Experiences of International Speech–Language Pathology Students: A Phenomenological Study

What is already known on this subject International students in health-related fields often encounter difficulties with language skills, academic readiness and social adaptation, affecting their clinical training and professional preparation. Previous research in Speech-Language Pathology (SLP) has mostly looked at these issues in well-established host countries. However, little is known about international SLP students in newer locations like Türkiye, where enrolments have grown rapidly. What this paper adds to the existing knowledge This study documents, for the first time, the educational experiences of international SLP students in Türkiye. Beyond language and academic challenges, findings reveal that diverse admission pathways, reliance on educational consultants, and mismatched institutional expectations significantly influence adjustment. By illustrating how structural and individual factors intersect, the study provides a broader perspective that complements existing research and places these findings within global discussions on international student mobility in language-intensive disciplines. What are the potential or actual clinical implications for this work? Because SLP is inherently language-based, challenges with academic Turkish and inconsistent preparation can weaken students' confidence and skills in clinical practice. The findings indicate that institutional strategies-such as more comprehensive orientation, culturally sensitive supervision, and organised peer support-may lessen barriers and better prepare international students for professional practice. These actions can also facilitate the transition for graduates returning to multilingual practice environments, improving both student success and service quality.