginalized groups and my place within minority communities in the Global North. I have come to understand myself through a broader lens—not as disabled by physical or mental impairment, but by societal constraints. This realization expanded my understanding of the power of determination, solidarity and the strength of our voices in driving meaningful change.</p> <hd id="AN0183820162-6">REVIEW OF LITERATURE</hd> <p>The literature on international HE (IHE) is vast and growing. We synthesized relevant literature into two sections.</p> <hd id="AN0183820162-7">Internationalization of HE</hd> <p>A wealth of literature examines and critiques institutional practices of the internationalization of HE (De Wit & Altbach, [<reflink idref="bib7" id="ref5">7</reflink>]). However, having a unified definition of what IHE is or should be has witnessed paradigm shifts in response to the ever‐changing landscape of the needs and challenges on both the global and national levels (De Wit & Merkx, [<reflink idref="bib8" id="ref6">8</reflink>]). Despite these changes, broad scholarly agreement exists that IHE emerged as a response to globalization, addressing the growing demand for knowledge exchange and academic collaboration beyond the mere exchange of goods. IHE fosters structured partnerships between Global North and South institutions, advancing mobility, knowledge and collaboration. Institutional efforts to internationalize HE expand beyond traditional practices to include the creation of research centres that facilitate joint research and knowledge production (Filippov, [<reflink idref="bib11" id="ref7">11</reflink>]). Additionally, IHE includes non‐traditional approaches, such as internationalizing the curriculum to incorporate diverse, cross‐cultural perspectives.</p> <hd id="AN0183820162-8">IaD</hd> <p>IaD is an innovative model of internationalizing education to harness technology and revolutionize HE, fostering transnational learning experiences (Muftahu et al., [<reflink idref="bib22" id="ref8">22</reflink>]). IaD aims to transcend the geographical limitations of traditional internalization, blurring the lines with the philosophy of internationalization at home by expanding access to HE and enabling intercultural learning through digital platforms (Rubin‐Oliveira & Costa, [<reflink idref="bib24" id="ref9">24</reflink>]). IaD supports initiatives such as online programmes, blended learning and virtual exchange by facilitating interaction among geographically dispersed students, faculty and institutions. This approach offers a compelling avenue for promoting global knowledge exchange and fostering intercultural competencies (Bruhn‐Zass, [<reflink idref="bib5" id="ref10">5</reflink>]). However, the challenges of IaD go beyond cultural differences or language barriers. Institutional efforts also need to grapple with fostering educational equity for students who might be at a disadvantage in navigating academic programmes at a distance.</p> <hd id="AN0183820162-9">Educational equity as a paramount challenge of IaD</hd> <p>Educational equity ensures all students, regardless of background, have access to resources and opportunities for academic success by addressing systemic inequalities and tailoring resources to diverse needs. This approach removes barriers related to gender, ethnicity or socio‐economic status, fostering inclusivity in literacy and numeracy (Field et al., [<reflink idref="bib10" id="ref11">10</reflink>]). It aligns with social equity goals and international initiatives like Education For All (EFA) and Sustainable Development Goals (SDGs), recognizing qualifications globally and aiding refugees and migrants (UNESCO, [<reflink idref="bib27" id="ref12">27</reflink>]). Educational equity contributes to a more inclusive, competitive and cohesive society, which is crucial for economic growth and social cohesion by providing employability skills, reducing unemployment, promoting healthier lifestyles and increasing democratic participation (Banks, [<reflink idref="bib2" id="ref13">2</reflink>]). Despite its benefits, inequities for students from the Global South are exacerbated by technological barriers like unreliable Internet and limited device availability, cultural and social isolation, language barriers and lack of localized content (Ge, [<reflink idref="bib12" id="ref14">12</reflink>]).</p> <hd id="AN0183820162-10">METHOD</hd> <p>We employ a self‐reflexive approach to document our experiences as international women students from the Global South navigating doctoral studies in the United States amid COVID‐19 and visa challenges. This approach centres on introspection and critical examination of our narratives through journaling and self‐interviewing, methods rooted in reflexive research that foreground researcher positionality and lived experience as vital sources of knowledge (Berger, [<reflink idref="bib3" id="ref15">3</reflink>]; Etherington, [<reflink idref="bib9" id="ref16">9</reflink>]; Pillow, [<reflink idref="bib23" id="ref17">23</reflink>]).</p> <hd id="AN0183820162-11">Journaling process</hd> <p>To capture the immediacy of our experiences, we maintained individual journals over 5 months, with bi‐weekly entries guided by reflective prompts. These prompts encouraged deep reflection on personal experiences, challenges and emotions while situating them within larger social and institutional contexts. The journaling process emphasized flexibility, allowing space for unstructured insights to emerge alongside the guided reflections. Details of this process are provided in Appendix A.</p> <hd id="AN0183820162-12">Self‐interviewing process</hd> <p>Self‐interviewing complemented journaling by offering a structured and interactive method to explore evolving themes in greater depth. Monthly self‐interviews were conducted using a set of predesigned questions (see Appendix A) inspired by feminist standpoint theory. These sessions were recorded, transcribed and analysed individually and collaboratively to ensure rich data generation and validation.</p> <hd id="AN0183820162-13">Data analysis</hd> <p>Our analysis followed a systematic, recursive process to ensure rigour and depth. Initially, journaling entries and self‐interview transcripts were individually coded, identifying emergent themes that spoke to our individual and collective experiences. We then applied thematic analysis (Braun & Clarke, [<reflink idref="bib4" id="ref18">4</reflink>]) to structure our interpretations, refining themes through collaborative sessions. We maintained recursiveness by revisiting raw data iteratively, ensuring that emergent insights remained grounded in lived experiences while aligning with feminist theoretical principles. A detailed step‐by‐step breakdown of our analytical approach is available in Appendix A.