Leveraging Generative AI to support international students’psychological and academic transition in informationsystems education: an Australian perspective

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.

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