Perceptions of Chinese Students Regarding Academic Support Provided by Spanish Universities: A Qualitative Study

This research aims to understand Chinese international students’ perceptions of the academic support provided by Spanish universities. It explores students’ feedback on their participation in such support, its perceived effectiveness, and their expectations and needs. Drawing from a hybrid sociocultural framework, this study employed a qualitative research design, conducting semi-structured interviews to collect data from 14 Chinese postgraduate students at the Autonomous University of Barcelona. Data were analysed using thematic analysis to uncover key themes related to the students’ experiences with the academic support system. The findings reveal that, although UAB offers various forms of academic support, both participation in, and the perceived effectiveness of, these provisions remain limited. Chinese students encounter challenges such as language barriers, unfamiliarity with the academic support system, and varying attitudes from faculty. The findings highlight a need for more practical and systematic academic writing and speaking courses, as well as culturally sensitive and internationalised support mechanisms. As a practical implication, the study suggests that universities should prioritise “situational” oral communication training that prepares students for active classroom participation and implement proactive outreach strategies, such as engaging departmental coordinators to directly promote available library and digital resources, thereby overcoming the current lack of student awareness. This study contributes to addressing a gap in the literature by providing empirical insights into the learning experiences of Chinese postgraduate students regarding academic support in Spain. It offers recommendations for UAB and other Spanish institutions to enhance their academic support systems, promoting a more inclusive and international environment for international students.