The missing social-emotional dimension of internationalization

Abstract

The rapid increase in international student recruitment in South Korea has raised concerns about social-emotional support within higher education institutions (HEIs). While research emphasizes academic adjustment and cultural adaptation, less attention has been given to how institutional policies shape international students' bicultural identity development. Therefore, this study examines how policy discourse in a Korean HEI supports or constrains such development through the lens of social and emotional learning (SEL). Drawing on Berry's acculturation model and the bicultural identity integration (BII) framework, this study uses critical discourse analysis (CDA) to examine three types of institutional documents. The findings indicate that despite program-level initiatives supporting students’ well-being, policy discourse prioritizes institutional reputation, academic performance, and hierarchical governance, limiting student participation and cross-cultural engagement necessary for bicultural integration. The study calls for higher education policies that more explicitly incorporate SEL principles to support international students' identity formation and well-being.