Title:
NAVIGATING CULTURAL DISSONANCE: INTERNATIONAL STUDENTS’ ADAPTATION IN JAPAN DURING COVID-19: A PHENOMENOLOGICAL STUDY INTEGRATING HOFSTEDE’S CULTURAL DIMENSIONS

Authors:
Shiyun Zhang, China

Abstract:
The COVID-19 pandemic has significantly disrupted the experiences of international students, intensifying cultural adaptation challenges and exposing gaps in institutional support systems. This phenomenological study explores how international students in Japan navigated cultural dissonance and systemic barriers during the pandemic, focusing on their emotional resilience and adaptation strategies. Employing Hofstede’s Cultural Dimensions Theory and phenomenology as an integrated framework, the research examines the interplay between macro-level cultural norms and micro-level lived experiences. Data were collected through surveys (n=176) and in-depth interviews (n=40) with participants from diverse cultural and geographic backgrounds. The findings highlight three key themes: (1) the emotional and psychological toll of adapting to Japan’s high-context, collectivist culture, characterized by implicit communication and hierarchical relationships; (2) the critical role of language proficiency in shaping students’ academic and social integration; and (3) the dual role of digital technologies as both a tool for connection and a source of alienation in socially distanced environments. This study reveals that rigid institutional systems, compounded by Japan’s high power distance and uncertainty avoidance, often exacerbated students’ feelings of exclusion and vulnerability. However, strategies such as peer support, mentorship, and reflective practices enabled students to develop cross-cultural empathy and emotional resilience. The research underscores the need for culturally responsive interventions, including bilingual administrative support, streamlined processes, and digital tools designed for inclusivity. By bridging systemic cultural analysis with subjective lived experiences, this study contributes to the discourse on cross-cultural adaptation and crisis management. Its findings offer actionable insights for educators and policymakers to foster resilience, inclusivity, and well-being among international students in times of global disruption.