Background: Globalization has transformed the higher education sector by increasing opportunities for internationalization of education. On the one hand, it has led to learning and cultural exchange. On the other hand, it has presented a challenge to adapt to the global social, cultural, and educational systems. International students are more stressed than other sojourners because of both career-related and sojourner-related challenges. On the sociocultural front, adaptation is challenging due to shifting identities, unfamiliar social and cultural norms, language skills, and separation from family and community. In this context, cultural identity - both ethnic and national - plays a central role in determining how effectively students adjust on psychological and socio-cultural levels. Yet, systematic comparisons of international and national students in these areas are limited, even though globalization is reshaping the profile of universities.
Methods: The present study was conducted with 200 international and 200 national students enrolled in various courses in various universities and higher educational institutions of Varanasi, Uttar Pradesh, India. The study employed a 2x2x2 factorial design, involving nationality (international, national), gender (male, female), and age groups (19-25 years, 26-35 years).
Results: The findings indicated that both national and international students exhibited variations in life satisfaction, self-esteem, and acculturative stress across age and gender. Regarding cultural identity (ethnic and national), differences among international student groups were not evident across age or gender.
Conclusions: The implications of these findings for national and international students are discussed in a globalized educational context.