</p> <p>This methodological framework, rooted in feminist principles, values the subjective and emotional dimensions of our experiences, offering a lens to understand the intersectional challenges that Global South students face (Harding, [<reflink idref="bib14" id="ref19">14</reflink>]; Smith, [<reflink idref="bib25" id="ref20">25</reflink>]).</p> <hd id="AN0183820162-14">INTERPRETIVE FRAMEWORK</hd> <p>We adopt counter‐storytelling as our framework to understand, contextualize and interpret our experiences, disrupting hegemonic narratives that often maintain inequities. This method amplifies voices historically silenced from mainstream discourse (Miles, [<reflink idref="bib20" id="ref21">20</reflink>]), providing a platform for sharing realities and fostering empathy (Solórzano & Yosso, [<reflink idref="bib26" id="ref22">26</reflink>]). It empowers communities, particularly women of colour and marginalized students, to reveal the complexities of lived experiences (hooks, [<reflink idref="bib13" id="ref23">13</reflink>]), challenge power structures and promote an equitable discourse (Verjee, [<reflink idref="bib28" id="ref24">28</reflink>]). Counter‐storytelling gains added significance when viewed through a decolonial lens, as it works to dismantle colonial frameworks that continue to shape social, political and cultural dynamics. This approach serves as a tool for resistance and reclaiming agency, allowing marginalized communities to challenge and reshape the dominant narratives imposed by colonial powers (Mignolo, [<reflink idref="bib19" id="ref25">19</reflink>]).</p> <p>This framework also catalyses social change by prompting critical reflections on institutional power dynamics, potentially leading to transformative, justice‐oriented outcomes. Documenting our stories as international students through counter‐storytelling, we validate each other's perspectives, gaining deeper insights into the structures influencing our experiences and situating our journeys within broader educational and institutional contexts.</p> <hd id="AN0183820162-15">FINDINGS</hd> <p>We begin by individually expressing our <emph>experiences with IAD</emph>, highlighting our unique challenges and insights. Then, we merge our reflections to present <emph>a collective narrative</emph>, capturing our shared experiences after relocating to the United States.</p> <hd id="AN0183820162-16">IaD experience</hd> <p></p> <hd id="AN0183820162-17">Author 1</hd> <p>In early February 2020, I received an email inviting me for an interview with a faculty member at the PhD programme I applied for. Joy and excitement are an understatement of how I felt reading that email. I responded promptly. After the interview, another email congratulated me on my acceptance, complete with a full Graduate Research Assistantship (GRA). I jumped into overwhelming happiness. I read the email often to ensure I understood correctly or that it was not a hallucination due to my deep desire and long wait to be accepted into a PhD programme in my field. A few weeks after signing the acceptance letter, COVID‐19 hits and paralyses the world. Institutions fluctuated in their responses to the pandemic; however, by the summer of 2020, the shift to virtual learning was announced, which did not allow me to be a resident international student.</p> <p>August 2020 came, and my first semester as an international student in my PhD programme began, yet at a distance. A mixture of conflicting emotions filled me—the gratitude and joy of pursuing a doctoral degree and the frustration accompanying virtual learning and limited social interactions with cohort mates and professors. This meant a weakened sense of belonging to the programme and limited resource access. I spent the first year of my PhD programme far from my home country. This reality presented some unique challenges that sometimes yielded negative feelings of anger, frustration and disappointment and weakened self‐esteem as a rising scholar. In the following, I try to make meaning of my experience as an international graduate student at a distance before relocating to the United States and comparing it to my experience as a resident international student. I organized my story into two themes, highlighting major dimensions of my experience as an international student at a distance.</p> <hd id="AN0183820162-18">Hitting dead end: Contemplating free labour over lost opportunities</hd> <p>As I reflected on my first year as a doctoral student who has been awarded a GRA, a central question emerged: <emph>how did my status as an international student, physically distant, impact my experience as a graduate research assistant (GRA)?</emph> Unravelling this question required revisiting a period marked by significant challenges for me. Being new to the university and the programme and the intricacies of navigating and orienting myself with an added layer of administrative procedures special for international students formed a steep learning curve. What further complicated this was the weight I carried of the need to establish myself in my new environment: The novelty of being an international student yielded constant pressure to prove my scholarly potential to my professors and cohorts. Driven by the desire to learn, grow and build my scholarly identity through my doctoral education, I hesitated to decline to work on research opportunities with my professors after being informed that I could not be compensated for my work. Caught between my ambition and the imposed realities of my situation back then, I found myself navigating a rising internal conflict so intense that it formed the core of my experience as an international African doctoral woman student. The following excerpt explores how I was navigating my status as an international student from afar in relevance to my GRA role:</p> <p>Fall 2020 marked the enthusiastic beginning of my Ph.D. journey. But the pandemic's unforeseen grip on the world forced a complete shift to virtual learning. As an international student forced to be at a distance and denied the opportunity to relocate for my education during COVID‐19, this meant reconciling my academic aspiration with a seven‐hour time difference. Midnight classes became a bizarre normalcy yet a testament to my commitment to learning and growth.