Experiences of International Speech–Language Pathology Students: A Phenomenological Study

Background International students often encounter systemic and individual challenges, especially in language-intensive fields like Speech–Language Pathology (SLP). Although their experiences are documented in well-established contexts, little is known about newer host countries such as Türkiye, where enrolments have recently risen. Understanding this is crucial for identifying barriers and support needs, impacting outcomes, and the internationalisation of SLP education. Aim This study explores the educational experiences of international undergraduates in the Speech–Language Pathology program at Anadolu University, Türkiye. Methods and Procedures Using a phenomenological design, data were collected through focus group interviews with nine female students and were analysed thematically. Conclusions and Implications International SLP students in Türkiye encountered familiar challenges—language barriers, uneven preparation, and integration difficulties—amplified by diverse entry pathways and local dynamics. Nevertheless, they demonstrated resilience by developing self-discipline and valuing educational quality despite mismatched expectations. The findings emphasise the need for institutional support: clearer communication of norms, structured orientation, and culturally responsive supervision could help reduce systemic barriers, while mentoring and buddy systems might further aid integration and clinical readiness, benefiting both students and the profession.