Teamwork experiences of international students in a project-based learning at a Kazakhstani university

The first experience of the implementation of a project-based learning has indicated positive perspectives from international students and few challenges from local students. Due to most of the international students found the teamwork experience valuable, this study aims to explore teamwork experiences of international students during project-based learning. The study employed a survey design. It consists of three stages of survey, at the beginning, in the middle and at the end of the course. A total of 204 students participated in the course. In the first stage 163 responses were collected, in the second stage 113 responses, in the final 200 responses. Data was analyzed through the inductive approach within a qualitative analysis. The findings were discussed through the prism of the Teamwork Indicator. The study found that three out of four dimensions correlated with the framework. First, students reported an improvement in their social skills, enabling them to interact and express their ideas, aligning with the first dimension. Second, project management revealed that some students took on dominant roles. Third, work contribution was evident, with tasks being completed both individually and collaboratively. The fourth dimension, peer assessment, was under-researched, as students had limited experience with it.