</p> <p>However, the real source of my disappointment lay in my GRA. After being accepted and awarded a full‐board GA ship, I was informed that my physical location outside the US rendered me ineligible for the promised GA stipend. I was further informed that the university needed more infrastructure to compensate international graduate students working remotely outside the US. This presented a stark choice for me: defer or decline to work on research projects or contribute with uncompensated labor.</p> <p>The frustration was palpable. Not only was the financial security of the GAship seemingly revoked and less protected, but the notion of 'free labor' felt dismissive of the academic value I brought. Yet, as a first‐year student, the allure of academic experience outweighed my initial apprehension. I dove into my research tasks, I couldn't decline or defer taking part in research projects that would make up my scholarly capital. While the sense of unfair treatment lingered, the blame felt misplaced. The pandemic had created an exceptional circumstance that was too challenging to handle perfectly or even justly.</p> <p>Despite my immense gratitude for the initial GAship offer, I felt disappointed. The university's reluctance to navigate these logistical hurdles and find a solution, acknowledging my contributions, left me feeling somewhat let down by the institution in which I sought to excel.</p> <p>Earning a place in a US doctoral programme felt like a triumph—a gateway to Western academia I had long aspired to access. However, this initial elation soon collided with a harsh reality. As an international student thrust into a virtual learning environment by the pandemic, I found myself physically distant and financially disadvantaged. The GRA, integral to my scholarly development, was inaccessible due to my location. This unexpected hurdle sparked a potent internal conflict. I was privileged to be part of this esteemed programme and institution, yet simultaneously disempowered by my ability to build research capacity—the foundation of my doctoral journey.</p> <p>The first year became a balancing act between two worlds. The excitement of embarking on this academic adventure in the United States battled with the reality of being grounded in my home country of Egypt. The pandemic, an unexpected force none of us were prepared for, changed the course of my PhD journey that I had envisioned to be smoother. Disappointment and resentment at times, accompanied by a sense of overwhelm and loneliness in navigating all these layers of institutional disruption caused by the pandemic, all became unavoidable and unwelcome sentiments hovering over the first year of my doctoral journey.</p> <hd id="AN0183820162-19">Squeezed in a tightrope: The fear of being ' less '</hd> <p>As I dig deeper into my memories of my first year as a PhD international student at a distance in a Global South country, I am inevitably reminded of the persistent technical challenges that marked that period. Paramount among them was the frustratingly unreliable Internet connection, not just in my building but seemingly pervasive across the entire country. Egypt's underdeveloped Internet infrastructure hindered the full integration of technology in education, and unfortunately, this national issue became a personal obstacle in my PhD journey. Although plain and straightforward, I ask myself: <emph>How specifically did the fragile Internet infrastructure of the country impact my learning in my first year of the doctoral program?</emph> Pondering this question, the following exploration provides a concrete example of the challenges I encountered regarding unstable Internet connectivity and how I navigated them while resisting the feeling of being deficient or lacking.</p> <p>The first year of my PhD program was a constant battle with internet connectivity in my home country. Securing a stable connection for Zoom classes meant pleading with family members to stay offline for over two hours during class meetings, and uploading assignments felt like crossing a minefield. With my home internet unreliable, I often resorted to late‐night visits to internet cafes, frantically editing documents on rented computers before the clock ran out. This struggle was a constant undercurrent to my initial euphoria at being accepted into the program.</p> <p>Gratitude for the opportunity to pursue my PhD at a prestigious US institution initially fueled me. It felt like a dream come true, overshadowing the challenges. Yet, a gnawing sense of isolation crept in. Witnessing my cohort mates, even virtually, access campus resources—libraries, labs, and casual interactions—highlighted the limitations of my remote experience. My overwhelming gratitude for this opportunity, a dream I had chased for years, initially masked the feeling of inadequacy. I was a remote student juggling unreliable technology while my cohort mates seamlessly accessed campus resources.</p> <p>The fear of being perceived as 'less than' kept me silent. I convinced myself that voicing my challenges—requesting extensions due to internet issues and explaining the challenges of remote participation—would make me seem unprepared. The fear of being judged as deficient, the sole student battling such obstacles, kept me from reaching out. Despite this internal struggle, the gratitude that fueled my initial acceptance remained. It morphed into a fierce determination. The late‐night internet cafes became my makeshift workspace, and the pixelated faces on Zoom were my support system. Each hurdle navigated, each deadline met, was a testament to that unwavering resolve.</p> <p>My story is not just about the technical hurdles. It is about the emotional toll of pursuing a doctoral degree from a distance. It is about the imposter syndrome, the constant feeling of being behind and the fear of not being good enough. The imposter syndrome I developed during the first year of my PhD programme persisted even after I relocated to the United States a year later. Although I could enjoy the resources offered by my university to facilitate my learning and immersion into the programme while I was studying in my home country, I started to question whether I deserved to be in this place altogether. Despite my ability to navigate the frustrating challenges at home, I was the one who perceived me as deficient and lacking.