Overview

International students in higher education often contend with intersecting academic, linguistic, cultural, emotional, financial, and institutional conditions that shape their well-being, belonging, and participation. Against a backdrop of global uncertainty, rapid technological change, and uneven institutional support, supporting international students' well-being requires moving beyond individual adjustment or academic success toward deeper attention to dignity, agency, linguistic legitimacy, emotional safety, cultural recognition, and institutional responsibility. Generative AI has quickly become part of this landscape, reshaping how international students write, communicate, seek support, interpret expectations, and move through unfamiliar academic systems. While GenAI may offer meaningful language assistance, access to information, and reassurance in moments of uncertainty, its growing presence also raises pressing questions about equity, bias, privacy, overreliance, misinformation, surveillance, and the future of human connection in student learning, belonging, and support. Generative AI for Supporting International Student Well-Being in Higher Education offers a timely and critical examination of how GenAI can support, complicate, and transform international student experiences. Moving beyond simplistic views of AI as either beneficial or harmful, this volume examines AI-mediated support as a site where ethics, culture, language, pedagogy, infrastructure, policy, emotion, and power converge. Through conceptual, empirical, policy-oriented, pedagogical, and design-focused contributions, the book addresses responsible AI design, ethical infrastructures, GenAI policy, emotional coping, chatbots, inclusive learning, cultural expectations, student voice, relationality, and participatory futures. It is an essential resource for researchers, graduate students, educators, higher education leaders, student support professionals, instructional designers, AI developers, policymakers, and student advocates concerned with the future of international education in the age of generative AI.

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Aide Chen is a PhD candidate in Applied Linguistics at Western University, Canada. Before embarking on his doctoral journey, he earned two Master's degrees in Applied Linguistics and TESOL and also a Bachelor's degree in Teaching Chinese to Speakers of Other Languages. His research interests include critical applied linguistics, teacher emotions and identities, as well as language teacher education and professional development. His current PhD research explores the anxiety and resilience experiences of early-career English as an Additional Language teachers through a socio-ecological lens.

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