Peer mentoring of international students: enhancing transition and engagement in postgraduate education

Purpose International students in Australian tertiary education often face significant challenges during their first semester. This study examines the impact of a peer mentoring program designed to support international postgraduate students' transition, engagement, and academic success. Design/methodology/approach This qualitative study engaged with key stakeholders, including student mentors, mentees, and academic staff, through focus group discussions. The focus group transcripts, encompassing 46 participants, were systematically analysed using a thematic approach to identify patterns and meanings within the data. Findings The mentoring program supports mentees' transition and engagement while contributing to their academic success. Mentors benefit through the development of leadership, cross-cultural awareness, ethical conduct, and peer support skills. Involving multiple stakeholders ensures continuous program improvement and strengthens the overall mentoring experience. Originality/value This study strengthens peer mentoring theory by showing that mentoring operates as a triadic system involving mentors, mentees, and academic staff, rather than the usual dyadic mentor–mentee model. It highlights overlooked elements, such as administrative onboarding, technical guidance, and weekly feedback loops, and offers rare insights into paid mentoring, showing how compensation shapes role clarity and ethical boundaries, thereby extending existing models.