ESTONIAN BUSINESS SCHOOL

Master Thesis

Challenges for international students face during their studies in

Estonia

Bilal Ahmed

Supervisor: Associate Professor Mari Kooskora, Ph.D

Tallinn 2021

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 TABLE OF CONTENTS

INTRODUCTION……...……………………………………………….3

STATISTICS OF CARD FRAUDS………………………………….....4

HOW CARD FRAUD HAPPENED……………………………………4

TYPES OF CARD FRAUDS………………….………………………..5

WHAT SHOULD YOU DO TO SAVE YOURSELF FROM CARD

FRAUD………………………..……………………………………….5

EXTRA STEPS TO MAKE SURE TO SAVE YOURSELF FROM CARD

FRAUD…………………………………………………6

WHAT MORE NEEDS TO BE DONE……………………………….7

REFERNCES………………………………………………………….8

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 Acknowledgement

Coming from the different educational background conducting this research work was an
exceptionally difficult task as this was the first experience to conduct such research work.
However, it was great learning journey, but this could have not been possible without the help of
few people.

I am extremely grateful to my supervisor Professor Mari Kooskora for guiding me throughout

this journey. Her academic experience and professionalism was really beneficial for me. Without
her advice and recommendations this journey could have not been possible.

Project could have not been possible to complete without the support of my family, specially my
parents and wife, who always stay behind me and encouraged me throughout this whole study
period.

And at last I would like to express my gratitude to the Estonian Business School for providing us
such an amazing learning experience which will assist us to excel in our professional careers.

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 Abstract

In recent times Estonia has become the favourite destination for international students for higher
education, According to studyinestonia,com(2020), Estonia hosted (5236) international students
which is much greater number as compared to (1282) ten years ago. However, international
students encounter numerous challenges during their stay in Estonia and this research paper aim
to explore the challenges that foreign students face in Estonia. During the literature review I
found many researches are conducted on international students but challenges of Estonian
international students are not covered anywhere. In recent studies Husam, Abraham (2019)
stressed that student hold necessary skills even though they encounter various problems in
foreign countries, and Jackson (2016) further said these barriers could be language and Singh
(2019) claimed that student could face various academic barriers, in addition, Cetinkaya-Yildiz
et al. (2011) pointed out students also come across psychological barriers such as anxiety and
depression. This reseach paper will investigate what are challenges of international students in
Estonia in terms of language, academic and psuchological and what kind of support from the
host university or from the local authorities is available to overcome these barriers, and provide
the recommendation how these issues can be resolved at the end.

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 INTRODUCTION

Study abroad has augmented the prominence in recent years, according to the statistics published
by (UNESCO, 2019) 5.3 million students participated in study abroad programmes in year 2019
alone. Since number of international students is mounting therefore destination options for
international studies are also expanding, United States is one of the largest hosting countries of
internal student followed by United Kingdom, China, Canada and Australia are respectively the
top five hot destinations for study abroad. Migrationportal.org (2020) stated the definition of
international students, according to UNESCO (2015), an international mobile student is an
individual who has physically crossed the border between two countries with the objective to
participate in educational activities in a destination country, where the destination country is
different from his or her country of origin.

Undoubtedly, studying abroad offer countless benefits to students, such as assisting students in
exponential personality development, mental maturity, improve critical thinking, learning new
skills, understanding cultural norms, increase chances of employability, socialising with
international friends etc. On the other hand international students contribute to the locals
economies of the host countries. Rapid growth in numbers of international student mobility is not
an accidental, however; to attract overseas students, substantial amount of efforts and resources
are consumed over the period of time Khanal (2019).

The number of international students in Estonia is also climbing every year, over the past few
years Estonia has gained the popularity as study abroad destination for international students.
Statistics published by the studyinestonia (2020) claims that in year 2020/21 Estonia hosted
about 5236 international students for various programs from Bachelor to Master and Ph.D. to
Erasmus students, currently 11.6% are the international students of degree programs in Estonia.
Growing number of foreign students in Estonia is incredible news however; there are few factors
that shall be addressed and be under consideration to develop or enhance a system that can assist
international students during their stay in Estonia. Foreign students face numerous challenges
such as academic barrier to language barrier, and psychological barriers to numerous other
barriers which will be discussed in details in this research paper.

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The motivation behind the current empirical study is to examine the major constrains
encountered by the international students in Estonia, with the objective to find out the attribute
which determines international students that attracts them to study in Estonia, moreover, this
study will reflect on the findings of available support to overcome these challenges by the host
universities or local authorities, the importance of the host institutions producing additional
resources, support and facilities for international students to eliminate those barriers cause
difficulties in their stay in Estonia. Based on the corresponding research and literature review on
various platforms the aspect of foreign students in Estonia and constrains they encounter was
clearly missing. In previous years Estonia may not be the favourite study abroad destination
however, trends seems to be changed in recent years. The research question is what challenges
international students encounter during the study in Estonia, and how they manage to overcome
these challenges with or without the assistance provided by the host universities.

First chapter of this research paper contains the theoretical framework about the foreign students’
constrains which reflects the major constrains including academic barriers, language barriers and
psychological barrier. In second chapter research methodology and material are comprises which
used in this research. Furthermore, in third chapter comprehensive analysis is performed and
discussion is evaluated, in this chapter, all data collected during the research is analysed to
produce results and discuss it further. And in last chapter is about conclusion of all the findings
and suggestions.

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 1. LITERATURE REVIEW

In recent days, students have had the interest to acquire education in international countries. It
primarily owes to developing their skills, ability and knowledge in their respective studies. While
pursuing education in international countries, students were experiencing difficulties. Hence, the
study is giving pivotal importance to the international students and their challenges in their
studies. The primary reason for choosing the topic is that recent studies emphasize international
students’ challenges in various countries. Recent studies stated the highest number of
international students acquiring higher education in Estonia (Abdulai et al., 2021; Jarvis, 2020).
However, in this work, the international students face challenges in Estonia will not be
discussed. Hence, the researcher gives importance to evaluating the constraints facing
international students in Estonia. A detailed description of international students’ challenges is
given in detail in the subsequent section.

1.1. Challenges of International Students

As per OECD 2018, 3.5 million international students are studying abroad globally OECD
(2018). Studying abroad considered being a fruitful experience for students and host countries in
the world. Alharahsheh, Pius(2020) discovered in their latest research that globally, students
prefer to pursue their education in foreign countries to meet global needs. To grab the prospects
available in foreign countries, it is vital to have subject-specific knowledge and skills. Also,
Husam, Abraham (2019) confirms that students with specific knowledge prepare for competing
at an international forum. Even though students possess skills and knowledge, they are
experiencing some potential problems. Some of the problems are language, academic and
psychological challenges. A detailed description of challenges is presented below.

