Introduction: The occupational transition of commencing university education is typically a time filled with anticipation and enthusiasm. The transitional phase can be anxiety-inducing, more so for individuals relocating to another country for study purposes.
Objectives: The primary aim of this study was to investigate the experiences of international occupational therapy students during occupational transitions associated with moving from their home country to study occupational therapy at a public university in the United Kingdom (UK).
Methods: A qualitative phenomenological study design was used in this study. Semi-structured interviews were conducted with nine participants who were recruited through purposive sampling. NVivo 14 software was used for conducting thematic analysis. Ethical approval was obtained from the University ethics committee and the principles of justice, autonomy, beneficence and non-maleficence were maintained throughout.
Results: The generated themes show that participants navigated challenges such as language barriers, differences in teaching styles, and academic difficulties which significantly impacted their occupational transition. Gaps in institutional support were identified and participants provided suggestions for improvement. Key coping strategies used by participants included maintaining connections with family and friends back home, forging new social relationships, and exploring new occupations.
Conclusion: The outcomes provide a foundation for further research and offer insight into the key issues that universities can apply to enhance the experiences of international students during their transition into a new and contextually different environment in pursuit of higher education.