A Systematic Review of Vietnamese International Students' Experiences in Australian Higher Education

Abstract

Vietnamese international students are among the fastest-growing international student populations in Australian higher education. Despite their increasing presence, their educational experiences remain underrepresented within the broader literature on international student mobility, which frequently treats Asian students as a homogeneous group. This systematic review synthesizes existing research concerning Vietnamese international students' academic, social, and cultural experiences in Australian universities. Guided by Berry's Acculturation Framework and Lazarus and Folkman's Stress and Coping Theory, the review examines challenges, adaptive strategies, and institutional responses documented in the literature. Following PRISMA-informed review procedures, peer-reviewed studies published between 2000 and 2024 were identified through searches of Scopus, ERIC, Web of Science, ProQuest Education Journals, and Google Scholar. Twenty-seven studies met the inclusion criteria and were subjected to thematic synthesis. Five interrelated themes emerged: (a) language barriers as multidimensional academic and communicative challenges; (b) social isolation and barriers to intercultural engagement; (c) cultural adjustment and identity negotiation; (d) adaptive coping and resilience strategies; and (e) institutional recommendations for culturally responsive support. Findings indicate that Vietnamese students experience interconnected linguistic, social, and cultural challenges that influence academic performance, well-being, and belonging. At the same time, students demonstrate considerable resilience through culturally informed coping strategies and community-based support networks. The review proposes the Vietnamese International Student Adjustment Framework (VISAF), which conceptualizes adjustment as a dynamic interaction between language competence, academic engagement, social integration, cultural adaptation, psychological well-being, academic success, and institutional support. Implications for policy, pedagogy, and student support services in Australian higher education are discussed.