1.1.1. Language Barriers

In recent findings Jackson (2016) claims that language barriers contain a barrier in recognizing
people speaking and being understood, also a barrier in recognizing the slang and jokes. Absence
of confidence in using English, the most important barrier for international students is language
proficiency (Jenkins, Boyd 2020; Esperat, Michelle 2018). Also, students found language
barriers are the major trouble for international students and hinder academic success (Bista 2018;

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Lee 2017). Singh (2019) has investigated the international student challenges from the
University of Malaysia, with the help of qualitative assessment, the study found that lack of
discipline content knowledge to commute, absence of confidence in communication, and
challenges in recognizing the lectures and oral activities in the classroom. In another study
pinpointed those linguistic constraints for Asian students in the USA are English. Students
found difficulty in recognizing lectures, especially when professors were too fast in giving
lectures. Also, they were confused about slang and idioms (Lin, Scherz 2014). Students have to
translate their academic content to their language to understand the concepts better (Hor, Jusoh
2021). Students were experiencing a high level of language speaking anxiety (Akram, Yingxiu
2019). In recent study, Cennetkuşu (2017) stated, the biggest obstacle for the students is
vocabulary, grammar, expressions, or field-related terminology, presenting ideas clearly and
smoothly. Language barriers make it difficult for the students to engage in discussion and
communicate effectively in the classroom (Aung 2019). Subsequent studies assess how
language barriers exist in other studies.

Titrek et al. (2016) reported on different challenges faced by international students in Turkey.
Qualitative research method in which semi-structured interview conducted among international
students from various universities made. The analysis showed difficulties in communication,
language, accommodation, environment, health, and social interaction activities. Hence the
author offered implications that adopting both short and long-term strategies can minimize the
challenges faced by international students.

Karkar-Esperat (2018) focuses on examining the constraints faced by international students in

American public universities. Constructivism was applied to determine the challenges
international students face in their studies. The author gathered opinions through questionnaires,
semi-structured interviews, and a focus group. It observed the barriers in English language
proficiency, isolation, lack of experience of instructors, and lack of motivation. However, the
main reason behind choosing an American public university was owing to flexibility and
convenience. Therefore, the author advised designing the courses in such a way that should
recognize the challenges from a student perspective.

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Larbi & Fu (2017) discusses the perception of international students about higher education
studies in China. Also, the author assesses the challenges faced by international students in
higher educational institutions. The study had adopted a qualitative research method in which
structured interviews were utilized for investigation. It found push and pull factors that
determine the participants to decide on making studies in China. Push factors were high cost,
unavailability of academic courses in home countries, international exposure, and
unemployment. However, pull factors were scholarship prospects, global job prospects,
university prestige, and their ranks and technological advancement. Apart from the above
factors, the most widely faced challenges were language barriers, professor and student
relationships, separation of international and Chinese students, and lack of internship prospects
for international students.

Gautam et al. (2016) discussed the international student experiences and the challenges faced in
the USA. In-depth interviews had conducted, and the sample of students was determined based
on the purposive sampling technique. Findings show that language barriers, financial barriers,
transportation, assimilation, and identity barriers. Thus, international students have to imperative
the challenges as they continue their education in the USA.

Gajjar et al. (2015) discuss the challenges faced by Indian students in the USA. Qualitative
research methods in which interviews were used. It provided an outcome that language barriers,
technical terms, and feelings of inferiority are major difficulties.

In the study, Singh (2019) has stated how reading and writing constraints affected International
students at Malaysian universities. The authors assessed the challenges through semi-structured,
in-depth and one on one interviews. From the assessment of interviews, the study had derived
out themes based on aspects like English proficiency, unorganized academic writing structure,
intentional plagiarism, proofreading and editing, translation, mismatch in academic writing
culture, the intensity of reading, lack of English language proficiency, lack of resources, short
duration to prepare the dissertation and content and English language integrated learning. Out of
the above challenges, the most significant challenges that affected students reading and writing
were a lack of English language proficiency.

Ibragimova & Tarasova (2018) states that globalization increased the number of students coming
from neighbouring countries to have education from Russian universities. While acquiring
education, students were experienced language difficulties. Hence, the study objective was to

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define the problematic areas of Russian language proficiency. The author measured the aspects
through a mixed research method. Questionnaires and interviews were used as a method to
gather the opinion of the participants. The findings of the study showed that the students faced
barriers primarily due to adaptation during their first year. It leads them to face difficulties in
academic work. Also, absence of the desire of national host students to integrate with an
international student. Finally, the study suggests that organizing language support services can
help tackle the problem at their universities.

Gebru & Kaptanoglu (2020) pointed out that international student mobility increased at a rapid
rate. Internationalizing universities have attracted students to take part in the program. Similarly,
Turkish university internationalizes their universities through policies; offer a scholarship to
attract international students. The action can be increased the number of students participating in
Turkish universities increased drastically. But the students who were practicing education at
Turkish university faced problems related to cultural, academic and language barriers. Hence,
the study focused on evaluating the challenges of international students through their experience.
Thus, the study nature was qualitative; purposive sampling was used to pick out the participants;
focus group discussion was used to gather the data from students. The findings of the study
showed that the most intense problem for international students were language barriers. It
hampered the individuals in realizing the academic capabilities in their academic life. Most of
the students were experienced isolation from the host nationals. It affected their social and their
academic lives

Much work on the potential problem of language barriers has been carried out. Still, the above-
stated authors want us to accept that the most significant barriers for international students are
language barriers or proficiency. The above-stated authors had concluded that language barriers
were the main barriers for students. Also, the study pinpointed other barriers the students
experienced while studying abroad. The authors had put forward the qualitative research
methods to measure the barriers of international students. The researcher observed that (Gajjar et
al. 2015) has assumed the general barriers were students experienced but failed to indicate the
first-semester education challenges. In such a case, (Ibid) shared their beliefs through the
outcome of qualitative research. Gautam et al. (2016) had focused on two constraints, namely
socio-economic and situational constraints. Socio-economic constraints included language,
finance, transportation, adjustment, cultural aspects, and double identities. The author never uses

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the word “academic” in their themes, but the study pinpointed the major difficulty for the
academic participants. In such a case (Ibid) imposed their academic belief in the study.

1.1.2. Academic Barriers

Another issue for an international student is academic barriers. Some of the academic barriers
are class participation, religious holidays, and confusion regarding the concepts like plagiarism,
critical thinking, citing sources, and assignment interpretation (Mehra 2019), furthermore, Singh
(2019) emphasize that some challenges exist in reading and writing practices. Academic
constraints for the students are a heavier workload (Javed 2020). International students struggled
with the academic demand of the course, integrating critical thinking into written submissions
(Evans et al. 2018). Difficulties in academics, poor English, and differences in local accents are
the major academic barriers for the students (Hor, Jusoh 2021). Generally, students are
experiencing academic reading and writing challenges in orienting themselves to academic
expectations and tasks, managing assignment loads, learning subject knowledge, and managing
their study and assignment completion time (Phakiti, Li 2011). Academic constraints are
associated more with communication which influences their emotions (Lee 2017). Also, it makes
the students have less contact and interaction with the faculty (Cheng et al. 2004). Thus, the
study evaluates the individual study which addresses academic challenges is described in detail.