</p> <hd id="AN0183820162-20">Author 2</hd> <p>In April 2020, pursuing a PhD took immense significance in my life. I found a doctoral programme at a prestigious US university perfectly aligned with my research interests. The timing felt serendipitous as the world stood still under the COVID‐19 lockdown. In June 2021, I reached out to my advisor, and our shared passion for research created an instant connection, reinforcing my determination to this path. I submitted my application by year's end, eagerly awaiting the outcome. Finally, in April 2022, I received the long‐awaited acceptance letter despite delays caused by the university's transition back to in‐person communication after the pandemic. Knowing I needed to relocate to the United States by late August, I earnestly prepared to complete the necessary paperwork, allowing me to commence my course selection in collaboration with my advisor.</p> <p>This period also marked a significant milestone as I was honoured with a GRA. The rigorous online interview process filled me with a profound sense of accomplishment and excitement, validating my dedication and hard work. However, being an international student from the Global South, I faced a daunting challenge that threatened to cast doubt on my ability to join the campus as planned. Despite this setback, I found solace in the unwavering support my employer, advisor and college staff extended to me. Together, they guided me through official policies, allowing me to defer my studies and my employer ensured that I could work remotely to sustain my assistantship and funding opportunities. Although dropping the courses I had already started was emotionally challenging and painful, I persevered, continuing to work online while grappling with uncertainties about relocating to the United States. Finally, in late January 2023, a moment of pure ecstasy washed over me as I finally took my flight to the United States, ready to embark on the long‐cherished dream of pursuing a PhD. What follows is a narrative that delves into the challenges faced, solace found and personal growth experienced throughout my journey of doctoral pursuit.</p> <hd id="AN0183820162-21">Stuck in transition: Navigating uncertainty and finding a way forward</hd> <p>As the clock struck midnight on the last day of February 2020, little did I know that March would bring a storm of uncertainty. The COVID‐19 epidemic quickly morphed into a global health emergency, shaking the very foundations of our lives. This turbulent period has disrupted my academic plans, leaving me uncertain and stuck. In the following excerpts, I delve into these unprecedented emotional and educational ramifications.</p> <p>I felt the weight of the situation pressing down on me, overwhelmed by the emotional turmoil of virtually defending my MA thesis. The absence of those tangible, celebratory moments—like taking a group photo with my committee—left me longing for the experience I had envisioned to mark this important milestone. Adding to the disappointment, my plans to present my research paper at the CIES were abruptly canceled, and the start of my Ph.D. journey was placed on hold, like a bookmarked chapter in a story waiting to be revisited.</p> <p>Despite the abrupt halt in my academic journey, my passion for education remained undeterred. Education, for me, is a transformative journey that shapes my very existence. Yet, being confined within four walls felt like having my wings clipped as I yearned for the expansive sky of learning. To satiate my thirst for knowledge, I turned to asynchronous MOOCs, which became lifelines amid the turbulence of the pandemic. These courses, though, provided the flexibility and resources to continue my educational pursuits, I soon realized they lacked the interactive engagement essential for deep learning and community building. Each student became an isolated island, disconnected from the dynamic exchanges, passionate debates, spontaneous questions, and collective insights that once thrived in physical classrooms.</p> <p>This phase of remote learning revealed the complexities of educational dynamics, particularly during times of crisis. Reflecting on this period, I often asked myself: <emph>How did I adapt to the sudden shift in my educational journey? Did I sustain my enthusiasm and commitment to learning despite the overwhelming odds stacked against me?</emph> The answer lies in my relentless pursuit of knowledge and resilience in the face of unprecedented challenges.</p> <p>As the world gradually transitioned into the postpandemic era, I dared to dream again, embarking on a transformative journey to pursue my PhD in the United States. Fuelled by a renewed passion for education and a desire to immerse myself in the enriching experience of in‐person learning, I envisioned engaging in vibrant discussions, collaborating with renowned scholars and pushing the boundaries of knowledge. This new chapter represented not just a continuation but a significant leap in my educational odyssey, embodying my commitment to academic excellence and personal growth.</p> <hd id="AN0183820162-22">Dreams deferred: Isolation and moments of solace</hd> <p>The prospect of studying at a prestigious US university filled me with excitement and ambition, seeing it as a pivotal moment to fulfil my long‐held aspiration and elevate my career to new heights. However, the journey ahead was marred by unexpected obstacles beyond my control and the university's. My aspirations were abruptly met with a frustrating roadblock: prolonged delays in securing my legal student status became a source of uncertainty, leaving me grappling with unanswered questions and emotional turmoil, as I recount in the following excerpts.</p> <p>Looking back on that time, I vividly recall the emotional storm that descended upon my dreams. The process of obtaining my legal status became a source of frustration and uncertainty, with each passing day becoming an agonizing wait as I anxiously awaited news on the fate of my status. The once‐bright skies of opportunity darkened, and I was adrift in a vast expanse of unanswered questions. My student status process remained shrouded in mystery, and I felt my plans were being mercilessly tossed in the turbulent winds of a storm, threatening to capsize my aspirations.