“I hope my challenges can benefit others ”: An ecological perspective on agency of cross-border student bloggers in social media

• In Event: Student agency and adaptation: artificial intelligence, social media, and diverse learning spaces

Proposal

Introduction
With the increasing nationalization of higher education, the experiences of cross-border students (CBS) have gained much attention. Research has documented their challenges, such as overcoming language barriers (Zhang & Goodson, 2011), navigating different academic expectations (Gu et al., 2010), managing cultural shock (Brown & Holloway, 2008), and coping with policy issues arising from geopolitical conflicts (Mok et al., 2024). Recently, social media has emerged as a critical digital tool in helping CBS navigate these challenges (e.g., Hamid et al., 2016; Mikal et al., 2015; Yu et al., 2019). However, much of the existing literature views CBS as passive consumers of social media content, overlooking their roles as active content creators. As Marginson (2024) noted, the current research frameworks often portray CBS as “dependent children” rather than as agents with autonomy. Addressing this gap is essential to gaining a more nuanced understanding of how CBS enact their agency through social media, enriching the broader discourse on the role of digital media in higher education.
This study investigated 15 CBS bloggers originally from China who are pursuing higher education abroad and explored how they enact their agency through social media to turn personal experiences into collective resources that benefit a broader learning community. The research questions are as follows:
1. What factors motivate CBS to share their experiences on social media?
2. What strategies do CBS employ in sharing their experiences?
3. How does sharing experiences on social media influence them?
Theoretical Framework
We adopt the ecological perspective on agency as the theoretical framework. The agency is an internal capacity or trait (e.g., Ahearn, 2001; Bandura, 2001), as well as a form of engagement that is embedded in social structures, cultural norms, and material environments, and is constructed over time (Edwards, 2005; Emirbayer & Mische, 1998; Priestley, Biesta, & Robinson, 2015). This framework rejects the deficit narrative that views CBS’ responses to cross-border challenges as a matter of personal capability. Instead, it emphasizes that CBS’s agency is a dynamic continuum, co-constructed by past experiences, present practices, and future goals (Priestley et al., 2015). Focusing on the ecological conditions that shape these CBS’ actions, could uncover the sources of their agency and how they enact it within social media.
Agency is not only a personal attribute but also encompasses the actions individuals take (Goller & Paloniemi, 2017; Priestley et al., 2015). It is intricately linked to an individual’s selfhood, will, autonomy, choice, and creativity (Emirbayer & Mische, 1998, p. 962-963; Lipponen & Kumpulainen, 2011). In other words, when CBS share their learning and life experiences on social media, these actions are representations of the active exercise of their will, autonomy, and creativity.
Moreover, agentic CBS are not just responding to the challenges posed by new environments, but also having “the skills and will to strengthen their own … capabilities for life-long learning and sustained professional growth” (Lipponen & Kumpulainen, 2011, p. 812). This means that sharing their experiences on social media facilitates CBS’ reflection on their identities and goals, thereby enhancing their self-formation and learning growth. Margrison (2024) emphasizes, that moving beyond the deficit model of CBS requires recognizing them as active agents who continuously shape their identities through reflection and action, altering their relations with the structural factors.
Methodology
Participants
A purposive sampling strategy was employed to select CBS bloggers who meet the following criteria: (1) they must be CBS originally from China but enrolling in higher education institutions in a foreign country; (2) actively use social media to share their overseas educational and personal experiences; and (3) more than 5000 followers. These criteria help select the most relevant and insightful cases (Yin, 2019). Specifically, we began by searching for keywords such as “study abroad experiences” and “overseas application tips” on platforms like Little Red Book, Bilibili, and Weibo, as these are popular social media platforms among Chinese CBS. We sent messages inviting influential CBS bloggers to participate, and also posted public invitations on these platforms. Finally, we identified 15 participants who voluntarily agreed to take part in this study and provided informed consent.
Data Collection and Analysis
We conducted in-depth interviews with participants based on our research question. Each interview lasted at least one hour. We also analyzed their social media content, including posts and videos, and examined interactions with followers through comments and discussions to understand the impact on both themselves and the online learning community.
Thematic analysis (Braun & Clarke, 2006) was used for its flexibility in identifying, analyzing, and reporting patterns within qualitative data (Braun & Clarke, 2015). The process began with thorough readings of interview transcripts, social media posts, and videos for familiarization, followed by systematic coding (Saldaña, 2016). We then reviewed and refined the codes to identify broader themes aligned with our theoretical framework.
Findings
The findings show several key themes related to CBS’ motivations, strategies, and the impact of sharing their experiences in social media.
First, CBS are motivated to share their experiences primarily to (1) seek emotional and academic support, and (2) transform personal challenges into communal learning.
Second, the findings highlighted various strategies employed by CBS, such as using (1) narrative stories sincerely, (2) leveraging multimedia elements, and (3) inviting interactive discussions.
Third, sharing their experiences was found to have significant implications for the CBS, including (1) fostering a sense of belonging, and (2) reshaping their identities as active agents in cross-border learning community.
Significance
This study is significant because it offers a nuanced understanding of the agency of CBS from an ecological perspective. The findings challenge the traditional view of CBS as passive recipients of challenges, instead highlighting them as active content creators and contributors to the learning community. For CBS, social media serves as an empowering tool that enables them to build supportive networks and actively shape their educational and social environments. Furthermore, the study provides valuable insights for higher education institutions on improving the learning experiences of CBS by supporting or developing digital communities.

Author

• Shuqin Li, Hunan Normal University