Malekian et al. (n.d) mention that international student adjustment in foreign countries. With the
help of a qualitative study, the authors observed the challenges of international students in
Malaysia. Interviews were used to collect the post-graduate students’ challenges faced in
University technology Malaysia. The thematic analysis highlighted poor language proficiency,
absence of interaction with supervisor, faculty members, staff, and peers, academic pressure,
differences in the education system between Malaysia and Iran, and lack of progress. Therefore,
the authors offered implications that counselling service vital in overcoming the above-stated
challenges faced in respective institutions.

Al-Zubaidi & Rechards (2010) mentioned that there has been growth in Arab students in post-
graduate studies in Malaysian universities. It was primarily due to the event of “9/11” in the
USA. Hence the author investigated the cultural and language barriers faced by Arab students in

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Malaysia. The study measured the barriers through the quantitative research method. The
questionnaire was used as an instrument to gather the respondent’s opinions related to barriers.
Barriers relating to academic, language and cultural aspects are taken into account. Analysis
showed that the most significant barriers for students were academic barriers. The moderate
barrier for students was language barriers and at last barrier for Arab students was cultural
difficulties.

Singh (2019) has stated in the study that how reading and writing constraints affected
International students at Malaysian universities. The authors assessed the challenges through
semi-structured, in-depth, and one on one interviews. From the assessment of interviews, the
study had derived out themes based on aspects like English proficiency, unorganized academic
writing structure, intentional plagiarism, proofreading and editing, translation, mismatch in
academic writing culture, the intensity of reading, lack of English language proficiency, lack of
resources, short duration to prepare the dissertation and content and English language integrated
learning. Out of the above challenges, the most significant challenges that affected students
reading and writing were a lack of English language proficiency.

Javed (2020) has explored the challenges faced by Pakistani university students. Quantitative
research methods were applied, and a self-reporting questionnaire was developed to assess the
challenges faced by the students. The study measured the challenges in terms of academic,
social, linguistic, and environmental perspectives. The findings of the study showed that
academic challenges were higher than other challenges. It concluded that the above-stated
outcome was similar to those in the western countries.

Phakiti & Li (2011) has shown the academic difficulties faced by Asian students as for
Australian students. The authors had utilized mixed methods which provided an outcome that
students were facing challenges in synthesizing information and academic writing. Also, the
study found that there was a strong association between academic difficulties, academic reading,
and writing challenges. The factors (English proficiency, self-regulation, motivation, self-
efficacy, former learning experience, and academic adjustment) affected academic difficulties.

Lee (2017) discuss that the constraints faced by international students in a Japanese language
program. The authors had utilized various instruments like field notes, face-to-face interviews,
group conversations, and semi-structured written interviews. Analysis of the interviews found

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personal psychological issues, general living issues, and language issues the students face in the
program. Hence, the study offered coping strategies like support groups, positive attitudes,
financial assistance, and learning strategies that can directly overcome the constraints present in
the learning program.

Bin Basri (2015) states that universities in Malaysia accept international students from
undergraduate and post-graduate levels. There was an increment in many students because
international students got recruitment while at their studies. Hence, the study focused on
presenting multicultural benefits and challenges of international students in Malaysia. The
authors measured the above-stated concepts through the qualitative research method.
Participants were picked out based on convenience sampling. A semi-structured and in-depth
interviews method was adopted to collect opinions from the participants. The findings showed
that the benefits were self-development of students, cultural familiarity and career perspective.
However, challenges existed in education perspective, financial perspective, and social and
communication perspective. Lack of facilities, international service programs, academic
problems, and financial aspects affected international students’ studies in Malaysia.

Murzi et al. (2019) discuss a decrement in international student enrollment in US institutions.

Hence, the authors urge the authors to evaluate the reason behind the decrement of student
enrollment in US institutions through STEM programs. The study focused on international
students barriers in their first-year college in the US. The authors measured through a qualitative
approach; a Semi-structured interview method was adopted to gather the students’ data.
Thematic analysis directed the author to find out the reason behind the decrement in enrollment
in US institutions. Themes (academic, social & emotional, cultural, relationship with national
host students) were developed through Nvivo software. The findings of the study showed that
the students were experienced barriers in teaching and learning processes. Major academic issues
were workload, teaching structure and the format of classes. Other barriers were cultural
clashes, emotional and social adaptability, and national host students’ relationship. All these
challenges were the reason for the decrement in enrollment in institutions.

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The existing studies ranging from 2011 to 2020 indicate that academic barriers are the primary
constraints for international students. Studies were measured the academic barriers through the
qualitative research method (Malekian et al. n.d; Lee, 2017; Murzi et al. 2019; bin Basri 2015).
However, other studies were made through quantitative and mixed methods (Al-Zubaidi,
Rechards 2010; Phakiti, Li 2011). Though authors made on other research methods, the
researcher observes no information on how they overcome bias in both methods. However, there
is no bias problem for qualitative research methods. Also, the majority of studies assessed
qualitative research methods. Hence the aspects induced the researcher to conduct the studies
through qualitative research methods. Later determining the research methods, the researcher
focuses on how importance is given to academic barriers. Some studies had the most
significance to academic barriers (ibid; Lee 2017), whereas Lee (2017) gave less importance to
academic barriers. Therefore, the barriers have been taken into account.

1.1.3. Psychological Barriers

Students face psychological barriers in the form of a sense of alienation, attachment avoidance,
isolation followed by frustration, potential loss of enthusiasm, and feeling of inadequacy (Chen
et al., 2002; Erichsen, Bolliger 2011; Waight, Giordano 2018). Also, the extent of life changes,
life stressors, procrastination, homesickness, depression, anxiety, and perfectionism leads to
psychological distress (Mesidor, Sly 2016; Cetinkaya-Yildiz et al. 2011). Nearly 41% of
international students are experiencing stress due to homesickness and perceived discrimination
(Russell et al. 2010). Several studies have already measured the psychological distress
experienced by international students (Hwang et al. 2014; Wang et al. 2015; (Zhang, Goodson
2011). Apart from the studies, it is clear from the recent research that psychological issues affect
the psychological status of international students (Li et al. 2019; Wenhua, Zhe 2013).

Depression, loneliness, homesickness, and anxiety are commonly experienced by international

students while adjusting to an environment (Mesidor, Sly 2016); (Yeoh, Terry, 2013). The
above-stated difficulties affect the overall well-being of the students (Li et al. 2019). Asian
students were experiencing anxiety, depression, and homesickness, which faced poor
psychological adjustment (Tochkov et al. 2010; Li et al. 2019; Han et al. 2013). Due to poor
psychological adjustment, students frequently withdraw from their course of study (Thurber,
Walton 2012). Asian students have experienced homesickness, and loneliness negatively
affected student performance (Tochkov et al. 2010). However, another study showed that

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psychological adjustment affects international student performance (Freeman et al. 2019).
Studies pinpointed that Asian students faced more psychological distress than western students
(Li et al. 2019; Lama 2013). Therefore, the study pinpoints that psychological barriers affect
international students greatly. Thus, the study discussed individual studies showing
psychological barriers of international students described in detail.