</p> <p>The stress permeated every aspect of my life. The emotional strain of the delayed process manifested physically, leading to hair loss, sleepless nights, and a loss of appetite. Anxiety became a relentless companion as I grappled with the invisible forces that seemed to be holding my aspirations captive. Each passing day without news intensified the pressure, and I found myself battling both emotional and physical exhaustion.</p> <p>As the period of uncertainty lengthened, the emotional toll deepened. The initial hope that fuelled my ambition slowly transformed into desperation. The lack of news regarding my status exacerbated feelings of powerlessness. While the support from college faculty and staff provided some solace, the physical distance from the campus and the inability to commence my studies in person felt like an insurmountable barrier. This waiting period of uncertainty tested my resilience in ways I had never imagined, significantly impacting my mental health, as I will elaborate on next.</p> <p>The pervasive sense of alienation I experienced was stifling. Every virtual interaction with my peers and professors was a painful reminder of the opportunities I was denied. I longed for the personal connections and immersive experiences that my classmates could enjoy. It felt like I was trapped behind a screen, my access to this transformative journey seemingly revoked by forces beyond my control. The lack of personal interaction and the inability to fully participate in the vibrant campus community only deepened my feelings of isolation.</p> <p>As time passed, new challenges emerged, further compounding my sense of isolation. Time zone differences felt like vast oceans separating me from immediate responses, leaving me adrift on a raft amid the turbulent waves of academia, intensifying my feelings of powerlessness. In Egypt, the Internet infrastructure could be more reliable, plagued by frequent power outages and spotty connectivity. This further exacerbated the difficulties faced by international students like me, as described next.</p> <p>Sustaining a strong Wi‐Fi connection for synchronous classes and meetings became an ongoing challenge. In my time zone, classes started at midnight, leaving me exhausted and struggling to stay alert during what should have been my sleeping hours. Connectivity issues often forced me to rely on my cell phone hotspot, resulting in excessive costs without guaranteeing reliable internet access.</p> <p>I often felt 'less than' my peers with stable, high‐speed internet access. This compounded my feelings of isolation and disconnection from the university community. One of the most challenging aspects was the loss of in‐person interaction with my cohort and professors. Building relationships and rapport became nearly impossible through a screen. I felt utterly disconnected from the academic community I had been so eager to join. The lack of networking opportunities and the struggles to recreate the vibrant campus life digitally only heightened my feelings of exclusion, leaving me with a lingering sense of falling behind.</p> <p>Additionally, accessing resources such as books proved problematic, often requiring hard copies that were expensive and difficult to obtain in Egypt compared to the US. This unprecedented situation has taken a profound toll on my mental health, my academic progress, and my prospects. I have been doing my best to persevere, but the cumulative weight of these challenges has proven overwhelming.</p> <p>Being an international student forced to remain at a distance, I embarked on a more individualized struggle. My challenges were no longer part of a global narrative but were deeply personal and specific to my circumstances. The physical distance from my support system only exacerbated the feeling of isolation, making it harder to find solace and reassurance in difficult times. The sense of isolation was more acute as I found myself physically distant from the support system that had once been within reach.</p> <hd id="AN0183820162-23">A collective voice of mobility</hd> <p></p> <hd id="AN0183820162-24">Less isolated, more integrated</hd> <p>After reflecting on our individual experiences as international doctoral women students at home, we now bring our voices together to share our experiences after relocating to the United States. Despite attending different universities and programmes, we noted that our learning experiences were strikingly similar, which were too stark to deny or address separately. For this, we use the following space to present those similarities and highlight how our learning experiences as mobile students in the United States differ dramatically from our experiences as international students at a distance. Sitting together, we reflected and engaged with the question: <emph>How were our experiences different as international students in the United States compared to being at home?</emph> In the following, we dive into this question not to romanticize our experiences in the United States but to pinpoint some of the structural challenges we had to endure with institutional practices of IaD, as we expressed in our narratives above.</p> <p>One of the most remarkable changes in this new phase of our life as mobile international students is the opportunity to immerse ourselves fully in the academic environment. This immersion has allowed us to engage in in‐person discussions actively, build meaningful relationships with professors and peers, and truly experience a sense of belonging within the academic community. A deep sense of purpose and connection has replaced the isolation that once weighed heavily on us. Through lively classroom debates, collaborative research projects, and participation in campus events, we have expanded our knowledge and experienced significant personal and academic growth. Campus work opportunities have further integrated us into the academic fabric, nurturing a sense of belonging that has fueled our motivation and academic persistence.