Social ‘integration’ and language learning at two European universities: Students’ perceptions of institutional and student-led opportunities

Abstract Increasingly internationalized universities prioritize being competitive in global rankings and acquiring market value, often promoting English as a key linguistic asset. However, fostering students’ social integration is crucial, as support networks are key for academic success and sense of belonging. Languages also play a significant role in students’ inclusion experience and future opportunities. This study focuses on two leading European universities, one in England and another in Catalonia, both known for high prestige and diverse student populations. Drawing on interview data from 32 students, the research explores whether these institutions provide opportunities for students to form meaningful relationships and learn languages beyond the official ones. It also considers the role of both university-led activities and student-led initiatives. Findings reveal that classrooms provide limited opportunities for meaningful interactions, while extra-curricular activities promoted by the university often target only international students, and language centres face access barriers such as high costs and scheduling conflicts. Student-led initiatives appear to offer some potential in addressing these gaps. However, while one university offers numerous opportunities, the other faces challenges in engagement and accessible resources. This study suggests the potential contribution of both institutional support and student-led initiatives in shaping the student experience.