Full ISsue 16(4) 2024

of the Journal of Comparative and International Higher Education (JCIHE).JCIHE publishes new and emerging topics in comparative and international higher educational whose themes represent scholarship from authors from around the world.In this issue 16(4), 2024, the articles explore and/or compare international higher education in seven countries: Australia, Canada, China, Japan, Pakistan, United States, and Vietnam.JCIHE is an open access, independent, double-blinded peer-reviewed international journal publishing original contributions to the field of comparative and international higher education.JCIHE will never implement article processing charges (APCs), fees (paid by authors, their institutions, or supporting grant agencies).The JCIHE is the official journal of the Comparative and International Education Society (CIES) Higher Education Special Interest Group (HESIG).The mission of the journal is to serve as a place to share new thinking on analysis, theory, policy, and practice, and to encourage reflective and critical thinking on issues that influence comparative and international higher education.JCIHE showcases new and diverse international research that uses rigorous methodology that focuses on theory, policy, practice, critical analysis, and development analysis of issues that influence higher education.JCIHE has as its core principles: a) comparative research; b) engagement with theory; and c) diverse voices in terms of authorship.A key stance of this journal is to encourage the voices of those from throughout the world through the words that they use.In this regard, we encourage authors to translate their abstracts into their own languages to expand outreach and build equity in publishing.In the 16(4) 2024 issue, two broad themes are represented in the articles and in the essays: Student Learning Strategies and Institutional Change and Reform. Student Learning StrategiesFive articles present different contexts regarding student learning strategies.Farzaneh Ojaghi Shirmard & Edward R. Howe examine the development of critical thinking skills for international students in Canada.Jade Sandbulte examines the learning opportunities for spouses of international students studying in the United States.Rikio Kimura examines how teacher assistances can facilitate multicultural group work in a multicultural undergraduate classroom in Japan.Eunjae Park & Michelle Neumann examine the role of social robots as a learning tool for second language learners.Finally, Latifa Sebti & Faten Baroudi examine the sociopolitical and global contexts that shape pedagogy needed for Arab international students' social and academic engagement, identity, and wellbeing. Institutional Changes and ReformFive articles present information on institutional changes and reform.Gul Muhammad Rind & Joel R. Malin explore if a national structural reform regarding equitable access to higher education in Pakistan has been achieved.Sanfeng Miao, Sanzhar Baizhanov, & Courtnay Barrett explore the application of internationalization of the curriculum to the fields of school psychology, counseling psychology, counselor education, and organizational psychology.Tongrui Liu & Yuriko Sato compare country-specific and institutional factors that influence career choices of students who study abroad and then return to their home country.Hossein Ghanbari examines how assessment frameworks fail to recognize the linguistic and cultural diversity from the mainstream European point of view which leads to high-rates of drop-out and academic underperformance among minority learners.Anh T. H. Le examines the development of Institutional Autonomy of Vietnamese Public Universities that lets the university make decisions on primary activities.