</p> <p>Our relocation to the U.S. has provided us access to vital resources and learning spaces previously out of reach. Institutional funding enabled us to attend and present at academic and professional conferences, opportunities that had been limited while we were studying from a distance. We now have easy access to books and other resources needed for coursework, which posed significant challenges when we were international students in the Global South. This newfound access and integration have allowed us to grow as early scholars and professionals, further enhancing our academic journey.</p> <p>Reflecting on our journey as international students who relocated to the United States, we were struck by the significant increase in access to resources that has shaped our experiences. Our challenges while studying at a distance have now evolved into personal and academic growth opportunities. Despite encountering new obstacles, such as financial instability, homesickness and adjusting to new work and academic environments, our learning experiences have become far more effective. The ability to engage directly with academic resources, participate in face‐to‐face discussions and establish deeper connections within the academic community has greatly enhanced our sense of belonging and purpose. These changes, while accompanied by their own set of challenges, have allowed us to thrive in ways that were difficult to achieve when we were navigating the barriers of distance and limited access to institutional resources.</p> <hd id="AN0183820162-25">DISCUSSION</hd> <p></p> <hd id="AN0183820162-26">Experiencing structural issues with IaD</hd> <p>Despite the understanding and care expressed to our circumstances, offering assistance whenever possible, our focus here is to highlight the structural issues within the institutional practices of IaD, as they manifested in our experiences in the early stages of our doctoral education. We faced significant challenges from the abrupt transition to virtual learning, often needing more preparedness. The most pressing challenges were accommodating extreme time zone differences and dealing with fragile Internet infrastructure, particularly in countries like Egypt (Choudaha, [<reflink idref="bib6" id="ref26">6</reflink>]). Additionally, this sudden shift exacerbated accessibility issues, especially when acquiring academic resources. Many essential books were either prohibitively expensive or unavailable locally, creating a persistent challenge for students like us who were expected to obtain hard copies (Rubin‐Oliveira & Costa, [<reflink idref="bib24" id="ref27">24</reflink>]). To mitigate this, we sought assistance from our university libraries, requesting access to e‐books whenever possible.</p> <p>By documenting and reflecting on these experiences, our narratives challenge the normative assumptions that IaD inherently expands access and enhances learning despite geographical barriers. Instead, our counter‐narratives highlight the complexities of IaD, particularly from the perspective of students in the Global South, who face a digital divide, weakened technological infrastructure and the unpreparedness of HE institutions to create equitable learning opportunities (Verjee, [<reflink idref="bib28" id="ref28">28</reflink>]). These challenges, although common, often felt isolating and negatively impacted our early doctoral education experiences.</p> <p>In reflecting on these experiences, we recognize our resilience and perseverance as women and students from the Global South. However, these challenges point to structural and systemic issues that must be addressed if IaD is to become a sustainable, equitable practice in HE. While we are grateful for access to doctoral programmes in the United States, these ongoing challenges compounded our sense of isolation and fragility. Despite the empathy and support we received from our learning communities, our needs as international students at a distance required more than individual understanding—they demanded severe institutional commitment to addressing these structural barriers to ensure equitable learning experiences and outcomes. We often felt unequal to our peers physically present in the United States, as they did not face the same obstacles. This disparity illuminated the need for institutions to acknowledge the weight of these challenges and commit to addressing them. Suppose IaD is to succeed in educating globally conscious scholars, educators and professionals. In that case, it must address issues of access to resources, accommodate exceptional circumstances and provide equitable learning experiences for all students. Only then can universities truly advance equity and inclusion for all students (Marangell, [<reflink idref="bib18" id="ref29">18</reflink>]).</p> <hd id="AN0183820162-27">Mental and emotional toll of IaD</hd> <p>While intended to provide a solution during unprecedented times, the transition to distance learning has unveiled a significant disparity in educational equity, particularly for international students from the Global South. Our study sheds light on the unique challenges faced by distant students, highlighting how remote learning exacerbates existing disparities and disproportionately affects our mental and emotional well‐being. Beyond the technical issues and glitches commonly associated with video conferencing, a profound sense of isolation, uncertainty and loneliness permeates our experience. Navigating a virtual landscape devoid of the physical presence of peers and faculty makes it incredibly challenging to establish connections and find a sense of belonging within our programmes. This absence of inclusion intensifies isolation, leaving us feeling like outsiders looking in on an academic community we long to be a part of. The lack of educational and community immersion further amplifies these emotions, making us feel inadequate and disconnected, contributing to feelings of detachment and inadequacy in our pursuit of knowledge. Virtual learning often restricts opportunities for active participation in discussions, critical thinking exercises and receiving personalized feedback. Research (Maleku et al., [<reflink idref="bib17" id="ref30">17</reflink>]) suggests that such limitations can harm student engagement and academic performance.