Ibrayeva et al. (2018) show that one of the significant health problems is depression. Increased
academic pressure created depression among students. Hence, the authors screened anxiety,
depression, and distress among first-year students in Kazakhstan. All the psychological barriers
were measured using quantitative research methods. The questionnaire was used as a method to
gather respondent’s opinions. Analyzing the opinion provided the outcome that depression was
higher among international students than domestic students. Also, all the psychological barriers
were higher among female students than male students.

Al-Qaisy (2011) discusses that anxiety and depression were the major psychological problems of
adolescence. Due to psychological problems, many students withdraw from their studies. Many
studies neglected the problems, and hence the authors gave importance to the particular issue
raising questions that are there any differences between depression and anxiety of students. The
study addressed the questions through quantitative research methods. The questionnaire was
used as a method to collect the respondents’ opinions on the issue. Results showed that the
average anxiety was higher in females than males. However, depression was higher in males
than females. Also, anxiety and depression were higher in scientific and humanitarian colleges.
But depression was quite higher in humanitarian than scientific studies. To sum up the study,
humanitarian studies have anxiety and depression than scientific studies.

Pidgeon et al. (2014) show that university students are exposed to multiple stressors. More than
40% of students did not seek any clinical services from the support services. Student stressors
were academic pressure, competition with other peers, financial barriers and constant pressure to
succeed. All the stressors affected the mental health of international students. Hence, the study
focused on measuring the stress, anxiety and depression of university students. The authors
measured the aspects through quantitative research methods. The questionnaire was used as a
method to gather the respondents’ opinions. The findings of the study showed that social
support and campus connectedness moderate the association between stress, anxiety and

15
depression. Thus, the study pinpointed that social support was a protective factor to reduce all
the psychosocial problems.

Baloyi et al. (2020) has explored the psychological stressors faced by students in Africa.
Qualitative research methods utilized, conducted semi-structured interviews among students in
Africa. With the help of thematic analysis, the study found that poor economic status, peer
pressure, lack of communication, negative attitude of professionals, loneliness, and emotional
distress lead to experience psychological stressors among students. To overcome all the
difficulties, it is essential to have strong support to thrive well.

Baik (2018) points out that international students in Australian universities face old and new
constraints. The study utilized a mixed method to gather the students’ opinions through surveys
and focused groups to address the objective. The analysis highlighted that the ongoing
challenges were interaction with local students, employment prospects, safety, and well-being
issues, psychological distress, and mental disorders. To overcome the above-stated challenges,
universities should extend resources and energy to international students to enhance their
experience and support students to develop their skills.

Lee (2017) has stated that the challenges of international students and how they overcome the
challenges during the first semester. The qualitative research method was adopted in which field
notes, interviews, and group conversations were employed to triangulate the data. The authors
observed the four constraints: psychological issues, living issues, socio-cultural issues, and
language issues. Students overcome the challenges by supporting a group of friends, interacting
with Japanese friends, getting financial assistance, and developing a positive attitude. All the
aspects directed the students to overcome the constraints.

Saravanan et al. (2017) show that students who pursued their education in international countries
were exposed to various psychological problems. But the author sticks to homesickness and
depression. Hence, the objective of the study was to identify the differences between the
students for depression to reduce homesickness. The author measured the aspects through
quantitative research methods; a questionnaire was used as a data collection method. Results
showed that students who had cognitive behavioural therapy reduced the homesickness and
depression among students.

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Ahrari et al. (2019) discussed international post-graduate students’ academic, psychological, and
social adjustment challenges through qualitative research methods. With the help of semi-
structured, face to face interviews, the authors gathered the opinion on challenges experienced
while studying in Malaysia. Challenges evaluated in terms of three themes, namely academic
adjustment, psychological adjustment and social adjustment. Asian students were facing
language barriers, but they were free from psychological problems. Malaysia offered a safe and
secure environment for students. But accumulative stress, discrimination, and culture shock
affected the psychological well-being and academic success.

Chen et al. (2002) argued that international students face academic struggles, which affects the
academic sector’s success. To assess the real struggle faced by international students, the
authors measured the aspects among East Asian country students studying in the USA.
Assessment of opinion provided an outcome that perceived social support, racism, stressful life
events; adult attachment leads to psychological distress. Also, it acted as a hindrance for
international students to reap success in studies in the USA.

Erichsen & Bolliger (2011) points out the international students’ perception of academic and
social isolation through mixed methods. The findings show that high isolation levels were
experienced by international students in academic life and social life. Also, gender, type of
degree, and family presence has more impact on students’ academic and social isolation.

Cetinkaya-Yildiz et al. (2011) investigate the predictors of psychological distress of international

students in Turkey. In Turkey, international students of public universities experienced language
barriers, cultural distance, social problems, and life satisfaction issues, leading to psychological
distress to almost 32%. Hence, the study concluded that public universities should give attention
to individual characteristics, personal factors which are undergoing programs in our country.
Psychological distress can be reduced through a counselling program.

Li et al. (2019) show that psychological adjustment faced by East Asian international students.
A systematic literature review conducted for ten years revealed that the maximum number of
studies pinpointed Chinese students as a representative of East Asian and Asian international
studies. Most of the Chinese students were facing depression and acculturation at international
universities. Also, length of stay, English proficiency, social support, depression, and anxiety
determined students’ psychological well-being in international universities.

17
Wenhua & Zhe (2013) focus on giving attention to international students’ hindrances at
universities. Systematic assessment of literature studies helped to identify the hindrances of
international students. Some of the major hindrances were personal psychological issues,
academic, socio-cultural issues, general living and English proficiency issues. Out of the above
issues, the major hindrances for international students were English proficiency, academic
progress, homesickness and financial problems.

The comprehensive assessment of psychological barriers (2011-2020) reveals that the students
face depression, anxiety, distress, and other psychological stressors. Hence, the researcher
collectively represents the stressors as psychological problems. As per the studies, Al-Qaisy
(2011); Ibrayeva et al. (2018); Saravanan et al. (2017); Pidgeon et al. (2014), psychological
problems can be measured through quantitative research methods. However, some other studies
measured the concerns through qualitative research methods (Baloyi et al. 2020; Lee 2017;
Ahrari et al. 2019; Cetinkaya-Yildiz et al. 2011; Wenhua, Zhe, 2013; Li et al. 2019). At the same
time, some other studies were made through mixed methods. The majority of studies evaluated
the psychological problems through qualitative research methods. Hence, the researcher also
executes the same in their study.

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 2. RESEARCH METHOD AND MATERIALS
2.1. Research Method

A qualitative research methodology framework is adopted in the descriptive study

which proceeds with primary data collection from the interviews conducted during the
research. Silverman (2011) provided the definition of Qualitative research as
“qualitative research is the type of research that finds out about people’s experiences.
It helps us understand what is important for people”. Qualitative research method is
the systematic way to collect, organize and interpret textual materials from talk or
conversation and this strategy does not focus on verifying a hypothetical models, but
rather on identifying new facts and correlations. Qualitative research method most
suitable approach for such kind research paper which can interpret the most accurate
results, therefore study carries out a study through interviews and interpret and
analyzed based on thematic analysis approach.

