The Journal of Education Insights

Shadow Infrastructures: How International Students Build Informal Systems of Support in U.S. Higher Education

Alexandria Rose Wiesel-Brown — 2026-05-12

International students are often expected to navigate complex tuition systems, immigration regulations, institutional bureaucracy, and academic expectations with limited formal support. Although colleges and universities frequently promote internationalization and student success, many international students report that institutional guidance is inconsistent, fragmented, or hard to access. In response, students often build informal support networks to interpret rules, share information, avoid mistakes, and persist through uncertainty.

This conceptual and practice-oriented paper examines how international students develop what may be understood as “shadow infrastructures”: unofficial systems of peer advising, emotional support, information-sharing, and institutional navigation that arise when formal structures are insufficient. Drawing on prior qualitative research with former F-1 visa international students at a private performing arts institution in the United States, the paper explores how these infrastructures function, why they emerge, and what their existence reveals about institutional gaps.

The paper argues that these informal systems should not be romanticized as mere evidence of student resilience. Instead, they should be understood as signals of uneven institutional support and the transfer of administrative labor to students. The article concludes with implications for higher education leaders, including the need for clearer advising systems, better coordination across offices, and more intentional support structures for international students.

Philological Education as A Driver for Cross-cultural Collaboration in the Russian-Chinese Educational Context

Aida R. Nurutdinova — 2026-04-28

The deepening strategic partnership between Russia and China has intensified the need for educational models that foster genuine cross-cultural competence beyond surface-level linguistic proficiency. This paper argues that philological education (an integrated discipline of language, literature, and cultural interpretation) serves as a powerful yet underexplored driver for cross-cultural collaboration in the Russian-Chinese educational context. Employing a qualitative multiple-case study design, the research examines three bilateral educational initiatives involving philological curricula, faculty exchange, and joint research projects. Data were collected through semi-structured interviews with 24 educators and administrators, supplemented by document analysis of curricular frameworks and institutional agreements. The findings reveal that philologically grounded programs cultivate deeper intercultural empathy, create sustainable collaborative networks, and transform language learning into relational practice. Notably, such collaboration also demonstrated resilience as a form of “soft diplomacy”, sustaining institutional ties during periods of geopolitical tension. However, structural barriers (including divergent pedagogical traditions, asymmetrical language policies favoring English, and limited institutional flexibility) continue to hinder full integration. The study concludes that integrating philological approaches into international education strategies can transform language learning from transactional skill acquisition into a foundation for long-term cross-cultural partnership. Practical recommendations for curriculum design, institutional strategy, and educator development are discussed.

Driving Institutional Transformation: The Role of Integrated Marketing Communication in Burundian Higher Education: A Case of Université Sagesse d’Afrique

Nobel Estimé BASABAKWINSHI — 2026-04-28

Higher education institutions (HEIs) in Burundi, especially Université Sagesse d’Afrique (USA), grapple with standing out in a crowded market where smart communication strategies are key to thriving. Even though Integrated Marketing Communication (IMC) has proven effective worldwide, it’s rarely used in Sub-Saharan Africa (SSA), leaving universities with patchy brand images and weak digital setups. This study takes a quantitative look at how three IMC elements message consistency, social media engagement, and digital tool use affect USA’s organizational performance. We used a cross-sectional survey to gather data from 350 students and lecturers at the Kinindo, Asiatique, and Kamenge campuses, applying stratified random sampling. Python (version 3.11) handled the stats, including multiple regression and diagnostic tests to ensure the model’s reliability. Overall, the full IMC framework explained 62% of the variation in organizational performance. Message consistency was the strongest predictor (β = .48, p <.001), which outranked social media engagement (β =.25) and digital tool use (β = .18). They were no notable differences by campus or respondent group (p > .05), indicating broad agreement on the University standing. These results reveal a “synergy effect”: a university’s reputation hinges on consistent messaging across all channels, not one-off marketing efforts. The study provides administrators with a hands-on framework to boost competitiveness, even with tight resources.

Online Learning System for Pre-Marital Education to Improve Balinese Hindus Brides’ and Grooms’ Readiness

Luh Asli — 2026-04-28

Marriage in Balinese Hinduism is both a social obligation and a sacred religious ceremony. It requires careful preparation that involves complex cultural factors, such as selecting auspicious days, adhering to caste norms, family structure, and financial readiness. These requirements pose challenges for prospective brides and grooms. This community service provides an online information and consultation system to support the premarital readiness of prospective Balinese Hindu couples and evaluates whether the system improved users’ readiness for marriage. A questionnaire was delivered before and after the prospective Balinese Hindu couples learn about Balinese marriage through the online system. Fifty-three prospective brides and grooms participated, recruited through convenience sampling. The data were analyzed using descriptive statistics, paired-samples t-tests, and effect-size analysis to assess the intervention's impact. Results showed a significant improvement in premarital readiness after using the system, as indicated by a paired t-test and a substantial effect size. The online information and consultation system enhanced the preparedness of prospective Balinese Hindu couples by providing accessible information and structured guidance.