How social and cultural capital supports the transition of international foundation students to higher education

Abstract This study explores the experiences of international foundation students in the UK, focusing on how they develop and mobilise academic, social and cultural capital to navigate their transition into higher education. Drawing on alumni perspectives as experts of their lived experiences and using participatory methods, listening rooms and walking interviews, the research highlights the multidimensional nature of transition, encompassing academic preparation, intercultural competence, employability and a sense of belonging. Using Bourdieu’s concepts of habitus, capital and field, transition is reconceptualised as a relational and dynamic process, shaped by both individual agency and structural factors. Findings emphasise the importance of student-informed programme design, embedding academic literacy and employability skills, fostering peer and alumni mentoring and promoting meaningful engagement with undergraduate departments. The study also demonstrates methodological innovation in centring student voices, offering insights for policymakers, practitioners and researchers seeking to enhance international student support. Implications extend to curriculum design, institutional practice and ongoing research, highlighting how International Foundation Programmes (IFPs) can enable students not merely to adapt, but to thrive academically, socially and professionally.