2.2. Research Purpose

Since purpose of the study is to understand in depth about the challenges and issues
faced by international students studying in Estonia. The study is keen on raising open-
ended questions to get the challenges of international students in a profound way. It
can guide to find out the potential answers for the research questions. The aim of the
study is to explore the international student's constraints in Estonia thus, it is
specifically focused on the Participants those are international students in Estonia. The
researcher finds the appropriate place for the study is Estonian Business School,
Tallinn University of Technology, Tallinn University, Estonian School of Art,
Estonian Entrepreneurship University of Applied Sciences.

2.3. Sampling Strategies

The researcher determines the samples through non-random sampling. The goal of
non-random sampling is to generalize the population to gain insights into the
qualitative research. The researcher has utilized the most common method of non-

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random sampling is purposive sampling. (Gautam, Lowery, Mays, & Durant, 2016);
(Gebru & Kaptanoglu, 2020). Qualitative research uses a smaller size of the sample.
There are no rules for fixing sample size in qualitative studies. The common sample
size for qualitative research lies between 20 to 30 individuals. Thus, the researcher is
approaching 25 to 30 participants from Estonian Business School, Tallinn University
of Technology, Tallinn University, Estonian School of Art, and Estonian
Entrepreneurship University of Applied Sciences for the study.

Inclusion criteria: Students were selected on the following criteria, A person should
be an international student, they could be either full time students or they are
participating in European Erasmus exchange studies program and must pursue studies
at Universities in Tallinn, Estonia. Students should be enrolled in current year and
studying in Graduate or post graduate programs. The length of residence in Estonia
must be one to three years; hence, this study is more focused on the newly arrived
students in Estonia.

Exclusion criteria: following students were excluded to participate in this research

work. Students belonging to other city’s universities in Estonia enrolled in
undergraduate course or part time student, or Students residing in Estonia for more
than 3 years.

2.4. Participants

The study fixes participants are international students who are currently pursuing
studies in respective universities. Targeted audience was approached using multiple
ways such as social media groups of international students of different communities,
personal contacts, emails ids, Whatsapp text messages and calls. After collecting
contact details of participants, the researcher prepares the open-ended interview
questions in the Google form. E-mail notices and text messages sent to all the
participants; communicated to them to participate in the qualitative interviews and few
participants appeared in the recorded interviews

20
 2.5. Qualitative Interviews
The researcher plans to conduct semi-structured interviews (Titrek et al. 2016; Karkar-
Esperat 2018; Murzi et al. 2019; bin Basri 2015). It considers being the dominant part
of qualitative interviews. The researcher already created the open-ended
questionnaire. Questions are contextual and responsive to take international student
challenges from the participants. It will help the interviewer to meet the demand and
needs of research questions. Semi-structured interviews are conducted to manage this
research. It considers being the dominant part of qualitative interviews. The questions
are contextual and responsive to take international student challenges from the
participants.
2.6. Data Collection Process
A qualitative survey and one on one interview are the best method to gather
participant opinions through open-ended questions. There are three types of
qualitative surveys. One is a hard copy survey, it distributes to the participant by hand
or by post to gather their opinion. The second is E-mail surveys. Open-ended
questions are prepared in MS-word; participants have to fill the document and send it
back to the interviewer. Third one is online surveys, using specialist software to
gather opinions from the participants. Out of three types, the researcher chooses the
online survey method and recoded one on one interviews with the participants.
Researcher prepared the questionnaire in the Google forms and emailed and texted the
link to the respective participant and conducted audio recorded interviews. The
primary reason to use the online survey method is a quick and inexpensive way to
collect the data from the participants.
2.7. Qualitative Analysis

More recently, past studies demonstrated that thematic analysis is the best qualitative
analysis technique to find out the barriers of international students (Malekian et al.
n.d; Murzi et al. 2019; Baloyi et al. 2020). Apart from the thematic analysis, the study
adopts word frequency and cloud map to represent the barriers diagrammatically.

21
 3. ANALYSIS
3.1. Word Clouds

Figure 1. below represents the words cloud produced from the data that was collected
during the researcch and it was produced using specialised software. This figure
represents the all the key barriers and hurdles that international students ecncounter in
Estonia.

Figure 1: Word Clouds

3.2 Profile of students

The profile of students contains age, gender, country of origin, education background,
major, university, program, year enrolled, a reason to choose Estonia as the
destination, motivation to study in Estonia, students life in Estonia and years attached
to the university.

Age: Students in Estonia are classified into four categories: 20-25 years, 25-30 years,
30-35 years, 35 years and above. Students belongs age category of 25-30 years are
seventeen, followed by six participants between 30-35 years, five participants between

22
20-25 years and only two participant are 35 years and above as the majority of
students reported that they are between the age category of 25-30 years.

Gender: The majority of those interviewed reported that they are male (26). Only A
minority of participants indicated are female (4) as male students highly participate in
the survey than females.

Country of origin: International students in Estonia come from the various country of
origin. Students’ countries of origin are Afghanistan, Bangladesh, Canada, Finland,
India, Italy, Japan, Namibia, Nepal, Nigeria, Pakistan, Spain, Sri Lanka, and Turkey.
Over half of those interviewed reported that the participants (11) belong to Pakistan.
Some of the countries, India, Nigeria, and Turkey, have three participants each.
Finally, a relatively small number of participants participated in the countries like
(Afghanistan, Bangladesh, Canada, Finland, Italy, Japan, Namibia, Nepal, Spain, and
Sri Lanka).

Educational background of the students: International students are acquiring

undergraduate, bachelors and masters education in Estonia. Of the 30 participants,
eighteen had acquired postgraduates, nine had graduates, and three had
undergraduates as the maximum number of students had acquired postgraduates of
various kinds.

Years of enrolment: Student enrolments in education are the first year, second year
and third year. As can be seen from the interviewees, twelve identical participants are
enrolled in their first year & eleven in second year and seven participants in year 3.

Years of attachment in university: Students attachment to the universities is less than a

year, 1-2 years and 2-3 years. It can be seen from the interviewees that thirteen
participants were attached to their universities for 1-2 years, eleven participants were
attached to less than a year, and five participants were attached to the university for
two to three years. The majority of participants were deeply attached to the
universities between 1-2 years.

23
Student engagement in the respective program: International students fully engaged in
Bachelor, Masters Programs and Ph.D. Five participants take a less active part in the
bachelor's program, whereas twenty-four participants take a more active part in the
Master's program. It can be observed from the interviewees that most of the students
actively engaged in the Master program.

Universities: Students are from the universities are Estonian Business School,
Estonian Entrepreneurship University of Applied Science, Tallinn University, Tallinn
University of Technology, University of Tartu, and the Estonian Academy of Arts in
Estonia.

3.3.1 Reason to choose Estonia as an education destination:

Students are choosing Estonia for education for certain reasons. Some of the reasons
are greenery environment, affordable, business-friendly country, word of mouth
communication, good quality education, reputed universities and career prospects;
figure (2) describes the reason why students choose Estonia for study abroad
destination. Each reason is described in detail below.

