A tale of two time zones: exploring emergency remote learning and stress coping during COVID-19 pandemic

Abstract

The sudden shift to emergency remote teaching during the COVID-19 pandemic left higher education institutions unprepared to address the diverse needs of international students. While much of the existing research has broadly identified the challenges international students faced, there has been limited focus on in-depth exploration of the impacts on their well-being and stress-coping, particularly for those studying remotely from their home countries. This qualitative study examines the emergency remote learning experiences of fifteen Chinese international doctoral students enrolled in U.S. institutions while living in China during the pandemic. Drawing on semi-structured interviews and social media posts, the study explores the impact of various stressors from cross-border learning contexts on students’ physical, emotional, social, and academic well-being. In response to these challenges, Chinese international doctoral students developed a range of coping strategies, from self-regulation to seeking social-emotional support. However, many also engaged in negative coping due to inadequate support from institutions and instructors. This study contributes to a deeper theoretical understanding of how contextual factors, particularly social and geopolitical influences, shape the learning experiences and stress-coping mechanisms of international doctoral students in remote settings. Additionally, it provides practical recommendations for higher education institutions to incorporate a more humanizing and empathetic approach in future remote learning programs and emergency responses.