Exploring Educational Beliefs and Classroom Behaviors in Different Culture: A Qualitative Study of International Students

Abstract

This study aims to explore and understand the experiences of international students from Malaysia, the Philippines, and Nigeria regarding their educational beliefs and classroom behaviors. This study employed a qualitative research design to investigate students' experiences across different cultural and educational contexts. The participants consisted of three international students representing Malaysia, the Philippines, and Nigeria. Data were collected through interviews and analyzed thematically. The findings revealed several themes related to educational beliefs and classroom behaviors, including enrichment activities, special education, corporal punishment, student participation, cheating, beliefs about teacher authority, and absenteeism. The results indicate both similarities and differences across the three countries, reflecting the influence of cultural values, social expectations, and institutional practices on educational experiences. The study suggests that educators and policymakers should adopt culturally responsive approaches that acknowledge diverse perspectives, promote inclusive learning environments, and foster positive student engagement across educational contexts.