Study on Social, Emotional and Learning Experience of Chinese University International Doctoral Students During COVID-19：Challenges and Solutions

Abstract

This article explores the social, emotional, and learning experiences of international doctoral students enrolled at Chinese universities during the COVID-19 pandemic. It focuses in particular on students who were required to continue their programmes online while residing either outside China or on Chinese campuses under varying degrees of public-health restrictions. Using a qualitative, exploratory design, the study draws on semi-structured interviews with four first-year international PhD students. It analyses the data through the lens of Social and Emotional Learning (SEL) theory. The findings show that students experienced: (a) in the social domain, reduced opportunities for informal interaction, limited access to academic networks, and delays in communication with supervisors and teachers; (b) in the emotional domain, loneliness, uncertainty about academic trajectories, and strong social and self-imposed expectations; and (c) in the learning domain, language barriers, unstable internet access, and fewer opportunities for discussion and feedback. At the same time, participants demonstrated high motivation, drew on family and peer support, and engaged in active problem-solving to cope with challenges. The study argues that social, emotional, and learning experiences are closely intertwined and jointly shape students’ ability to progress in their studies. It concludes by outlining implications for universities and supervisors, including the need to integrate SEL-informed support, strengthen communication and feedback mechanisms, and provide targeted academic and psychosocial services for international doctoral students during and beyond crises.