International management students' coping responses to the language demands of multilingual learning environments

Purpose Language barriers significantly influence the experiences of international employees and students. However, existing research offers mixed results and mostly focuses on English-speaking countries, neglecting plurilingual contexts. This study addresses this gap by exploring how international management students navigate language demands in diverse cultural settings. Design/methodology/approach Using a qualitative approach, we conducted 31 semi-structured interviews with international management students in Finland, France, and Italy. Thematic analysis identified patterns in language challenges and student responses. The Job Demands–Resources (JD-R) model was applied to explore how these challenges relate to coping strategies and outcomes. Findings Students faced substantial challenges related to both the host language and English as a lingua franca and language of instruction, affecting academic and social experiences. Findings highlighted contextual differences in how host language barriers impacted students in the three countries. Moreover, the study revealed the critical role of personal, social, and organizational resources in mitigating the effects of language demands on academic performance, sociocultural adaptation, and well-being. Paradoxically, language demands stimulated the development of social resources, enhancing students' cultural learning. Additionally, the findings suggest that individual coping mechanisms can “trickle up”, thereby influencing collective outcomes, such as team climate and collaboration. Practical implications The findings emphasize the importance of multifaceted institutional strategies to support international management students. Addressing language-related challenges holistically can improve student success and adaptation in diverse educational and business contexts. Originality/value This research develops a multi-level model that integrates individual, social, and institutional resources, emphasizing proactive behaviors to manage language demands in non-anglophone environments.