Exploring African international students’ expectations, intercultural citizenship development and future vision at an English medium university in Kazakhstan

This chapter presents a qualitative study, guided by a poststructuralist framework, examining the international educational experiences of eight African master’s students at a highly selective English-medium university in Kazakhstan. The study explores their motivations for studying in Kazakhstan, expectations of the host country and institution, development of intercultural citizenship, and post-graduation aspirations. Data were collected through two rounds of semi-structured interviews. Findings reveal that participants were drawn to the university due to fully funded scholarships, including tuition waivers, stipends, and free on-campus housing, alongside the institution’s reputation, English-medium instruction, and positive feedback from peers. However, the absence of pre-departure guidance and inadequate early-stage orientation led to unclear expectations. While participants expressed general satisfaction with the quality of education, they faced significant challenges, including linguistic barriers with local languages (Kazakh and Russian), limited diversity among international students, restricted access to part-time employment, minimal intercultural events, and incidents of racism. These factors hindered the development of their intercultural citizenship and resulted in a general reluctance to remain in Kazakhstan after graduation. The study highlights the need for enhanced institutional support, pedagogical interventions, and collaborative efforts among higher education, labour, and immigration ministries to address international students’ needs, combat racism, and foster inclusivity.