</p> <p>Loneliness and social isolation, heavily documented struggles in the literature on the mental health of international students, have compounded our learning experiences at a distance (Minutillo et al., [<reflink idref="bib21" id="ref31">21</reflink>]). These challenges foster feelings of abandonment and reduced self‐confidence, ultimately impacting emotional well‐being and interpersonal connections. As international students from a distance, we have experienced these effects firsthand. The restrictions on social interaction and the challenge of adapting to new cultural norms have intensified our sense of isolation and disconnection. While these challenges are common to all students in a virtual learning environment, the situation is more challenging for international students from the Global South. Limited access to reliable Internet connectivity and resources creates additional hurdles that significantly impact our engagement and overall educational experience (Yeung et al., [<reflink idref="bib29" id="ref32">29</reflink>]).</p> <p>In conclusion, the shift to distance learning has illuminated the profound inequities faced by international students, particularly those from the Global South. Our experiences as remote learners reveal how these disparities exacerbate mental and emotional challenges. Educational institutions should address these issues to foster a more inclusive and equitable learning environment.</p> <hd id="AN0183820162-28">IMPLICATIONS AND CONCLUSION</hd> <p>To address the disparities in IaD for international students, we recommend enhancing access to digital resources by investing in digital libraries and forming partnerships with global repositories. Improving Internet support through collaborations with organizations can provide reliable Internet access and subsidized plans. Developing culturally responsive pedagogies by training faculty to incorporate diverse, culturally nuanced perspectives and epistemically plural curricula (Kumi‐Yeboah & Amponsah, [<reflink idref="bib16" id="ref33">16</reflink>]) is essential in creating a more equitable and engaging learning experience for international students from the Global South who often endure racialization and marginalization. Additionally, fostering virtual community building through social events, discussion forums and mentorship programmes can mitigate feelings of isolation. Providing accessible mental health support, such as virtual counselling and support groups tailored to international students, is crucial. Implementing flexible scheduling with asynchronous learning and multiple time slots for live sessions will accommodate different time zones. Finally, increasing scholarships and financial aid for international students from the Global South will alleviate financial burdens. By implementing these recommendations, educational institutions can ensure a more equitable and inclusive distance learning experience for all students.</p> <p>In this research paper, we attempted to answer the question, '<emph>How do experiences under IaD compare to or diverge from the experiences of geographically mobile students</emph>?' To do so, we delved into self‐reflection practices of self‐dialogical journaling to document, share and validate our individual and collective experiences as two North African women, having experienced the early stages of our doctoral education as international students at a distance. Although the circumstances that led to us having to be at a distance at the beginning of our doctoral education were unique to each of us, we endured some challenges bound by forced IaD. Some of those challenges were related to less access to learning resources and professional opportunities and feeling less immersed and included in our programmes. These challenges often leave us feeling isolated, invisible and marginalized in our programmes. We documented our experiences to showcase not only how challenging international doctoral education at a distance can be but also, most notably, to highlight our agentic resilience and perseverance in the face of these challenges that were brought upon us. This emphasis on our agency is not intended to romanticize persistence during challenging times but to not confine our experiences within deficit perception that would yield a victimizing outlook of our experiences. In articulating, sharing and validating our experiences as international students at a distance, we intentionally pinpointed how we could persist alongside addressing the challenges that presented themselves to us in the hope of contributing to ongoing scholarly conversations about potential structural and pedagogical improvements.</p> <hd id="AN0183820162-29">CONFLICT OF INTEREST STATEMENT</hd> <p>There was no conflict of interest in this work.</p> <hd id="AN0183820162-30">FUNDING INFORMATION</hd> <p>There was no funding for this study.</p> <hd id="AN0183820162-31">DATA AVAILABILITY STATEMENT</hd> <p>The journals and reflections of the authors during the self‐interviewing process are only accessible to the two authors and only shared between them to protect the privacy of their experiences.</p> <hd id="AN0183820162-32">ETHICS STATEMENT</hd> <p>Since this study is based on autoethnographic writing that draws from our personal narratives and lived experiences, it did not require Institutional Review Board (IRB) approval.</p> <hd id="AN0183820162-33">A APPENDIX DETAILED METHODOLOGICAL PROCESS</hd> <p>Journaling process</p> <p></p> <ulist> <item> <emph>Timeline</emph> : Journaling was conducted bi‐weekly for 4 months, from January to mid‐April 2024.</item> <p></p> <item> <emph>Prompts</emph>: Journaling was guided by the following reflective prompts:</item> <p></p> <item> What challenges did I face this week related to my identity or academic journey?</item> <p></p> <item> How did institutional or structural factors affect my experience this week?</item> <p></p> <item> What emotions emerged from navigating these challenges, and how do they connect to broader themes of identity, gender or power dynamics?</item> <p></p> <item> <emph>Structure</emph>:</item> <p></p> <item> Journals included structured responses to the prompts but also allowed for free‐form reflections.</item> <p></p> <item> Journals were maintained individually and reviewed collaboratively at the end of the data collection period.</item> <p></p> <item> <emph>Medium</emph>:</item> <p></p> <item> Journals were written digitally, ensuring consistent documentation and ease of analysis.</item> </ulist> <p>Self‐interviewing process</p> <p></p> <ulist> <item> <emph>Timeline</emph> : Self‐interviews were conducted monthly, totalling five sessions per participant–researcher for 2 months from April to June 2024.