Abstract
International students in Information Systems (IS) programs in Australia face a distinctive mix of academic and interpersonal challenges. IS education requiring students to navigate both technical tasks as coding, modelling, and querying data and human-centered activities like teamwork, communication, and adapting to local academic norms. This dual expectation can create psychological strain, particularly for students adjusting to a new cultural and educational environment. While broader studies have explored international student experiences, few focus specifically on IS learners. This paper positions generative AI not only as a study tool, but as a potential intervention layer that supports both academic transition and non-clinical wellbeing. It introduces a conceptual Input-Mediator-Outcome framework with strong research potential, suggesting that generative AI can support IS-centric psychological factors and influence achievement and emotional resilience. The aim is to lay the groundwork for future research into how ethical, targeted AI use can support international IS students.
Recommended Citation
Ahsan, Ali; Saha, Ratna; and Davison, Claire, "Leveraging Generative AI to support international students’
psychological and academic transition in information
systems education: an Australian perspective" (2025). ACIS 2025 Proceedings. 105.
https://aisel.aisnet.org/acis2025/105