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The global landscape of higher education has witnessed a steady increase in the mobility of international students, as more individuals seek diverse academic experiences and cross-cultural learning opportunities. This paper conducts a systematic literature review to investigate trends, research directions and key themes in the literature. By utilising the push–pull factor model the aim is to provide a comprehensive understanding of the factors influencing international students' choices to pursue higher education and future career opportunities abroad.

A systematic literature review approach was applied. The selection was made using PRISMA framework-based inclusion and exclusion criteria. The review includes 43 publications from 2010 to 2022.

The review results revealed five themes of scholarly conversations labelled as (1) betterment of life, (2) policy of the host country, (3) role of institutions, (4) return to home country and (5) social, economic, environmental, individual and cultural factors. The findings emphasise on the significance of factors such as the quality of education, visa requirements, academic reputation, tuition fees, availability of scholarships, job opportunities, social, economic, environmental, individual and cultural factors. The paper also identifies language barriers, visa policies and social integration difficulties as major barriers to international students' stay in the host country after graduation.

This research enhances the current body of literature by conducting a comprehensive analysis of the empirical evidence available in literature that investigates the mobility of international students. The outcomes of this study will make a valuable contribution towards developing a more profound comprehension of the primary factors that influence international students' decision to pursue their education abroad.

This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment.

The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X² of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis.

This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development.

In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

The advance in higher education in Asian countries is of major interest because it reveals increasing global political and cultural influence in recent years. The review explores the characteristics of publications from 2013–2018 concerned with the internationalisation of higher education in Asia. The study aims to analyse the current trajectory, including the size, growth trends, and regional networking of this domain, with a goal of identifying the influential journals, authors, and documents, as well exploring the thematic structure and topical issues and trends of this domain.

241 Scopus-indexed documents were selected and reviewed using a quantitative descriptive way. These documents were analysed by VOS viewer software.

The results show the most topical issues and trends concern about “Asian immigration and mobility”, “transnational education”, “international students and acculturation”, and “international branch campuses”. Seven main schools of thought were identified and are clearly explained herein, which provides a baseline for future research for new scholars.

The present study suggests that trans-regional cooperation is the future of internationalisation in higher education. Asian scholars are recommended to increase cooperation and exchanges with each other, expand channels of contact, further understand and optimise their own advantages, achieve win-win cooperation and make Asia's voice heard in the world in higher education field.

This bibliometric review can predict the main trends in higher education internationalisation in the future and encourage implication of interdisciplinary research in higher education internationalisation.

The purpose of this paper is to assess frailty, geriatric conditions and multimorbidity in people experiencing homelessness (PEH) using holistic evaluations based on comprehensive geriatric assessment (CGA) and draw comparisons with general population survey data.

Cross-sectional observational study conducted in a London-based hostel for single PEH over 30 years old in March–April 2019. The participants and key workers completed health-related questionnaires, and geriatric conditions were identified using standardised assessments. Frailty was defined according to five criteria in Fried’s phenotype model and multimorbidity as the presence of two or more long-term conditions (LTCs). Comparisons with the general population were made using data from the English Longitudinal Study of Ageing and the Health Survey for England.

A total of 33 people participated with a mean age of 55.7 years (range 38–74). Frailty was identified in 55% and pre-frailty in 39%. Participants met an average of 2.6/5 frailty criteria, comparable to 89-year-olds in the general population. The most common geriatric conditions were: falls (in 61%), visual impairment (61%), low grip strength (61%), mobility impairment (52%) and cognitive impairment (45%). All participants had multimorbidity. The average of 7.2 LTCs (range 2–14) per study participant far exceeds the average for even the oldest people in the general population.

To the best of authors’ knowledge, this is the first UK-based study measuring frailty and geriatric conditions in PEH and the first anywhere to do so within a CGA-type evaluation. It also demonstrates the feasibility of conducting holistic evaluations in this setting, which may be used clinically to improve the health outcomes for PEH.