Figure 2: Reasons to choose Estonia

Affordable

From the interviews, it observes that six participants were most likely towards
affordable university fees. Some participants felt that “Affordable, digital
environment, crypto-friendly, less population, low fees and easy assessment, low
24
tuition fees”. In contrast, others stated that “Internationally recognised ranked
universities with affordable university fee”. The other participant reported that
“Because the post-graduation tuition fee was relatively less than other European
countries” therefore they choose Estonia as study abroad destination.

Good environment and quality education

As can be seen from the interviewees, few participants were keen on a greenery
environment and good quality education. Interviewees said that “Best for greenery”,
“Progress in many fields and study environment” The other interviewees commented
that “good education”, “good quality”, “features of the country matched my criteria”,
“quality education improve my knowledge through the multicultural environment.
Business-friendly country
From the observation of interviewee opinion, six participants reported that Estonia had
been a business-friendly country to start a business. Out of six participants, four
participants stated it’s the best environment for the IT sector. The rest of the
participants reported that a country is a suitable place for an entrepreneurial hub.
As one interviewee said, “I choose Estonia for the Erasmus semester because I heard a
lot about Estonia being a business-friendly country, especially for IT businesses”. The
other informant reported that “Because there limited countries, which allow students
to start business ''Estonia is one of them''.
Word of mouth: It observes from the interviewee opinion that two : participants
reported that friends and spouses are the reason behind choosing the Estonian country.
Reputed universities & their Career prospects: From the interviewee, four
participants give more importance to reputed universities, courses, scholarships, and
offer career prospects for students.
To sum up the section, the primary reason to choose Estonian is affordable cost, good
environment & good quality education. Students like the country because it is
business-friendly for entrepreneurship and the Information technology sector.

25
 3.3.2 Motivation to study in Estonia: Students motivate to avail education in
Estonia on digitalisation, engaging course content, good educational standards &
career development Figure 3 represents the major motivations to study in Estonia. All
motivations of the respondents are discussed in detail below.

Figure 3: Motivation to study in Estonia

Digitalisation: It can be seen from the interviewees that seven participants were
stimulated because the digital country environment supports the information
technology sector. Out of seven participants, three participants reported that the
country encourages information technology businesses and start-up businesses. Some
interviewees felt that “Start-up environment and digitisation projects”,” best country
for start-ups”, “business-friendly environment, encourages IT and start-ups” while
others represented “Estonian digitalisation”.

Attractive course content: From the observation of interviewee opinion, two

participants reported that the structure is decent, curriculum & course content
structures are worthy. Participants reported that “The program structure was quite
decent and was completely in line with what I was interested in”. In contrast, others
stated that “I found my curriculum and my course, like structures and Tallinn
University has that’s what I am looking for”.

26
Reasonable cost: Students are motivated to study in Estonia because of the low cost,
higher standard of education. From the interviewee, five participants mentioned about
reasonable cost. Out of five participants, two participants stated that Estonian country
education standards are higher than those of the countries.

Some of the students said that “low fee & good universities”, “low fee structure with
international level of education”, “higher standard of education at lower cost” and
the other students reported that “Educational cost was much lower than other
countries in Europe” and “lower fees, better educational standards compared to
Pakistan.”
Good educational standards and career development: Education in Estonia is of
higher standards and excellent quality. Estonia is offering a scholarship to the
students. It is apparent from the interviews that the maximum number of participants
six stimulates a higher standard of education. Out of six participants two participants
reported that quality education encourages the student's career development in
Estonia.
One participant said that “High standard of education, business-friendly
environment, encourages IT and start-ups, cost of education and living is on the
moderate side”.
The other participant reported that “Scholarships for students and high education
standards”

3.4. Student life in Estonia:

Some of the international students are having an independent, productive and inspiring
life. The majority of participants have a normal life in Estonia. A relatively small
number of participants have a hard life in Estonia. Figure 4: represents the study life in
Estonia which is divided in five types of study life as per the views of participants. A
detailed description of student life in Estonia is present below.

27
 Figure 4: Student life in Estonia

3.4.1. Independent life

Two participants are saying that they have an independent life in Estonia. One
participant reported that life is amazing. The other participant stated that life is
beautiful and freedom.
3.4.2. Normal life

Students in Estonia states that the education life is different, struggles are real and
comfortable with diversity. Such students are having partial satisfaction with the
education life in Estonia. The majority of the participants reported that education life
is normal, good enough to avail the education.

Participants reported that “It's good enough here for being a student. The struggle is
real, but it's worth it” and “My student life here is normal.”

The other participants indicated that “I am satisfied with studies, study life balance in
Estonia”, “So far it is good and I am partially satisfied.”

3.4.3. Productive life

Education life in Estonia is great because of the quality of education. They find life is
challenging, exciting, motivating, demanding and productive. Students can get more
prospects not only to learn new things but also they can upgrade their career life.

28
Teachers are cooperative and supportive. As can be seen in the interviews, seven
participants reported that education life in Estonia is great and productive. Among
seven participants, five participants directly state that the education life is filled with
activities & events that proceed to make the life productive.
Some interviews felt that “Student life is great. Quality of education is beyond my
expectations, and it's great to see people are learning new technologies here”,
“Learned a lot during my Masters, got several opportunities to work with, professors
have always been very cooperative and supportive”. Furthermore, others considered
that “Student Life here in Estonia is pretty good like full of activities and events” and
“Challenging, exciting, motivating, demanding and productive”.

3.4.4. Inspiring life

International students state that their life in Estonia is inspiring, interesting, helping,
encouraging, and exciting. As can be seen in the interviewee's opinion, four
participants stated that they prefer the locations to avail higher educational standards
from helping and encouraging teachers.

One participant commented that “. I'm studying fine, and the educational standard is
very different from what I am used to. This makes it interesting and exciting day by
day”. The other participant commented that “I have experienced teachers are quite
helping and encouraging”.

3.4.5. Hard life

International students feel their life in Estonia is hard because of the weather, low
salary and language barrier. From the observation, four participants stated that student
life is hard.

One interviewee stated that “Hard life with low job offers, low salary and huge
language barrier”, and others commented that” It was good but a hard journey too.”

29
 3.5. Theme 1: Challenges of international students in Estonia

Generally, students are facing hurdles while in Estonia. Such challenges are grouped
into three sub-themes: General challenges, language barriers, academic barriers and
psychological barriers. The grouping of challenges presents in the diagram 5 and these
hurdles are described in details below.

Figure 5: Challenges of international students

3.5.1. General challenges: Students in Estonia seem to encounter many

difficulties with basic necessitates. These necessitate hurdles are housing, food,
resident permit, climate and accommodation. The hurdles of housing, food,
accommodation and climate change are relatively high among students. Huge
majorities are facing fundamental necessity challenges in Estonia. However, relatively
small number of participants had faced problems such as getting right information
about temporary residence card, opening a bank account without TRP and dealing
with population register.

Some students reported that “housing, food, finding an accommodation, process of

resident permit, accommodation”. In contrast, others reported that “Weather is
different from my country. it is a major concern”, “the major struggle for me was the
accommodation for the first week” and “Housing and adjusting in the winter weather
and short days”.

