The Academic Literacy of International Postgraduate Students in Australia: A Cause for Concern?

ABSTRACT This article discusses the academic literacy challenges faced by international postgraduate students at a South Australian university and evaluates the effectiveness of existing institutional support mechanisms. Drawing on survey data, the study highlights significant difficulties in academic reading, writing, and spoken communication, with disciplinary variations in student experiences at the institution. Non‐STEM students (such as the humanities and social sciences) reported greater difficulties with reading and writing, while students in STEM areas (such as science and engineering) expressed challenges with technical documentation. Despite high engagement with student support services, most students felt their academic communication skills remained inadequate to benefit from their university education at the university. Another important insight from this study is the growing reliance students expressed with reference to AI tools as a support mechanism for learning assistance. The study concludes with discipline‐specific recommendations for improving academic literacy programs, emphasizing integrated literacy supports at the discipline level.