</item> <p></p> <item> <emph>Questions</emph>: Predesigned questions guided the interviews:</item> <p></p> <item> How do I perceive my evolving identity as an academic from the Global South?</item> <p></p> <item> How have gender and power dynamics shaped my experiences in academia?</item> <p></p> <item> In what ways have visa and institutional challenges affected my academic and personal growth?</item> <p></p> <item> <emph>Format</emph>:</item> <p></p> <item> Interviews were not recorded, but the researchers took notes and used the Google Docs speech‐to‐text feature to document their answers to the structured, redesigned questions.</item> <p></p> <item> Questions allowed flexibility for follow‐up thoughts or additional reflections.</item> </ulist> <p>Data analysis</p> <p>Phase 1: Individual coding</p> <p></p> <ulist> <item> Initial coding of journal entries and interview transcripts was conducted independently by each researcher, using a combination of deductive and inductive approaches.</item> <p></p> <item> Preliminary codes were aligned with feminist standpoint theory and thematic analysis principles.</item> </ulist> <p>Phase 2: Collaborative thematic development</p> <p></p> <ulist> <item> The participant–researchers convened to discuss initial codes and identify commonalities, discrepancies and emerging themes.</item> <p></p> <item> Themes were refined and categorized into broader analytical constructs, such as 'emotional resilience' and 'institutional barriers'.</item> </ulist> <p>Phase 3: Recursive analysis</p> <p></p> <ulist> <item> Raw data were revisited to ensure alignment between themes and lived experiences.</item> <p></p> <item> Additional rounds of analysis were conducted to address contradictory or unclear themes.</item> </ulist> <p>Ethical considerations</p> <p></p> <ulist> <item> Reflexivity was practised consistently, with researchers acknowledging and documenting their biases and positionalities during coding and theme development.</item> </ulist> <ref id="AN0183820162-34"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref3" type="bt">1</bibl> <bibtext> Banda, T., & Ndofirepi, E. 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  Data: <searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Programs%22">Doctoral Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+Nations%22">Developing Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Developed+Nations%22">Developed Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Internet%22">Access to Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Mobility%22">Student Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22International+Education%22">International Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Abroad%22">Study Abroad</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/bjet.13566
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0007-1013<br />1467-8535
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This collaborative, reflective research paper delves into the doctoral socialization experiences of two international students navigating pre- and postrelocation realities amid COVID-19 complexities. The authors juxtapose our journeys in the Global South (pre-relocation) and the Global North (postrelocation), scrutinizing learning outcomes, access to resources and academic and professional opportunities. Through journaling and deep self-reflection, this research illuminates stark disparities in educational accessibility, mainly rooted in the undeniable global technological divide. In this collaborative, reflective paper, my colleague and I unveil the unique challenges of distance learning, highlighting the resulting academic isolation and inequitable doctoral socialization experiences. Furthermore, the study reflects on the disproportionate access to academic and professional growth opportunities accompanying geographical mobility, emphasizing educational success and capacity-building inequities. This collaborative, reflective research contributes to the ongoing debate on IHE's impact on equity, particularly regarding the potential exacerbation of global disparities through internationalization at a distance. In this collaborative research, the authors attempt to answer the question: 'How do experiences under internationalization at a distance compare to or diverge from the experiences of geographically mobile students?' By adopting counter-storytelling as the interpretive framework, this collaborative, reflective paper hopes to amplify and validate the stories of international students from the Global South and how they, the authors, experience internationalization at a distance in their doctoral education. The nuanced findings inform institutional policies promoting more equitable and inclusive practices in international higher education.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1460835
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1460835
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjet.13566
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 834
    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Doctoral Programs
        Type: general
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Developing Nations
        Type: general
      – SubjectFull: Developed Nations
        Type: general
      – SubjectFull: Information Technology
        Type: general
      – SubjectFull: Access to Internet
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Capacity Building
        Type: general
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Educational Experience
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Student Mobility
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: International Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Study Abroad
        Type: general
    Titles:
      – TitleFull: A Critical Look at Equity in International Doctoral Education at a Distance: A Duo's Journey
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Alaa Abdelghaffar
      – PersonEntity:
          Name:
            NameFull: Lamiaa Eid
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0007-1013
            – Type: issn-electronic
              Value: 1467-8535
          Numbering:
            – Type: volume
              Value: 56
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: British Journal of Educational Technology
              Type: main
ResultId 1