30
Some participants stated that “financial instability”, “finding the right information
about how to get trp, population registration and more” while others reported that
“opening a bank account before they received residence permit” .

3.5.2. Language barrier: The primary concern for international students in

Estonia is language barriers. Overall, the majority of thirteen participants are facing
language barriers.

A participant reported that “because of Language barrier they faced work problem
and house rental problem.”

3.5.3. Academic barriers: International students face academic constraints in

Estonia. Such students are concerned in particular is managing time, studying
challenges and lack of experience in getting practical knowledge in the respective
field. The issues are related to academic barriers. From the observation, it is clear that
three participants are of more importance in terms of academic barriers.

One participant stated that “I would say the language is the biggest barrier for
current and future opportunities. While studying, if you want to get experience in
something related to your field, it is almost impossible”. At the same time, the other
put it, “working and studying challenges due to the new environment”.

3.5.4. Psychological barriers:

Majority of the students reported they have face psychological barriers due to covid-
19 pandemic, as per one of the respondent “ After covid pendemic new era has started
where people work from home or study from home which is difficult to grasp for me ”.

The second most prevalent psychological barrier was reported as social life settlement,
one respondent said “You felt alone and sometime helpless”. In other psychological
barriers depression caused by the extreme weather, homesickness and financial
instability are reported by the participants.

31
 3.6.1. Theme 2: General barriers for international students
From the interviewee opinion, the study finds that the hardest issues of international
students are language barriers, weather, climate, accommodation and integration with
locals. Though the responses are single words, the study presents the theme in a
diagrammatic form in figure (6) presented below.
Figure 6: Hardest barrier to overcome

3.6.2. Theme 3: Academic barriers

Major academic barriers for international students are non-supportive teachers, high
workload, lack of resources and distance learning. These are the indicators of
academic barriers, illustrated in the below figure (7) below and described in details
below.
Figure 7: Academic barriers of international students

Non-supportive Professors: International students stated that they found difficulty in

finding the right supervisor for the research work and also sometimes teachers are not

32
supportive. From the observation of the interviewees, a relatively small number of
participants are saying the teachers are not supportive.
One participant stated “Finding the supervisor” while others said, “Covid -19 and
teachers non-supporting attitude.”

High workload: The fundamental issues of international students in the academic

year are a lack of recognising the current information, high assignment work. Students
find it difficult to get resources, balance time owing to combining thesis and other
course work. As can be seen from the interviews, that five accounts for the high
workload issues in the current year of education.

Some felt that “lack of understanding the current information”, “too many
assignments”, “hard to balance time” while rest reported that “lack of resources”
and “Combining thesis and other course work”.

Distance learning: International students are expressing concern about online classes
and distance learning. Both ways of teaching are not effective for the students. Such
teaching is expressed as distance learning. The numbers with distance learning are
also higher, particularly for international students.

One participant stated, “There is only distance learning, and I believe distance
learning is not as much effective as physical learning is.”
Another participant “distance misunderstandings the concepts.”

To sum up the section, the study finds that the academic barrier for international
students is distance learning. A relatively small number of participants reported non-
supportive teachers and a high workload.

Difficulties in encountering academic barriers: International students are experiencing

different problems. Such problems are learning challenges, communication barriers,

33
concentration challenges and time challenges. A detailed description of the problem
is presented below and illustrates in the figure.

Figure 8: Academic difficulties

Learning challenges: Some of the students' learning challenges are facing difficulty
in coping with E-learning, assignments and group work makes it difficult to face
stress. Such challenges can be encountered through planning, organising and time-
keeping strategy effectively.

Overcoming learning challenges: Out of thirty participants, five participants find a

way to overcome stress through proper planning and time strategy. Among five, three
stated that proper planning, update with resource requirement, subject content can
proceed to overcome the learning challenges.

One participant reported that “They should have planned properly their lessons and
students should be made aware of all the requirements and circumstances of the
subjects and outcomes well in time.”

Another participant stated that “Assignments shall be organised in a way so that

students do not get stressed out because of time shortage”.

Communication challenges: Students are facing communication challenges due to E-

learning. These problems are extreme because they may find it hard to concentrate and
learn things appropriately.

34
One participant reported that “Not being able to interact with fellow students and
teachers physically. There were so many communication barriers due to zoom”. At the
same time, the other stated that “this problem is extreme.”

Overcoming communication challenges: The problems outlined above can be divested

by creating engaging content, interactive sessions, and active participation.

Participants commented: “They should make more engaging content and more
interactive and more participation from student side”, “they should have opened at
least the University campus so that the students can come to do their group studies
and all. So I feel they should do something like that and open the University.”
Concentration challenges: International students have to cope up simultaneously
working and studying full-time. These may push them into face absence of
concentration on learning things. Among twenty-nine participants, three participants
have an absence of concentration. Such lack of concentration is mentioned in the
participant's opinion, and it is presented below
One participant reported that “Working and studying full-time simultaneously had
many disadvantages for both initially. That made me so exhausted and also had lack
of concentration”.
Overcoming concentration challenges: To overcome concentration challenges, some
students give more importance to physical study. Adaptation, proper planning can
direct the students to overcome concentration challenges.
To sum up the section, it has been demonstrated that planning and organising
effectively can proceed in divesting the challenges encountered in academic barriers.

Hardest academic barriers

Assessment of interviewee opinion reveals that the hardest academic barriers for
international students are thesis work, meeting assignment deadlines, basic
understanding of academic structure and lack of support from colleagues.
Furthermore, participants discussed that major hurdles they encounter in terms of

35
academic is the lack of support for research work, absence of grasping academic
material, lack of flexibility and constant transformation from online to offline learning
and vice versa. These issues are discussed in details below and in figure (9) below
hurdles are illustrated.
Figure 9: Hardest Academic barriers

Lack of support for research work

International students opined that personal interaction, cross personal communication,
lack of response from colleagues, lack of integration with locals diminishes the level
of responses from outsiders for research work. These opinions are observed from the
four participants. Some of the participants stated that “lecture deliverables due to
personal interaction and cross personal communication”, “less response from local
businesses about research work” and “Lack of integration with locals”.

Absence of grasping academic material

In the interviewee's opinion, the study finds that two participants pinpointed the
concerns of grasping educational material and the method of academic studying with
the wrong structure.
A participant commented that: “Difficulty in grasping academic material”, “Teachers
are delivering the lectures with wrong structure”.

Constant changing of online and offline learning

Universities are changing the learning style for students from online to offline and
vice versa. As a result, students’ interest in online deliverables is affected greatly. Out
of thirty participants, three stated that the changes in learning styles affect the students

36
learning gradually. A relatively small number of participants indicated the constant
changes of online and offline learning barriers.

Lack of flexibility
In the interviewee's opinion, it is clear that four participants have no flexibility in
academic education following in Estonia.
To sum up the section, the academic barriers are affecting international students in
various terms which are discussed in details above

3.6.3 Theme 3: Language barriers:

Participants have language preferences to understand academic material which is

English and Italian languages, and majority of participants prefer English as their
learning language. Participants reported their English reading and writing language
proficiency measures in terms of good, moderate and excellent. Most of the students
have excellent proficiency, whereas few participants have moderate and good English
language proficiency. Out of thirty participants, six participants claimed good level of
reading and writing language proficiency, while ten of them reported their level of
English proficiency as moderate and remaining fourteen participants reported their
proficiency lever as excellent.

