Implications for an Inclusive Research Environment in Engineering From the Epistemic Experiences of International Students in the U.S

Humility is crucial for learning, enabling students to recognize their limits and remain open to new ideas. Research shows that curiosity fosters question-asking and academic persistence. This exploratory paper studies intellectual humility and curiosity among international engineering students (IES), to further enhance our understanding of their experiences in U.S. higher education. While previous studies have focused on a variety of experiences of international students (IS) in STEM, this paper offers a unique perspective situated around humility and curiosity. The paper builds on earlier research, which elicited that IES view humility and curiosity differently than domestic students. Consequently, a qualitative exploration of the international engineering participants' perspective through analysis of their interviews was chosen. Qualitative findings reveal categories related to how students conceptualize humility and curiosity, emphasizing their learning experiences in engineering as opportunities for open idea exchange and exploration of interests.