# Understanding How International Students in the U.S. Are Using Conversational AI to Support Cross-Cultural Adaptation

arXiv: https://arxiv.org/abs/2605.15127 · HTML: https://mlsanity.com/paper/2605.15127/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 6 of its 53 references that are in the map.
- First posted on arXiv 14 May 2026.

## Builds on (most cited first, 6 of 6)

- [AI Suggestions Homogenize Writing Toward Western Styles and Diminish Cultural Nuances](https://mlsanity.com/paper/2409.11360/) (2024)
- [Do People Engage Cognitively with AI? Impact of AI Assistance on Incidental Learning](https://mlsanity.com/paper/2202.05402/) (2022)
- [What Makes a Good Conversation? Challenges in Designing Truly Conversational Agents](https://mlsanity.com/paper/1901.06525/) (2019)
- [From Lived Experience to Insight: Unpacking the Psychological Risks of Using AI Conversational Agents](https://mlsanity.com/paper/2412.07951/) (2024)
- [Towards Experience-Centered AI: A Framework for Integrating Lived Experience in Design and Development](https://mlsanity.com/paper/2508.06849/) (2025)
- [Do Students Rely on AI? Analysis of Student-ChatGPT Conversations from a Field Study](https://mlsanity.com/paper/2508.20244/) (2025)

## Abstract (arXiv)

Moving to a new culture and adapting to a new life, as an international student, can be a stressful experience. In the US, international students face unique overlapping challenges, yet the current support ecosystem, including university support systems and informal social networks, remains largely fragmented. While conversational AI has emerged as a tool used by many (e.g., generative AI chatbots like ChatGPT and Google Gemini), we do not have a clear understanding of how international students adopt and perceive these technologies as support tools. We conducted a survey study (n=60) to map the relationship between international students' challenges and AI adoption patterns, followed by an interview study with 14 participants to identify the underlying motivations and boundaries of use. Our findings show that AI is perceived as a first-aid tool for immediate challenges, however, there is an interest in transforming AI from a tool for short-term help into a long-term support companion. By identifying where and how AI can provide long-term support, and where it is insufficient, we contribute recommendations for creating AI-powered support tailored to the unique needs of international students.