37
Overcoming reading and writing language problems

International students use Google translator, colleague support, library support and
search engine support to devastate reading constraints. However, writing challenges
can be overcome through YouTube videos, Google translator and research paper
articles support, writing practice, reading magazines and books. Each problem is
addressed separately in the subsequent section. Figure 10 illustrates the theme for the
language barriers.

Figure 10: Language Barrier

Reading challenges: Students are using multiple resources to overcome their reading
challenges these resources are illustrated in figure 11 and detail description is
addressed below.
Figure 11: Resource to overcome reading challenge

Google translators is one of the most fruitful tool for the students to understand the
text, as can be seen from the interviewee's opinion, three participants used Google

38
translator to overcome reading challenges. The participant reported: “I use google
translator” and “I usually use a translator.”

As per the interviewee, reading challenges can be resolved through their peers. A
relatively small number of participants reported that colleague support is useful in
overcoming reading challenges. A participant commented: “Try to sort out these
issues via Google, friends or personal experience.”

The minimum numbers of participants are using the library and search engines to
overcome the reading challenges. Very few have a consultation with dictionary and
books and relatively small numbers of participants are using search engine support to
resolve reading challenges. A participant commented that: “ I try to google it”;
“Trying to improve it gradually, google it”.

Writing challenges: The writing challenges of international students diminish with

the assistance from various sources. These resources are illustrated below in figure 12,
and discussed in details below.

Figure 12: Resources to overcome writing challenges

Youtube videos: A relatively small number of participants is using youtube videos to

overcome writing challenges. The participant reported that “Usually try to see
youtube videos”. Out of thirty participants, four participants used either Google or

39
Google translator to resolve the issues. A participant stated that “Google is always
there for such support reading articles can be helpful to this issue”, “I try to solve
taking help from Google”, and “I consult Internet and research about the work done
before by others”.

Students obtain consistent writing support through reading research papers and writing
by scholarly authors. Three participants claim to use research paper article support to
overcome international students' writing challenges. Participants commented that:
“Trying to find it out from some scholar articles”, “I use to get help from research
papers”, and “I consult Internet and research about the work done before by others”.

Most of the participants practice English writing to enhance their writing skills.
Participants reported that “I practice writing, and that's how I improve my writing
skills.” Two participants improved their vocabulary by reading magazines and books.
One participant commented that: “Try to improve vocabulary every day while reading
magazines, books etc.”

To sum up the section, colleague support and library support helps to overcome
reading challenges, whereas research paper articles support resolving writing
challenges of international students.

3.6.4. Theme 4: Psychological barriers in Estonia

Overseas students’ psychological barriers are covid-19, social life settlement,

homesickness and depression. Thirteen participants stated that the covid-19 pandemic
created psychological barriers and three had depression caused by the pandemic and
extreme weather conditions. Eight participants stressed they encountered hurdles in
social life settlement and one suffered from homesickness. As a result, high
psychological barriers were created owing to covid-19, moderate due to social life
settlement &depression and low barriers due to homesickness. The clear presentation
of psychological barriers describes in the below figure.

40
 Figure 12: Psychological barriers

Students’ management of psychological barriers

Students are resolving the psychological barriers through exercises, friends & family
support and personal support. Students manage the psychological barriers through
mental & health exercise. Despite less importance, a meagre number of students get
personal and social support.

Figure 13: Psychological barriers management

Mental & Health exercise: Students are doing integration of mental & health exercises
to manage psychological barriers. Some of the exercises are walking, exercise, self-
motivation, yoga, meditation and sports activities. Out of thirty participants, eight
participants pay attention to managing the barriers through mental and health exercise.

41
The participant reported that “I try to keep myself busy. Started mental and health
exercises”, “walking and exercise”, “self-motivation and yoga”, “I have engaged in
sports activities”, and “meditation to relax”.

Friends and family support: International students manage the psychological barriers
by obtaining assistance from family & friends, socialisation, and staying busy at work.
Seven participants were keen on friends & family support.

Participants commented that “ I seek help from my family &friends”, “trying to

socialise”, “trying to socialise more”, and “keeping in touch with friends and family
and staying busy”.

Three stated that personal interaction, accepting the fact, and keeping moving forward
are the best ways to overcome psychological barriers.

Finally, the study observes from the theme “students management of psychological
barriers” is that the primary way to overcome the psychological issues through mental
and health exercise.

Other barriers: students opined that lack of career prospects for international students.
The majority of respondents stated that there is no career development available for
international students in Estonia.

Assistance from universities to resolve the challenges: Career guidance at universities,

counselling, consultant services are widely available in resolving the constraints. It
observes from the opinion that thirteen participants are getting assistance from their
respective universities. The other thirteen participants stated that they did not search
for support to resolve the problems.

42
 3.7 Discussion

The study aims to measure the challenges that international students face in Estonia.
Most of the students are from Afghanistan, Bangladesh, Canada, Finland, India, Italy,
Japan, Namibia, Nepal, Nigeria, Pakistan, Spain, Sri Lanka, and Turkey. The
maximum number of students are coming to Estonia to obtain knowledge for the
Master's degree however, during their study period students face mutliple challenges,
thi observations also agree with the results reported by Bin Basri (2015), Ahrari et al.
(2019). The present outcome is in contrast with the findings of Ibrayeva et al. (2018)
that student face depression and anxiety due to various reason. The observation agrees
with the learning challenges, communication barriers, concentration challenges and
time challenges which were similar to those investigated in their studies Singh (,
2019); (Phakiti, Li 2011); Lee (2017); Murzi et al. (2019). The hardest academic
barriers for international students are thesis work, meeting assignment deadlines,
academic structure and lack of support from colleagues. Similar results were
essentially confirmed in Mehra (2019); Phakiti, Li (2011), Cheng et al. (2004); Larbi
& Fu (2017); Singh (2019); Ibragimova & Tarasova (2018); Gebru & Kaptanoglu
(2020); Malekian et al. (n.d); Al-Zubaidi & Rechards (2010).
The hurdles are lack of support for research work, absence of grasping academic
material, lack of flexibility and constant transformation from online to offline
learning. Similar results were achieved by (Hor, Jusoh 2021); (Phakiti, Li 2011); (Lee
2017). English language proficiency of participants is moderate. The outcome is quite
inconsistent with the other studies Karkar-Esperat (, 2018); Singh (2019); (Hor, Jusoh,
2021). Some of the psychological barriers of students are social life settlement,
depression and homesickness. Ibrayeva et al. (2018); Al-Qaisy (2011); Pidgeon et al.
(2014); Saravanan et al. (2017); Li et al. (2019) reported similar observations in the
study.

43
44
LIST OF REFERENCES

“Statistics: International Students at Estonian Universities in 2020 | Study in Estonia.”

2020. Studyinestonia.ee. https://studyinestonia.ee/news/statistics-
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